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Peer reviewed
Direct linkTrevisan, Ottavia; De Rossi, Marina – Research on Education and Media, 2023
The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized…
Descriptors: Higher Education, College Faculty, Distance Education, Online Courses
Ron Crawford – ProQuest LLC, 2024
This qualitative phenomenological study aimed to investigate educators' perspectives on their professional preparedness, the effectiveness of their teaching methods, and the challenges encountered while providing homebound education within a mid-sized school district in North Texas. Semi-structured interviews with 8 teacher participants were…
Descriptors: Homebound, Teacher Attitudes, Teaching Methods, Self Efficacy
Gregory Forge; Tony Lee – Community College Enterprise, 2024
With the rapid growth of dual-credit enrollments, it is vital for higher education institutions to understand the needs of dual-credit students, particularly students with learning disabilities. The literature shows a gap in research related to the perceptions of dualcredit students utilizing learning accommodations. The purpose of this…
Descriptors: High School Students, Dual Enrollment, College Credits, Community Colleges
Hayes, Sonya D.; Burkett, Jerry R. – Journal of School Leadership, 2021
Through this study, we examined a university-district sponsored leadership academy to explore the perceptions of assistant principals, who participated in a yearlong professional development and coaching program, on how the program supported them in improving their leadership capacity and advancing their career. Using a single qualitative case…
Descriptors: Assistant Principals, Coaching (Performance), Leadership, Faculty Development
Maggie Salem; Will Doss; Christopher Estepp – Journal of Agricultural Education, 2023
English Language Learners (ELLs) are one of the fastest growing student populations in the United States. However, teachers, including school-based agricultural education (SBAE) teachers, report being underprepared to teach ELLs. Skills needed to teach ELLs were identified and categorized using Coady et al.'s model for preparing effective teachers…
Descriptors: Faculty Development, Educational Needs, Agriculture Teachers, Agricultural Education
Morgan, Nick; Foster, Elizabeth; George, Melinda – Learning Professional, 2021
Among the things that will be remembered about the year 2020 are phrases like "You're still on mute" and "Can I share my screen?" They are emblematic of how educators have been challenged to navigate uncharted waters of remote learning and overnight technological adaptation. To quote another phrase that will be remembered as a…
Descriptors: Pandemics, COVID-19, Faculty Development, Educational Planning
Haley Collins Lovell – ProQuest LLC, 2024
In Texas, employing more adjunct faculty has helped meet staffing demands as community college enrollment has increased. However, training and retaining these part-time employees has created a unique challenge as adjunct faculty have less opportunities and motivation to participate in professional development (PD). Applying Vygotsky's…
Descriptors: Adjunct Faculty, Faculty Development, Teacher Responsibility, Community Colleges
Download full textLeverette, Michelle L. – School Leadership Review, 2023
The article aims to provide relevant data that speaks to current campus needs in a time of pandemic-affected era transitional learning in PK-12 public education. As current educational leaders seek to address the academic and behavioral needs of students, the findings from this research study taken during COVID-19 protocols express three areas of…
Descriptors: COVID-19, Pandemics, Middle School Teachers, Teacher Attitudes
Jorge Solís; Kristen Lindahl; Bedrettin Yazan – TESOL Journal, 2024
This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research-practice partnership between a large public university and two school districts in south Texas that engages in-service…
Descriptors: Professional Identity, English (Second Language), Second Language Learning, Second Language Instruction
Goree, Krystal; Williams, Yolanda; Hamilton, Suzanne; Mathews-Perez, Amy; Talbert, Sandra; Strot, Rick; Barrett, Sara; Bolfing, Darlene; Miller, Sue; Almaguer, Dora; Gilbreath, David; Martinez, Donna; Rubio, Belinda; Ward, Victoria; Edison, Ricky; Henry, Marsha; Mechell, Rebecca; Pritchard, Melissa; Welsh, Kaitlin – School-University Partnerships, 2019
The PDS partnership between Baylor University and Waco Independent School District commenced in 1993 in the context of a national conversation about innovations for improving teacher preparation and practice. During its 25-year history, the partnership has garnered national recognition, with Hillcrest PDS serving as one of 18 representative PDS…
Descriptors: Partnerships in Education, College School Cooperation, Universities, School Districts
Maina, Faith; Smit, Julie; Serwadda, Abdul – Australian and International Journal of Rural Education, 2021
The research experience for teachers (RET) professional development was a six-week long summer-intensive National Science Foundation (NSF) funded project that took place at a large university in western Texas. It was designed to provide a research-rich learning environment in data science and cybersecurity for STEM teachers in the region, which is…
Descriptors: Faculty Development, Summer Programs, STEM Education, Rural Schools
Anderson, Phyliciá; Stewart, Mary Amanda; Lozada, Victor Antonio – Journal of Language and Literacy Education, 2022
A high school English teacher/doctoral student and two university researchers share a three-part framework for educating emergent bilinguals across disciplines with these constructs: language, literacy, and love. Through long-term professional development, teachers at two high schools began to view language as translanguaging, literacy as…
Descriptors: Teaching Methods, Bilingualism, High School Teachers, Doctoral Students
ICF International, 2020
Purpose: The purpose of this two-year study was to assess the impact of the CORE program, a model that integrates technology and active learning modules in high schools by providing multi-disciplinary teams of teachers and administrators with professional development and resources to support the development of students' non-cognitive skills and…
Descriptors: High School Students, Program Effectiveness, Technology Integration, Active Learning
Psencik, Kay; Ebell, Steven; McCulley, Lisa V. – Journal of Staff Development, 2016
When school district leaders attend instructional sessions about professional learning, they might take away a few ideas and strategies they want to try. But when experts provide those districts with ongoing coaching, the educators are more likely to gain the ability to create strong professional learning systems that benefit all educators. That…
Descriptors: School Districts, Professional Education, Faculty Development, Educational Cooperation
Van Overschelde, James P.; Saunders, Jane M.; Ash, Gwynne Ellen – Middle School Journal, 2017
The university's teacher preparation program has implemented and continually refined a professional development school program, with extended university-school relationships in its middle-level certification program. This program offers dialogue, targeted learning activities, and intensive field-based experiences to help ease preservice teachers…
Descriptors: Professional Development Schools, Teacher Persistence, Preservice Teachers, Preservice Teacher Education
