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Lara-Alecio, Rafael; Tang, Shifang; Sutton-Jones, Kara L.; Irby, Beverly J.; Tong, Fuhui; Jimenez, David D.; Villarreal, Elsa G. – International Journal of Virtual and Personal Learning Environments, 2021
Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Professional Development, Inservice Teacher Education
Babino, Alexandra; Araujo, Juan J.; Maxwell, Marie L. – Texas Journal of Literacy Education, 2019
In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focus in this article is to offer in-service teachers a…
Descriptors: Scaffolding (Teaching Technique), Social Justice, Children, Childrens Literature
Pando, Magdalena; Aguirre-Muñoz, Zenaida – Journal of Science Teacher Education, 2021
This article is a qualitative study that explored bilingual/ESL science teachers' reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners.…
Descriptors: Case Method (Teaching Technique), Professional Development, Inservice Teacher Education, Science Teachers
Dubin, Jennifer – American Educator, 2014
This article describes the Sue Rose Summer Institute for Teachers at the Dallas Institute of Humanities and Culture, which, for 30 years, has treated teachers as intellectuals. To that end, the nonprofit educational organization offers teachers from all grade levels and all disciplines an experience that either reacquaints them with or introduces…
Descriptors: Faculty Development, Classics (Literature), Western Civilization, Inservice Teacher Education
Stewart, Josh; Lambert, Misty D.; Ulmer, Jonathan D.; Witt, Phillip A.; Carraway, Candis L. – Journal of Agricultural Education, 2017
With a continuous shortage of qualified agricultural science teachers (Foster, Lawver, Smith, 2014; Kantrovich, 2010), it is imperative teacher preparation programs identify and utilize effective cooperating teachers, as well as develop training for in-service teachers that will assist in preparing more effective cooperating teachers. The purpose…
Descriptors: Cooperating Teachers, Teacher Effectiveness, Teacher Qualifications, Agricultural Education
Jimerson, Jo Beth; Childs, Joshua – Educational Policy, 2017
Numerous actors influence how educational policies play out in practice, but this does not mean that policies themselves are without power. Policies are crafted and enacted in part because they serve as signal and symbol: How a policy is formally codified establishes expectations, exerts norming influence, and catalyzes shifts in how issues are…
Descriptors: State Policy, School Districts, Educational Policy, Informed Consent
Powell, Cynthia B.; Pamplin, Kim L.; Blake, Robert E.; Mason, Diana S. – Journal of Science Education and Technology, 2010
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY, 1997) as a part of the inservice training. Self-reported demographic data were used to identify factors…
Descriptors: Scores, Professional Development, Tutoring, Inservice Education
Rillero, Peter; Camposeco, Laurie – Interdisciplinary Journal of Problem-based Learning, 2018
Teachers' problem-based learning knowledge, abilities, and attitudes are important factors in successful K--12 PBL implementations. This article describes the development and use of a free, online module entitled "Design a Problem-Based Learning Experience." The module production, aligned with theories of andragogy, was a partnership…
Descriptors: Inservice Teacher Education, Preservice Teacher Education, Preservice Teachers, Learning Modules
Janecek, Uvaldina – ProQuest LLC, 2012
The influx of Mexican immigrants has posed enormous challenges to the nation's public school systems where migration is rapidly increasing. The high Hispanic dropout rate points to a failure in educating Latinos and has received ample attention from researchers, educators, and policymakers; but the achievement disparities persist. Using the lens…
Descriptors: Hispanic American Students, Immigrants, Parents, Teachers
Hansen-Thomas, Holly; Grosso Richins, Liliana; Kakkar, Kanika; Okeyo, Christine – Professional Development in Education, 2016
This paper explores the perceived professional development needs of inservice teachers of English-language learners (ELLs) from 10 rural and small districts in the USA. The survey instrument that captured responses from 159 elementary and secondary teachers in Texas was primarily quantitative and was based on the state English as a second language…
Descriptors: Faculty Development, Inservice Teacher Education, English Language Learners, Rural Schools
Bond, Nathan; Goodwin, Marilyn; Summers, Emily – Journal of Curriculum and Teaching, 2013
This article describes the conditions for establishing an advanced master's degree program that focuses on teacher leadership. The creation of the model is examined from the perspective of nine administrators from Eanes Independent School District in Austin, Texas, and Texas State University-San Marcos. These administrators collaborated to design…
Descriptors: College School Cooperation, Teacher Leadership, Masters Programs, School Districts
Kaplan, Claire; Chan, Roy; Farbman, David A.; Novoryta, Ami – National Center on Time & Learning, 2015
This study looks deeply inside 17 schools that stand at the vanguard of the current revolution in teaching. This new National Center on Time & Learning (NCTL) report reveals the substantive ways in which these schools are providing their teachers with more time to reflect on, develop, and hone their craft, by very explicitly leveraging an…
Descriptors: Extended School Day, Extended School Year, Faculty Development, Teacher Collaboration
Hill, Rachelle; Rapp, Lori – Journal of Staff Development, 2012
Schools and districts are inundated with data from a variety of sources. As a result, using data to guide instructional planning can be daunting for teachers and schools. While schools and districts are dealing with shrinking budgets and growing demands for high student achievement, an investment in school-based coaching can provide exponential…
Descriptors: Teaching Methods, Educational Change, Data Analysis, Coaching (Performance)
Moore, Leeann; Sampson, Mary Beth – Education, 2008
The past two decades have been times of heightened emphasis on changing structures between universities and public schools toward collaboration as a means of improving the education and preparation of pre-service and in-service teachers. Numerous studies have found that students in teacher education courses often have difficulty utilizing the…
Descriptors: Preservice Teacher Education, Education Courses, Cooperation, Partnerships in Education
Nottingham, Mary E. – ProQuest LLC, 2014
The purpose of this study was to investigate the impact of a 2-year professional development model in math and science on the self-efficacy of the teacher and its effects on teacher practice and student outcomes. Further, this study sought to incorporate the instructional use of Inquiry-Based Learning methods of Problem-Based Learning, Japanese…
Descriptors: Professional Development, Self Efficacy, Classroom Techniques, Academic Achievement