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Direct linkLonghurst, Max L.; Jones, Suzanne H.; Campbell, Todd – Professional Development in Education, 2022
Understanding factors that influence teacher use of professional development learning is critical if we are to maximise the educational and financial investment in teacher development. This study used a multi-case mixed methodology to investigate the factors that influence teacher adoption, adaption, and abandonment of teacher-directed learning.…
Descriptors: Faculty Development, Teacher Improvement, Educational Technology, Technology Uses in Education
Walkinshaw Garris, Karen Y. – ProQuest LLC, 2019
The purpose of this exploratory study was to analyze the mainstream classroom teachers in this unique K-8 school setting report focusing on English Learners (ELs), what they perceive to be their roles and responsibilities in working with ELs, and what they want to learn further about ELs. For this study, mainstream teachers refer to those who…
Descriptors: English Language Learners, Elementary School Teachers, Middle School Teachers, Teacher Responsibility
Download full textKruse, Rebecca; Howes, Elaine V.; Carlson, Janet; Roth, Kathleen; Bourdelat-Parks, Brooke – Online Submission, 2013
AAAS and BSCS are collaborating to develop and study a curriculum unit that supports students' ability to explain a variety of biological processes such as growth in chemical terms. The unit provides conceptual coherence between chemical processes in nonliving and living systems through the core idea of atom rearrangement and conservation during…
Descriptors: Chemistry, Biology, Grade 8, Middle School Students
DeSantis, Joshua D. – Journal of Information Technology Education: Research, 2013
Identifying means of assisting teachers in integrating technology during their instruction is becoming more important as the rate new technologies enter the classroom accelerates. The primary means of helping in-service teachers employ new technologies in their classrooms is frequently professional development. Unfortunately, professional…
Descriptors: Faculty Development, Technology Integration, Educational Technology, Self Efficacy
Misty Sailors; Larry R. Price – Grantee Submission, 2010
In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…
Descriptors: Intervention, Observation, Reading Achievement, Reading Strategies
Misty Sailors; Larry R. Price – Elementary School Journal, 2010
In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…
Descriptors: Intervention, Observation, Reading Achievement, Reading Strategies
Carleton, Loran E.; Fitch, Jenelle C.; Krockover, Gerald H. – Educational Forum, 2008
Changes in teacher efficacy and attitudes toward teaching were examined throughout a teacher education program as teachers worked to integrate new skills into their science curriculum. Correlation coefficients were calculated for the changes. Positive correlation was observed between changes in attitude and self-efficacy. Negative correlation was…
Descriptors: Teacher Effectiveness, Teacher Education Programs, Self Efficacy, Correlation
Zambo, Ron; Zambo, Debby – Teacher Education Quarterly, 2008
The "No Child Left Behind" legislation requires states to classify schools based on students meeting the state's academic standards. A combination of factors, including scores on state specific tests and nationally normed tests, can result in a school being awarded a low classification or a high classification. In the authors' state,…
Descriptors: Teacher Effectiveness, Federal Legislation, Standardized Tests, Academic Achievement
Ross, John A.; Bruce, Catherine D. – Teaching & Teacher Education: An International Journal of Research and Studies, 2007
Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to influence teacher practice. We apply the theory to change in mathematics teaching and report an…
Descriptors: Self Evaluation (Individuals), Faculty Development, Mathematics Teachers, Mathematics Instruction
