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Arshavskaya, Ekaterina – InSight: A Journal of Scholarly Teaching, 2018
While there exists a considerable body of research focusing on international teaching assistants' (ITAs') linguistic, sociocultural, and instructional challenges, less is known about the successful developmental trajectories of this group of international educators of American students. This research aims to fulfill this research gap using a case…
Descriptors: Teaching Assistants, Foreign Students, Mentors, Case Studies
Saran, Rupam – Journal of Urban Learning, Teaching, and Research, 2018
Contextualized in an urban college's teacher education program and its partnership inner-city elementary schools, this qualitative study explores the impact of lesson study on the emergence of a stronger pedagogical content knowledge on mathematics teaching practices of minority preservice teachers. Aiming to raise the mathematics achievement of…
Descriptors: Pedagogical Content Knowledge, Mathematics Instruction, Teacher Improvement, Teacher Collaboration
Sahan, Gülsün – Journal of Education and Training Studies, 2018
The aim of this study is to evaluate the teaching ethics principles according to the opinions of the prospective teachers. From the teaching profession ethics principles of the students, the positive and negative aspects of professionalism, service, responsibility, justice, equality, ensuring a healthy and safe environment, morality, honesty,…
Descriptors: Ethics, Preservice Teachers, Student Attitudes, Qualitative Research
Kudelich, Alla – ProQuest LLC, 2018
The purpose of this qualitative descriptive study was to describe how teachers perceive the value of professional in-service training and whether this training improved their self-efficacy when teaching ELL students in elementary schools in the Eastern School District in New York State. Utilization of Bandura's social cognitive theory occurred in…
Descriptors: English Language Learners, English Instruction, English (Second Language), Self Efficacy
O'Flaherty, Celia; Barton, Erin E.; Winchester, Claire; Domingo, Maddisen – Journal of Positive Behavior Interventions, 2019
Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs.…
Descriptors: Coaching (Performance), Toddlers, At Risk Persons, Early Childhood Teachers
Kennedy, Mary M. – Review of Research in Education, 2019
This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see…
Descriptors: Faculty Development, Program Effectiveness, Educational Practices, Research Design
Papay, John P.; Kraft, Matthew A. – Educational Leadership, 2016
Improving the teacher workforce is now high on the education policy agenda, and most policymakers draw on research to inform their positions about teacher quality. Many policymakers cite the "fact" that, in general, teachers don't improve their effectiveness after their first five years in the classroom. However, recent research shows…
Descriptors: Teacher Improvement, Teaching Skills, Teacher Influence, Teaching Conditions
Ross, Bella; Carbone, Angela; Lindsay, Katherine; Drew, Steve; Phelan, Liam; Cottman, Caroline; Stoney, Sue – International Journal for Academic Development, 2016
The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for…
Descriptors: Educational Objectives, Peer Teaching, Higher Education, Foreign Countries
Matsumura, Lindsay Clare; Bickel, Donna DiPrima; Zook-Howell, Dena; Correnti, Richard; Walsh, Marguerite – Journal of Staff Development, 2016
Web-based coaching shows significant promise for linking teachers to highly expert practitioners. This is particularly important in districts that cannot afford to hire full-time school-based coaches or to train and support coaches to be experts in all content areas. While web-based teacher professional development shows a great deal of potential…
Descriptors: Web Based Instruction, School Districts, Professional Development, Coaching (Performance)
Raider-Roth, Miriam B. – Teachers College Press, 2016
In this book, Raider-Roth offers an innovative approach to teacher professional development that builds on the intellectual strength and practical wisdom of practitioners. Focusing on nurturing relationships between and among participants, facilitators, subject matter, texts, and the school environment, this book helps educators create a…
Descriptors: Faculty Development, Communities of Practice, Teacher Collaboration, Teacher Improvement
Amanda Shuford Mayeaux; Dianne F. Olivier – Sage Research Methods Cases, 2016
In August 1992, I began teaching elementary school in Pickering, Louisiana, to a class full of energetic fifth graders. I floundered my first few weeks, but quickly developed some effective skills. Over the next few years, I continued to hone my skills and began to notice there were differences in teachers in the various schools in which I worked.…
Descriptors: Teaching Skills, Skill Development, Teacher Motivation, Teacher Improvement
Lee, Jiwon; Santagata, Rossella – ZDM: The International Journal on Mathematics Education, 2020
Little is known about the relationship between knowledge and instructional quality of novice primary school teachers during their first 3 years of teaching mathematics. This study utilizes the Classroom video analysis and the Mathematical quality of instruction to examine changes in beginning teachers' usable knowledge and instructional quality,…
Descriptors: Longitudinal Studies, Beginning Teachers, Correlation, Educational Quality
Ford, Timothy G.; Hewitt, Kim Kappler – Education Policy Analysis Archives, 2020
In current teacher evaluation systems, the two main purposes of evaluation--accountability/goal accomplishment (summative) and professional growth/improvement (formative)--are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge…
Descriptors: Summative Evaluation, Formative Evaluation, Teacher Evaluation, Accountability
Learmond, Karen W. – ProQuest LLC, 2017
This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…
Descriptors: Coaching (Performance), Middle School Teachers, Educational Strategies, Teacher Improvement
Carlson, Abby G.; Curby, Timothy W.; Brown, Chavaughn A.; Trygstad, Kelly M.; Truong, Felicia R. – Online Submission, 2017
The current study evaluates the effectiveness of a comprehensive instructional model, ("Every Child Ready"), as a vehicle to provide equitable education experiences for all children by compensating for gaps in teacher knowledge. The ECR instructional model addresses several challenges facing the early childhood landscape. Specifically,…
Descriptors: Equal Education, Preschool Teachers, Teacher Improvement, Teaching Models