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1.
Professional development is seen as one of the major levers for aligning science instruction in the USA with the vision put forth by national standards documents. Although there is a growing consensus regarding what constitutes effective professional development, there is little empirical evidence to support this consensus. This study examines the impact of professional development that is content‐based, situated in classroom practice, and sustained over time on teacher attitudes, perceptions of preparedness, and classroom practices. It utilizes longitudinal data from the National Science Foundation's Local Systemic Change through Teacher Enhancement Initiative (LSC), collected from 42 projects over a span of 7 years. The professional development model used in the LSCs differed from previous initiatives in that it targeted all teachers in a jurisdiction and emphasized preparing teachers to implement project‐designated instructional materials. Analyses of the data provide evidence that this model for professional development has an impact on teachers and their classroom practices. In addition, the analyses found that teachers' perception of principal support for Standards‐based science instruction is an important predictor of these outcomes. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 375–395, 2007 相似文献
2.
Catherine Scott-Little Karen M. La Paro Amy C. Thomason Robert C. Pianta Bridget Hamre Jason Downer 《Journal of Early Childhood Teacher Education》2013,34(3):200-224
Research suggests that teachers' interactions with preschool-age children have a significant influence on what children learn and the skills they develop. Additional research is needed to systematically determine the types of professional development that can help teachers learn effective teaching practices. This study is part of a larger effort to document the impact of a professional development model in which teachers learn how to implement effective teaching practices operationalized using the CLASS observation measure. A course developed by the National Center for Research on Early Childhood Education (NCRECE) was implemented in three higher education teacher preparation programs. This article describes the process of implementing the course and documents instructor and student perspectives on course delivery, content, and their learning. Results suggest that professional development in the form of a standardized course may be an effective means for presenting content related to language and literacy instruction within the context of information about effective teaching practices. Data from the study also indicate challenges associated with delivering a standardized course within multiple institutions of higher education. 相似文献
3.
Situated in the context of the Advanced Placement curriculum reform in the sciences, this quantitative study validates selected elements of Desimone's (2009) conceptual framework on teacher professional development. Using national data sets with data from 133 336 students and 7434 teachers, multi-level structural equation models indicate that professional development participation and contextual school- and teacher-level factors influence teachers' classroom practices. In turn, aspects of instructional enactments characteristics are significantly, but very weakly, associated with student performance. Thus, this study reinforces calls to provide teachers opportunities for high-quality professional development and suggests to advance research that identifies effective instructional practices. 相似文献
4.
Carla C. Johnson 《Journal of Science Teacher Education》2007,18(4):629-661
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,
sustained, whole-school professional development and their implementation of standards-based instructional practices are the
focus of this study. Participants were involved in their second year of the professional development experience. The research
question that was explored was “How are science teachers implementing standards-based instruction while participating in effective
professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an
observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based
instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs
and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications
for future science education reform stakeholders and professional development efforts are revealed. 相似文献
5.
Getting the Most From Your Interactive Whiteboard Investment: Three Guiding Principles for Designing Effective Professional Development 总被引：1，自引：0，他引：1
Josh DeSantis 《Clearing house (Menasha, Wis.)》2013,86(2):51-55
The adoption of interactive whiteboards (IWB) in many schools outpaced the delivery of adequate professional development on their use. Many teachers receive IWBs without adequate training on methods to use the technology to improve their instruction. Consequently, IWBs remain an underutilized resource in many classrooms. Teachers who are given IWBs require purposeful, scaffolded, and sustained professional development to maximize the IWB's potential. This article identifies three promising professional development practices for teaching educators how to use IWBs effectively. The literature describing effective technology professional development suggests it should (1) build efficacy by scaffolding the instruction of new tasks, (2) establish long-term collaborative partnerships among teachers, and (3) include positive supervision that encourages teacher self-reflection and measures student engagement with digital media using the IWB. Professional-development designers can increase the effectiveness of their instruction by incorporating these principles into their training. 相似文献
6.
The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction. 相似文献
7.
In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills. 相似文献
8.
The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) beliefs about the nature of knowledge and learning, (b) beliefs about effective ways of teaching, and (c) technology integration practices were related to each other. The participants were twenty two teachers who have participated in a four-year professional development project funded by the U.S. Department of Education. Specific relations between teachers' beliefs and technology integration practices are presented. The implications for professional development and suggestions for teacher belief change and technology integration are discussed. 相似文献
9.
《Australian Journal of Learning Difficulties》2013,18(2):75-91
This article discusses the lingering problem of poor and inappropriate preparation of professional teachers of reading and learning disabilities – why it exists and what we can do about it. Because most students classified as having learning disabilities experience primary difficulties with language-based learning, teachers must know how to teach the forms and processes of language on which literacy depends, but most teacher preparation programs fail to teach this content at a level that supports teachers' implementation of effective instruction. The evidence suggests that teachers may cling to unproductive philosophies of teaching not only because science-based instruction is neglected in many teacher training programs, but also because the requisite insights are elusive and the content is difficult for many to grasp, even with some exposure. While ideologies can be blamed for much resistance to explicit, systematic methodologies, we must ask why they develop in the first place. Although there is a substantial body of research on the relationship between teacher knowledge, practice, and student outcomes in reading on which to build reform in teacher training and mentoring, more thought should be given to how prospective teachers are taught. First, the disciplinary knowledge base required to teach students with reading and related difficulties must be unambiguously explained in the standards by which teachers are educated and evaluated, and then programs must be set up to build teachers' insight as well as their knowledge of basic reading psychology, language structure, and pedagogy. Those who teach teachers in university settings or who provide professional development must be included in a supportive educational process, as wars of ideology are having only limited positive effects. 相似文献
10.
《Journal of Education for Students Placed at Risk》2013,18(3-4):295-307
We evaluated the role that social capital among teachers plays in affecting teacher pedagogy in the context of comprehensive school reform (CSR). CSR implementation was designed to change school- and classroom-level processes, including organization and governance, curriculum and instruction, professional development (PD), and parental involvement. CSR implementation may encourage daily collaboration among teachers and thereby increase what sociologists refer to as "social capital" or resources stemming from social relations. Using a quasi-experimental research design, we examined the extent to which CSR helps teachers accumulate social capital and whether social capital mediates the influence of CSR on teachers' pedagogy. Our results underscore the importance of considering social capital in studies of CSR. 相似文献
11.
Stress and the deputy head 总被引：1，自引：1，他引：0
Julian Haes 《School Leadership & Management》2013,33(1):49-54
In recent years Ministries of Education in Canada have developed provincially mandated teacher evaluation policies to ensure the provision of effective classroom instruction to students and the professional growth and development of teachers through the assessment of their performance in the classroom and the quality of their teaching practice. Based on an in‐depth study of teacher evaluation practices in a school jurisdiction in the province of Alberta, the researcher concludes that the policy falls short in meeting these intended objectives for essentially three reasons: (1) teacher evaluation is an externally imposed bureaucratic mandate rather than a requirement that emerges from the professional culture of the school that requires an ongoing review of practice by administrators and teachers; (2) the teacher evaluation process is conducted as a distinct and separate process by school administrators, with little connection to other school and district policies or professional development activities; and (3) despite the intended purpose of the teacher evaluation policy, how it is interpreted and implemented is greatly influenced by the attitudes, values and beliefs of the evaluator (administrator) with regard to what constitutes effective teaching, and the role and purpose of schooling in the community. The researcher discusses alternative approaches to teacher evaluation that focus more directly on instructional improvement and the professional development of teachers. 相似文献
12.
In this study, we examined one model of coaching, Support for the Improvement of Practices through Intensive Coaching (SIPIC), which draws from both direct and responsive models of coaching with classroom teachers. We found the model to be effective in improving the comprehension instruction of teachers and in raising the reading achievement of students, including students who struggle with learning to read. Additionally, we found that the interactions between coaches and teachers were statistical associated with the instructional practices of the teachers, demonstrating empirically that coaches' behaviors do influence the professional practices of teachers. 相似文献
13.
Whitney Alicia Zimmerman Stephanie L. Knight David E. Favre Atman Ikhlef 《Teacher Development》2017,21(2):324-345
Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar’s reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed. 相似文献
14.
Danielle Herro Cassie Quigley Lorraine A. Jacques 《Technology, Pedagogy and Education》2013,22(4):485-498
ABSTRACTThis research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction. 相似文献
15.
This study explored whether or not, and how, an on-site and research–teacher community of practice model for professional development addressed the challenges to classroom practices in a Head Start program. Data sources included interviews with teachers, videos of planning and teaching sessions, and the researchers' fieldwork log and reflective notes. Qualitative analysis revealed (a) five major challenges to classroom practice that aligned with previous research—existing practices did not always cohere with research-based practice, lack of teacher buy-in, lack of planning between the lead and assistant teachers, lack of assistant teacher participation in instruction, and high teacher turnover; (b) five aspects of professional development that aligned with the community of practice model—sharing stories with teachers, being on-site and interacting with teachers and children, inviting all teachers to participate, beginning by building on existing practices, and negotiating practices by reflecting with teachers; and (c) how these aspects of our professional development model addressed the challenges to classroom practice in the focal classroom. Implications for in-service professional development and teacher education are discussed. 相似文献
16.
The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students, individual classroom teachers are able to create equitable instruction based on policy and curriculum mandates. For such reform efforts to be successful, standards must be implemented with fidelity, thoroughness, and strong support from stakeholders. The present study examines the role of teacher preparation for CCSS implementation, notably in rural and economically depressed districts in the American South. Teachers were surveyed about their CCSS professional development experiences and needs, CCSS instructional and assessment practices, and perceptions of student learning related to new standards. The analysis reveals that teachers do not feel fully prepared to teach according to CCSS, and highlights areas of professional development where districts failed to support effective teacher implementation. Findings from this study illustrate inequitable professional development for teachers and provide implications for professional development types, content, and quality that teachers perceive as essential for CCSS success. 相似文献
17.
《Teaching and Teacher Education》2006,22(2):179-193
Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other's learning and development, may provide an effective means of supporting situated professional learning. We propose a collaborative apprenticeship model featuring reciprocal interactions as an approach to promote professional development, encouraging peer-teachers to serve as modelers and coaches of strategies and ideas aimed at improving instruction. collaborative apprenticeship is designed to help teachers learn and implement new teaching skills and strategies through four development phases, beginning with implementation of best practices from a mentor to the development of their own. Teachers, in turn, contribute new ideas to their teaching environment and become future mentors in order to sustain skills and strategies across a community of teachers. In addition to the model, we discuss various influences related to affect, beliefs, environment, culture, cognition, and personality that characterize the nature of reciprocal interactions in order to stimulate collaborative apprenticeship. 相似文献
18.
This article investigates three teachers' conceptions and use of inquiry‐based instructional strategies throughout a professional development program. The professional development program consisted of a 2‐week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in‐depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute‐developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry‐based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318–1347, 2007 相似文献
19.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
20.
Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development. 相似文献