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This report presents pilot-test results for a science professional development program featuring online, on-demand materials developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three different school districts across the United States participated in a professional development program designed to facilitate content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week period of time in which they had access to self-directed, online, on-demand instructional materials that included activities, information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the two other school districts only had access to the online materials with no instructor-led experience. This report documents positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude survey results. Recommendations for future study are also included.  相似文献   

3.
Abstract

This article shares one institution's experiences using professional portfolios to assist future teachers in becoming effective practitioners and making the transition between school and work. It describes the portfolio development process and the exit presentations. Both give students a peer/faculty forum to showcase their competencies, growth, and promote reflection, self‐confidence, job search preparedness, and an increased awareness of professional standards. In order to ascertain students’ perceptions regarding the development of a professional portfolio, faculty administered a questionnaire. Student feedback highlighted the benefits of portfolio development and offered suggestions for future improvements. They overwhelmingly viewed the invested time as worthwhile, saw the process as an appropriate program exit assessment, and recommended its continuation with future students. In addition, their suggestions held implications for portfolio use in teacher training programs.  相似文献   

4.
ABSTRACT

This article, emerging from a wider study on the professional development needs of women teachers working in Catholic convent schools in the Republic of Pakistan, explores the perspectives and experiences of school leaders and Principals who developed professional development programmes. This area, which has been under-researched in the professional development literature, addresses the complexities and contradictions that the glocalisation of professional development can create for women teachers in developing world contexts. A social realist approach, using Archer’s morphogenetic framework, was employed to facilitate an exploration of the varied responses that professional development needs produce. The responses of former Principals and school leaders and their efforts to provide professional development for women teachers was captured, and revealed different agential responses. These responses included an acceptance of the realities of the education system in Pakistan and the role of women in that context, a desire to follow the ethos of the Catholic religious Order which was at variance with accepted educational praxis, and the changing expectations of society within Pakistan with reference to education of children.  相似文献   

5.
Background: In the last decade, much research attention has been paid to notions of leadership and the professional identity of school. It is widely agreed that school principals play a very important role in school improvement; international reports point to ‘school leadership’ as a key factor in education quality, and recent studies suggest that the leadership identity of principals is critical for achieving effective leadership in schools worldwide.

Purpose: The purpose of this study was to conduct a thematic exploration of the literature relating to school principals and leadership identity.

Design and methods: A scoping review was carried out. Two major databases were searched for papers published on this topic in the last decade. Once we had established an overview of research on this subject, we conducted a thematic analysis to identify the topical focus of research.

Results: We found that the literature reflected an increasing and intensified interest in the topic of school leadership as the decade progressed. Furthermore, a range of emerging subtopics was identified. These included the relationship between school culture and professional identity in school principals; the influence of ethical and personal factors on the professional development of principals; the dilemmas of balancing education policies and personal experiences; and the relationships between gender identity, racial identity, professional experience/career, training and leadership identity.

Conclusions: Several key issues emerged from the studies included in this review, such as the importance of external and internal influences in the construction of the professional identity of school principals. Some of the research suggested that school leaders felt the need to develop a new professional identity. Overall, the study indicates that school leadership and its relationship with school improvement should remain an important focus for educational research investigation.  相似文献   

6.
《Africa Education Review》2013,10(4):674-689
Abstract

The article examines the professional development of secondary school principals in Nigeria. Drawing from vast review of literature on professional development and appointment of school principals in other countries, the article canvasses the position that secondary schools in Nigeria should be administered by skilled personnel who have the appropriate training and competencies for school management and leadership, rather than the present practice of using years of teaching experience as a major yardstick for the appointment of principals. It advocates systematic professional development programmes for prospective and practicing school principals, and concludes that professional development of principals is a means to maintain and enhance the effectiveness of secondary school administration in Nigeria.  相似文献   

7.
Abstract

Much still needs to be done to transform schooling in South Africa and provide education of equal quality to all learners. The notion of encouraging close collaboration between schools is widely accepted as a possible strategy to improve the quality of schooling in a particular geographical area. In this article, we discuss research conducted on the implementation of the Better Schools Programme cluster in Zimbabwe (BSPZ), a system of inter-school collaboration aiming at improving the quality of teaching and learning at the member schools. One of the primary objectives was to enhance teachers’ professional development by means of the establishment of professional infrastructure. Despite the shortcomings highlighted, our exploratory study brought to the fore potential advantages of school clusters as a type of formalised school collaboration which can indeed promote quality and equality in the South African schooling system.  相似文献   

8.
ABSTRACT

The main goal of this project is to expand cybersecurity curriculum. This was accomplished by developing six new courses. The curriculum for each course utilized a common online course for all class formats including web-enhanced, hybrid, or online. In this article, we will discuss the online components used, faculty professional development, and the development process. We will present challenges as well as recommendations for support and future research.  相似文献   

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ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

11.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

12.
ABSTRACT

Many studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close physical proximity. The study is based on a two-year action research project and interviews with the participants of a lead teacher community across five schools. Although the lead teachers and school leaders played a central role, ICT professional development was dependent on a complex interplay of different types of communities and networks, both within, across and outside the schools. This study illustrates how ICT professional development occurred in both expected and unexpected ways and emphasises the need for professional development to take account of the complex needs of teachers, rather than being a ‘one size fits all’.  相似文献   

13.
ABSTRACT

Technical and professional communication (TPC) programs rely on contingent faculty to achieve their curricular mission. However, contingent faculty lack professional development opportunities. In this article, the author reports survey results (N = 91) and three cases studies that provide information on contingent faculty and their preparation for online teaching and then provides a three-step approach for TPC program administrators and faculty to follow so that programs can create sustainable professional development opportunities for contingent faculty to teach online.  相似文献   

14.
Abstract

School–university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a school-based mathematics coach for two years in a high-need elementary school. Data sources included interviews, surveys, and field notes from classroom observations. Inductive qualitative analyses which were situated in a multi-level framework for researching professional development found that teachers posed more cognitively demanding mathematical tasks and high-level questions in year two compared to year one of this project. Further, student achievement was noted on both state-wide and district-created assessments. Also teachers reported that the school-based approach to professional development led to some teachers taking on more informal leadership roles to support their colleagues’ mathematics instruction. Implications for school-based learning opportunities across the world include the need to establish specific university–school partnerships, and carefully designing research studies to examine the impact of these learning opportunities.  相似文献   

15.
ABSTRACT

Background: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it.

Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development.

Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed.

Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims.

Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development.  相似文献   

16.
ABSTRACT

This study explored the impact of professional development workshops for online course design on faculty’s pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A mixed-methods analysis of survey data collected from 2,148 participants in QM workshops over a three-year period (2012–2015) demonstrated that, across all three teaching modes, participants revised learning objectives, improved course alignment, and paid greater attention to communication with students. Additional benefits from participating in QM training related to specific modalities. Common online and blended impacts included changes in assessment practices as well as in modifying course materials to be more compliant with accessibility standards. In f2f settings, frequent changes involved redesigning learning activities to increase learner-learner interaction.  相似文献   

17.
Abstract

The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning.  相似文献   

18.
ABSTRACT

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N?=?3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.  相似文献   

19.
Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow‐up survey helped to identify common needs of these non‐traditional course designers during course development efforts. Findings suggest virtual schools can better support non‐traditional course designers by providing leadership components such as technical expertise, regular feedback, and clear expectations, including an understanding of the target students. Findings further suggest designers need a range of bite‐sized professional development on replicating model courses, using course management systems, assessing learners online, designing with copyright and safety issues in mind, integrating Web tools, and developing course documentation for deployment. The article concludes with a discussion of support structures that may aid instructors tasked with online course development.  相似文献   

20.
The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers’ professional development activities were found to be relatively similar across schools with different HR policies. It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation by teachers in professional development activities. Implications for further research and school practice are discussed.  相似文献   

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