Browsing by Subject "Teacher professional development"

Now showing 1 - 8 of 8

Democratizing the process of teacher professional development
(2019-08-14) Zanin, Anthony John; Salinas, Cinthia
Professional development is typically viewed by teachers in a negative way because of the impression of its inability to meet the actual needs of a teacher and its inability to have an immediate, direct impact on their instruction. The purpose of this work is to review the ways in which researchers have studied teacher knowledge and apply the theories developed in a manner that calls for and allows for a shift in how teacher knowledge is created to all stake holders involved. Examining teacher knowledge and the creation and implementation of professional development through a deliberative democratic framework (Gutmann & Thompson, 2004) may help to explain ways in which teachers can partake in the ownership of their own knowledge creation, which can have greater benefit within their own classrooms.
Effective professional development practices to elicit changes in teaching evolution
(2011-08) Jarrott, Tricia Marie; Theriot, Edward C. (Edward Claiborne), 1953-; Walker, Mary
With numerous opportunities for professional development, teachers are inundated with a variety of workshop styles to choose from. In the development of the Life Through Time workshop, we have made every attempt to consider recent research that outlines the most effective methodologies in professional development implementation including consideration of existing conceptions, teacher motivation, and highly reflective engagement. The intention of this long-term professional development is to motivate teachers to implement changes in the delivery of content related to evolution in the science classroom. After reviewing the strategies implemented in this professional development opportunity, practices that were used can be extended to future teacher training programs.
Game on : redesign of a teacher professional development platform for use with the serious game alien rescue
(2016-05) Stamets, Sara E.; Liu, Min,Ed. D.; French, Karen
This report explores the design and development process of a teacher professional development platform and digital teacher’s manual for use with the serious game Alien Rescue. It begins with a comprehensive overview of current best practices informing professional development, specifically for use with serious educational games and other educational technologies. The design considerations, methods, layout, and goals of the platform, called the Alien Rescue Teacher Portal (the Portal), are described. Evaluation methods and subsequent revisions made to the Portal are then detailed. Finally, overall evaluation of the process and product in light of best practices and future directions are discussed.
Not just for art teachers anymore : interdisciplinary teacher professional development at the San Antonio Museum of Art
(2017-08) Cutts, Sarah Kirstin; Bolin, Paul Erik, 1954-
This case study focused on the 2016 Summer Teacher Institute at the San Antonio Museum of Art in San Antonio, Texas. The workshop intended to present an interdisciplinary professional development program to participating teachers from various disciplines, grounding non-art concepts with works of art. This study evaluates the effectiveness of the program by examining the events of the workshop within a framework of experiential and social learning theory, reviewing anonymous teacher feedback, and through interviews with the museum educator leading the program and one participating teacher. The workshop’s adherence to the theoretical framework, its fulfillment of the museum educator’s objectives, and the teacher’s consideration of how likely she would be to use skills and strategies learned in the workshop in her classroom were the elements determining the workshop’s success. Through analysis of other interdisciplinary professional development programs and direct communication with the involved educators, this study offers information other institutions may consider when designing interdisciplinary arts-focused programming that will be of most practical use to participants.
Opening Pandora's box : Texas elementary campus administrators use of educational policy and highly qualified classroom teachers professional development through data-informed decisions for science education
(2009-08) Brown, Linda Lou; Barufaldi, James P.
Federal educational policy, No Child Left Behind Act of 2001, focused attention on America’s education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students’ learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey© and the Texas Elementary Campus Administrator Survey© with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly’s Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students’ achievement and teachers’ PD learning science content. Some constructs included the use of data-warehouse programs; teachers’ applications of DIDM to modify lessons for differentiated science instruction, the numbers of years’ teachers attended science PD, and teachers’ influence on CILs staffing decisions. Yet CILs reported 14% of Texas elementary campuses had limited or no science education programs due to federal policy requirement for reading and mathematics. Three hypothesis components were supported and accepted from research data resulted in two models addressing elementary science, science education PD, and CILs impact for federal policy applications.
Perspectives through play : playbuilding as participatory action research in arts-based professional development
(2013-05) Martin, Noah James; Dawson, Kathryn
This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings.
Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development
(2015-05) Stanton, Kathleen M.; Cawthon, Stephanie W.; Keith, Timothy
This mixed-methods study seeks to explore the relationships between teacher concerns, self-efficacy, and level of comfort with the implementation of drama-based instruction (DBI) within a large-scale initiative to increase learning opportunities through the arts for all students. This study took place over the course of a year-long professional development program during which teachers either received three school-wide in-service trainings or participated in a focused training cadre that received additional ongoing support from university drama specialists affiliated with the program. Significant differences were present in cadre teachers’ comfort with the reform as compared to non-cadre teachers both at the beginning and end of the reform. Additionally, self-efficacy and comfort with DBI were significantly related at both the beginning and end of the year. Additionally, teachers who were more comfortable with DBI appeared to progress to higher-order concerns regarding the reform. I discuss the significance of these findings in the context of design and implementation of professional developments that promote pedagogical conceptual change.
Video reflection in teacher professional development
(2013-08) Bell, Randy Clinton; Callahan, Rebecca M.
The goal of this report is to synthesize my current understanding of teacher reflective practice as addressed in academic literature and to specifically examine the potentials and limitations of video recording in the reflective process of teachers. I trace my experience and growth in reflective practice as a bilingual elementary school teacher and consider how teachers as researchers/participants in reflective practice cohorts can contribute to the professionalism of teaching. As a result of my findings I make recommendations toward appropriate professional develop using video reflection as a key component in the development of novice teachers via the mentor/mentee framework. This report contributes to the knowledge base regarding reflective practice and to the growing literature on video recording in the reflective process of teachers. It also provides insights into the potential for action-based research by practicing teachers. Implications and recommendations for teachers and researchers are included.