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Teacher Education >> Professional Development

Articles
by Stuart Yeh — 2017
Evidence regarding the reliability and validity of value-added teacher rankings, evidence that National Board for Professional Teaching Standards (NBPTS) teacher certification is a reliable measure, but a weak predictor, of gains in student performance, and evidence from a path analysis suggest reasons to question the prevailing view that the contribution of teachers to student performance is the largest factor influencing student achievement.

by Susan Yoon, Jessica Koehler Yom , Zhitong Yang & Lei Liu — 2017
This study compares teachers’ social and human capital variables to see which of the two predict growth in classroom implementation of a high school science intervention based in cognitively rich and technology curricula. The results of the regression analyses indicate that only social capital was a significant predictor of growth in teachers’ ability to implement the intervention.

by Meg Riordan, Emily Klein & Reva Jaffe-Walter — 2016
This study explores how three organizations—Big Picture Learning, EL Education, and Internationals Network—meet the challenges of growing effective teacher learning communities while also scaling their school designs across geographies.

by Teija Löytönen — 2016
By using the field of dance education in Finland as an example and by describing the critical incidents that occurred during the collaborative knowledge creation process amongst the participating dance professionals this article sheds light to a more general phenomenon of facilitating the creation of new knowledge in professional contexts, that are characterized by epistemic diversity or specificity. In so doing, the article offers some insights into how collaborative inquiry could offer a more practitioner-based and context-sensitive social space to enhance sensible meaning making and actionable knowledge creation.

by Rebecca Powell, Susan Chambers Cantrell, Victor Malo-Juvera & Pamela Correll — 2016
In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) model in elementary classrooms.

by Randi Stanulis & Susan Brondyk — 2013
This article analyzes the complexities involved in learning to mentor, by considering how role identity and context influence two mentors as they experience the same professional development program.

by Hilda Borko & Janette Klingner — 2013
To meet the growing demand for teacher learning opportunities, the educational community must create scalable professional development models and study their effectiveness. In this chapter, we argue that design-based implementation research (DBIR) is ideally suited to these efforts, and we use two research projects in which we are currently involved as illustrative cases: CSR Colorado and Implementing the Problem-Solving Cycle (iPSC). The core of CSR Colorado is Collaborative Strategic Reading, an instructional approach designed to enhance reading comprehension in content classes. The focus of iPSC is the Problem-Solving Cycle, a mathematics professional development (PD) program designed to help teachers improve their instruction through closely examining mathematics problems, student thinking, and pedagogical practices. Each project works with a school district to bring a PD model to scale, and both projects are studying the structures and resources needed to build the district’s capacity to sustain the model beyond the duration of the research. The chapter describes each project and discusses the successes and challenges we experienced as we collaborated with the districts and schools to carry them out. By highlighting two very different projects we show how, through different means, it is possible to achieve the same ultimate end of a scaled-up program for improving instructional practices.

by Anne Whitney & Linda Friedrich — 2013
In this article, we explore the legacy of the National Writing Project, a thirty-seven-year-old professional development network dedicated to improving the teaching of writing, focusing on the broader orientations developed within that network rather than solely on the transmission of specific teaching strategies.

by Laura Desimone, Thomas Smith & Kristie Phillips — 2013
This is a three-year longitudinal study that links teacher participation in content-focused professional development in mathematics to the use of particular types of instruction, and then examines links between those types of instruction and student achievement.

by Morgaen Donaldson — 2012
Entrants to teaching from other careers potentially provide a source of teachers for hard-to-staff rural and urban schools. Based on retrospective, longitudinal data collected through a survey of over 2,000 Teach For America (TFA) teachers who began their careers in schools serving high proportions of low-income and minority children, I found that older TFA entrants to teaching had a lower risk than did younger entrants of leaving low-income schools, the teaching profession, and broader school-based roles. I further found that, among those who left teaching, older entrants’ reasons for doing so differed from those of their younger counterparts.

by Kristie Phillips, Laura Desimone & Thomas Smith — 2011
This article assesses the relationship between teachers’ participation in content-focused professional development and state and school policies.

by Jane Neapolitan — 2011
The idea of “currency” is implied in the title, for, as many of our contributors discuss within their chapters, the professional development school (PDS) cannot and will not prevail in its present form without dedicated fiscal backing and sustained commitment for integrating the PDS effort into new structures.

by Alison Rutter — 2011
As a result of the government’s criticism, a plethora of reform agendas and reports were commissioned, trying to make sense of the issues and find long-term solutions. Among these are four key efforts that laid the groundwork for the professional development schools (PDS) movement.

by Jane Neapolitan & Marsha Levine — 2011
In this chapter, we build on the discussion of the history, trends, and issues of the PDS effort described in Chapter 1 (Rutter, 2011) while examining the approaches for PDS implementation set forth by organizations that have had a major influence on PDS development.

by Kenneth Howey — 2011
The authors don’t attempt to overstate the scope of development or level of impact with respect to PDS. On the positive side, they remind us that hundreds of NCATE’s accredited institutions report that they are engaged in PDS partnerships, involving at least one, and often more than one, school partner.

by Sharon Castle & Kathleen Reilly — 2011
In this chapter, we build on the discussion of the history, trends, and issues of the PDS effort described in Chapter 1 (Rutter, 2011) while examining the approaches for PDS implementation set forth by organizations that have had a major influence on PDS development.

by Jim Nolan Jr., Doris Grove, Horatio Leftwich, Kelly Mark & Brian Peters — 2011
The focus of this chapter is on the evidence to date that documents the impact of PDS engagement on four specific groups of participants: veteran P–12 teachers, university faculty, P–12 school principals, and parents and community members.

by Pia Lindquist Wong & Ronald Davis Glass — 2011
In this chapter, we review the existing literature with a focus on three key areas: (1) the ways in which PDS models are structured to improve student learning, yielding a rich description of PDS interventions for student achievement; (2) the impact of PDSs on student learning and achievement, with a specific focus on publications that used rigorous research designs and/or captured student achievement with multiple measures; and (3) the extent to which PDSs have a differential impact on the learning of low-income and culturally and racially diverse students.

by A. Lin Goodwin — 2011
All the authors also caution us that the evidence is not always robust, that much more evidence is needed, and that there are many additional related lines of inquiry that require exploration. But, these cautions aside, the three chapters each use the research to go inside PDS settings and classrooms and provide an up-close look at implementation and results in relation to teacher preparation, professional development, and impact on students.

by Bernard Badiali — 2011
The purpose of the chapter is to serve program evaluators and stakeholders as they formulate an approach to assessing the effectiveness of their professional development school (PDS) program.

by Jeanne Tunks — 2011
This chapter represents an in-depth study of action research in the PDS with recommendations for future practice and collaboration.

by Linda Catelli — 2011
My approach to writing this chapter is to comment first on the two essays and then provide readers with my personal history intertwined with my own perspective and recommendations for the future. My history and past experiences with action research in school–university partnership settings and with schools as self-renewing institutions have dramatically shaped my perspective on PDS as leverage for education change, improvement, and reform.

by Carole Basile & Cindy Gutierrez — 2011
In this chapter, we briefly examine the literature related to roles, structures, and governance and the typical players in PDSs, while making a case for the rediscovery of the community as having a critical role in PDS work.

by Diane Yendol-Hoppey & Jason Smith — 2011
The rapid proliferation of newly established professional development schools (PDS) partnerships accentuated concern associated with the lack of conceptual clarity of the PDS concept itself. Levine and Churins (1999) warned the PDS community that this innovative institution needed standards to ensure the necessary rigor, accountability, and sustainability.

by Donna Wiseman — 2011
Long-term PDSs have been successful at navigating accountability, resource, and infrastructure issues as partnerships are shaped and modified to meet the needs of the schools and universities.

by Lee Teitel — 2011
Writing this afterword pulls me back in. The fine scholarly work of the Yearbook—its focus on history and purpose, on research and impacts, on structures, roles and accountability, and on leveraging change—has enabled me to reconnect with my roots and passion. Rip Van Winkle, looking with a fresh set of eyes on something that is both familiar and removed. Here’s what stands out to me.

by Ann Lieberman — 2009
This paper is a commentary on the special issue on teacher research.

by Ronald Owston , Margaret Sinclair & Herbert Wideman — 2008
An evaluation of a two-year professional development project for mathematics and science teachers in grades 6, 7, and 8 that blended face-to-face workshops with online sessions.

by Judith Little — 2007
Accounts of teaching experience punctuate teachers’ talk with one another in a range of workplace contexts: in staffroom or hallway encounters, regularly scheduled meetings of one sort or another, professional development events, and increasingly, activities focused on reviews of school assessment data or samples of student work. Such accounts, whether in the form of passing references or extended narratives, form a pervasive feature of professional interaction. Yet in studies that now span several decades, scholars offer quite mixed assessments of them: what they convey of teachers’ knowledge; what they signify regarding teachers’ beliefs about and dispositions toward students, parents, and colleagues; how they function in shaping or changing the norms of professional discourse; and what they offer as resources for problem solving and innovation.

by Mark Smylie, Debra Miretzky & Pamela Konkol — 2004
In this chapter, we intentionally focus on teacher development as a collective and organizational issue. In doing so, we do not wish to imply that a focus on the development of individual teachers or the development of the teaching profession is misplaced. It is not. In addition, by taking an organizational perspective, we do not mean to suggest that individual, organizational, and profession-level perspectives are mutually exclusive. Rather, they should be seen as “mutually constructive” (Horn, personal communication, April 25, 2004). Indeed, it is our hope that by emphasizing collective organizational issues, we will promote future thinking and practice that see teacher development as an interactive system of individual and collective, organizational growth.

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Book Reviews
by Shelley B. Wepner, Diane W. Gómez, Katie Egan Cunningham, Kristin N. Rainville, & Courtney Kelly
reviwed by Stephanie Bennett — 2016

by Eleanor Drago-Severson and Jessica Blum-DeStefano
reviwed by Susan Brondyk — 2016

by Aimee A. Howley and Mary Barbara Trube
reviwed by Linda Tilman — 2016

by Linda J. Searby and Susan K. Brondyk (Eds.)
reviwed by Shamaine Bertrand, Kristien Zenkov & Ellen Clark — 2016

by Jacquie Turnbull
reviwed by Lynnette Mawhinney — 2014

by James Pelech
reviwed by Howard Tinberg — 2014

by Peter P. Grimmett, Jon C. Young, & Claude Lessard (eds.)
reviwed by Carol Karpinski — 2012

by Michael G. Gunzenhauser
reviwed by William Cahill — 2012

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Resources
  • Streaming videos showcasing the work of exemplary teachers
    With a shortage of teachers nationwide, but particularly in the New York City area, more and more educators are entering school this fall with little or no hands-on classroom experience. Over-crowded classes, pressure to “teach to tests,” and a more diversified student population will also put added stress on this new crop of teachers. Guidance in the form of professional development, via the Internet, is now available providing access to an archive of wisdom and best practices from some of the greatest teachers on the front lines. Teachers Network, with a grant from the AT&T Foundation, has developed a series of interactive streaming videos, which offers practical instruction for the novice teacher, and serves as a form of “digital mentoring.”
  • Teaching Education
    Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education.
  • Teachers Network
    Teachers Network is a nationwide, non-profit education organization that identifies and connects innovative teachers exemplifying professionalism and creativity within public school systems. Over 40,000 public school teachers have received Teachers Network grants and fellowships in the areas of curriculum, leadership, policy, and new media.
  • Professional Development: Learning From the Best
    This site is designed for school and district-level teachers, administrators, and others interested in improving professional development.
  • Journal of Education for Teaching
    The Journal of Education for Teaching is an established international periodical which publishes original contributions on the subject of teacher education.
  • Tapped In
    TAPPED IN™ is the online workplace of an international community of education professionals. K-12 teachers and librarians, professional development staff, teacher education faculty and students, and researchers engage in professional development programs and informal collaborative activities with colleagues.
  • Staff Development Policy: Fuzzy Choices in an Imperfect Market
    It is argued here that staff development in the public elementary and secondary schools of the United States is misguided in both policy and practice.
  • Phi Delta Kappan
    The Phi Delta Kappan publishes articles concerned with educational research, service, and leadership; issues, trends, and policy are emphasized.
  • Educational Review
    Educational Review publishes general articles and accounts of research of interest to teachers, to lecturers, to research workers in education and educational psychology, and to students of education.
  • Educational Researcher
    Published by the American Educational Research Association, the Educational Researcher features section publishes manuscripts that report, synthesize, review, or analyze scholarly inquiry, especially manuscripts that focus on the interpretation, implication, or significance of R&D work in education, and manuscripts that examine developments important to the R&D field.
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