A successful professional development program in history: What matters?
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TLDR
In this paper, a successful Professional Development Program for improving students' understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently, was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11).About:
This article is published in Teaching and Teacher Education.The article was published on 2018-10-01 and is currently open access. It has received 21 citations till now. The article focuses on the topics: Curriculum & Professional development.read more
Figures
Table 1 Overview of participating schools, teachers and students. 
Fig. 2. Timeline of the PDP with the instruments that were used to answer the research questions. 
Table 6 Individual teachers' instructional behavior in observations and logs (n¼ 16). - Objectives: mean of the scores on the 5 objectives for the extent to which teachers focused on the objectives (1¼ not or only once; 2¼ repeatedly). - Students' engagement: mean of the scores to what extent teachers actively engaged students in reaching the objectives (1¼ no engagement; 2¼ active engagement). 
Table 7 Mean student learning gains resulting from the difference between pre- and post-test and the time teachers spent on Timewise and regular history lessons (n¼ 16). 
Fig. 1. Conceptual framework for studying the effects of professional development on teachers and students (Desimone, 2009, p.185). 
Table 3 Teachers' beliefs about the teaching of the understanding of historical time before and o
Citations
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Book ChapterDOI
Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship
TL;DR: In this paper, the authors present the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education.
Journal ArticleDOI
Improving elementary students' mathematical reasoning abilities through sociohumanistic-based learning
TL;DR: In this article, a quasi-experimental study was conducted to determine the improvement of students' mathematical reasoning abilities through socio-humanistic-based learning, and the analysis results showed that the developed model is easy-practical-effective in its implementation.
Journal ArticleDOI
Collective imagination as a source of professional practice change: a cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld
TL;DR: In this paper, the authors investigate how early childhood teachers create new practices as a result of participation in a 10-week professional development program of an evidence-based model called Conceptual PlayWorld.
The Effect of Explicit Consciousness-Raising of Autonomous Learning Activities on Iranian EFL Students’ Achievement Test Scores
TL;DR: In this paper, the effect of explicit consciousness-raising of autonomous learning activities on a group of students' General English achievement test scores following a mixed methods design was examined, which indicated that the treatment significantly led to better test scores in this context, where the eta squared statistic indicated a large effect size.
References
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Journal ArticleDOI
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
Richard M. Ryan,Edward L. Deci +1 more
TL;DR: Research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development, leading to the postulate of three innate psychological needs--competence, autonomy, and relatedness.
Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Journal ArticleDOI
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
TL;DR: In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods as discussed by the authors, which can be classified into three categories: qualitative, quantitative, and qualitative.
Journal ArticleDOI
What Makes Professional Development Effective? Results From a National Sample of Teachers
TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.
Journal ArticleDOI
Professional Development and Teacher Learning: Mapping the Terrain
TL;DR: Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.