Journal ArticleDOI
Self‐Directed Teacher Learning in Collaborative Contexts
David Slavit,Amy Roth McDuffie +1 more
TLDR
In this article, a case study of secondary mathematics teachers examined the roles and conditions helpful in initiating, directing, and/or supporting teachers' own professional development and found that teachers served as brokers in their own development process and how attitude, attention, and awareness played important roles in teacher learning.Abstract:
Two related case studies of secondary mathematics teachers examine the roles and conditions helpful in initiating, directing, and/or supporting teachers' own professional development. Using multiple data sources from school-based and professional settings, we applied analytic induction to identify patterns of similarities and differences in teachers' experiences and developmental trajectories. Findings revealed how the teachers served as brokers in their own development process and how attitude, attention, and awareness played important roles in teacher learning. As the teachers initiated learning processes, they demonstrated awareness of broader educational contexts that support learning by identifying external policies and priorities that aligned with teachers' attitudes. They then used these external priorities as boundary objects to broker for teachers' learning, including other teachers' learning. They attended to learning needs in directing a plan for learning activities, rather than using externally mandated goals for changing practice (e.g., an external focus on improving students' tests scores). These cases suggest that in structuring professional learning, opportunities to self-identify learning needs should be part of the process, and external supports can become more powerful when teachers play a brokering role in relating these supports to their immediate contexts. Further implications for professional development processes are explored.read more
Citations
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Journal ArticleDOI
Two Dimensions of an Inquiry Stance Toward Student-Learning Data
TL;DR: The evidence-based decision-making as a means for improving teaching and learning is increasingly emphasized in professional development efforts as mentioned in this paper, which is also referred to as evidence-driven decision making.
Journal ArticleDOI
An Investigation of Teachers' Awareness and Willingness to Engage with a Self-Directed Professional Development Package on Gifted and Talented Education.
TL;DR: In this article, a qualitative study of 96 primary school teachers aimed to provide an initial insight into the knowledge and uptake of the 2005 DEST/GERRIC Gifted and Talented Education Professional Development Package for Teachers.
Journal ArticleDOI
Another Tool in the Belt: Self-Directed Professional Learning for Teachers of Students with Moderate and Severe Disabilities
TL;DR: In this paper, the authors present an additional tool for professional learning utilizing a framework for selecting, monitoring and assessing progress toward self-identified areas of professional growth, which considers teacher development in three dimensions including school-based, community-based and universal growth.
Implementing the Common Core State Standards for Mathematics
TL;DR: This grounded theory study explored the experiences 6 purposefully selected, experienced teachers at an Upstate New York school district had related to the implementation of the Common Core State Standards for Mathematics and suggested that administrator-supported adaptive professional development is required to strategically address experienced educator needs while allowing for educator autonomy in curriculum design.
Professional Development for One-to-One Mobile Technology Programs
TL;DR: In this paper, professional development for one-to-one mobile technology programs is presented for One-To-One Mobile Technology Programs (O2MTMPs) in the context of Mobile Computing.
References
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Book
The art of case study research
TL;DR: In this article, an intensive study of case study research methods is presented, focusing on the Unique Case Research Questions and the Nature of Qualitative Research Data Gathering Analysis and Interpretation Case Researcher Roles Triangulation.
Journal ArticleDOI
Basics of Qualitative Research
Book
Qualitative Research for Education: An Introduction to Theory and Methods
Robert Bogdan,Sari Knopp Biklen +1 more
TL;DR: The Foundations of Qualitative research in education: An Introduction as discussed by the authors Theoretical underpinnings of qualitative research are discussed in detail in Section 2.2.1.
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.
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Self-directed professional development – Hope for teachers working in deprived environments?
Emmanuel Mushayikwa,Fred Lubben +1 more