Topic
Professional development
About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.
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TL;DR: In this article, the authors examine leadership practices in school systems that are implementing data-driven decision-making employing the theory of distributed leadership, and find that leaders at all levels co-constructed the vision and implementation of productive data driven decision making by creating an ethos of learning and continuous improve.
Abstract: The purpose of this paper is to examine leadership practices in school systems that are implementing data-driven decision-making employing the theory of distributed leadership. With the advent of No Child Left Behind Act of 2001 (NCLB) in the US, educational leaders are now required to analyse, interpret and use data to make informed decisions in all areas of education, ranging from professional development to student learning. The emphasis on data-driven decision-making practices to bring about improved student outcomes is relatively a new feature of the education reform landscape and thus requires educators to learn and develop new competences. Leadership is one crucial bridge that can support and direct these new learning efforts. Using qualitative data from a case study of four urban school systems, the authors’ findings indicate that: (1) leaders at all levels co-constructed the vision and implementation of productive data-driven decision-making by creating an ethos of learning and continuous improve...
178 citations
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TL;DR: This article explored teachers perceptions of the relative value of both intrinsic and extrinsic factors that were perceived to play key roles in their success in technology-using teachers' success in learner-centered, constructive environments.
Abstract: Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these barriers, as identified by 25 winners of statewide technology teacher awards. In addition, we explored teachers perceptions of the relative value of both intrinsic and extrinsic factors that were perceived to play key roles in their success.
178 citations
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TL;DR: This article examined the knowledge base of 20 preschool teachers and found that they lack the disciplinary knowledge required to promote early literacy and tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge.
Abstract: A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children’s early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.
178 citations
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TL;DR: Low to modest and mixed evidence suggests that when compared with traditional education, virtual patients can more effectively improve skills, and at least as effectively improve knowledge.
Abstract: Background: Virtual patients are interactive digital simulations of clinical scenarios for the purpose of health professions education. There is no current collated evidence on the effectiveness of ...
177 citations
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TL;DR: Data is presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed.
Abstract: The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.
177 citations