The current study examined the impact that professional development has on teaching history. A total of nine middle school and high school teachers, with varying degrees of teaching experience and content backgrounds, participated in the study. Through an artifact analysis, field notes, interviews, dilemma analysis, and lesson plans, the study asks two questions: (1) What characterizes the approaches to professional development at one cultural institution, and how do teachers respond to that professional development? (2) To what extent and in what ways does the professional development impact teachers’ approaches to teaching history? Findings suggested that there was almost no impact from the professional development on their teaching. For example, only two of the teachers showed the potential to be influenced by the professional development. Additional findings suggested that the professional development almost exclusively adopted the exposition-recital approach and teachers saw the professional development as a source of content knowledge and not teaching. In examining the impact that the professional development has on teaching history, these findings have implications for the developers of professional development, for teachers and teaching, and for future research on the influence that professional development can have on teaching. / Literacy & Learners

Continuous workforce training programs are important for business productivity. Traditional professional development practices (those that make teachers passive consumers of knowledge) may no longer satisfy the need for teachers' professional growth and for student achievement as measured by test scores. The purpose of this quantitative, nonexperimental study was to consider the importance of professional development and collegiality (teacher collaboration) on student achievement. This study was based on Piaget's constructivism. The research question asked whether teachers thought collegial professional development and management's support helped teachers improve student achievement based upon the type of professional development (PD) employed at their schools. The Standards Assessment Inventory (SAI) was used to gather data from a convenience sample of 68 charter school teachers in metropolitan New Jersey. A t test used to analyze SAI differences across groups that either received generic PD delivered by an external service or those who received PD that was internally designed to the specific needs of their schools. Results were used to document that charter school teachers reported frequent use of all 11 SAI criteria at their schools, and the internally designed PD group reported significantly more types, diversity and research-based PD than those receiving generic programs. The recommendation is that administrators allow teachers to practice peer coaching and observe colleagues who implement effective teaching strategies in their classrooms rather than endorsing specific professional development methods. Implications for social change include improving student achievement through the collaborative practice of teachers, and assisting students to realize their full potential.

This descriptive study provided a synthesis of the form, structure, activity and relationship components utilized by online teacher induction programs designed to support novice teachers. Mentors involved in online teacher induction programs responded to an online questionnaire. The perceptions of 51 mentors involved in 36 online teacher induction programs in 16 states and one country in addition to the United States were examined to determine the effectiveness of components incorporated. A synthesis of the technological venues utilized was provided through a statistical analysis of the mentors’ responses. The mentors’ perceptions of the effectiveness of incorporated technological venues were statistically examined. Additionally, their perceptions of professional development, emotional support, reflection, and formative observation components in relation to the program’s characteristics were also examined through the analysis of their responses to the online questionnaire. Analysis of the mentors’ perceptions appeared to indicate the effective implementation of professional development and emotional support components via technological venues to support novice teachers. The professional development component was perceived as effective regardless of the school districts’ sizes, grade level taught or certification route of the novice teachers. To improve novice teachers’ pedagogical knowledge, it is suggested that online teacher induction programs employ video streaming, videotapes, and websites to deliver the professional development component. Additionally, it appeared that mentors perceived electronic mail as most effective for providing emotional support. However, telephones, bulletin boards, video conferences, and chats were also effectively utilized to support novice teachers emotionally.

Traditional models of professional development for teachers are often characterized by formats intended to transmit information for transfer to classroom practice. But it can be argued that one-size-fits-all models do not adequately meet the professional needs of teachers or respect the view of teachers as learners (Hall & Loucks, 1978; Stigler & Hiebert, 1999). More recently, school districts have explored job-embedded approaches to professional development. However, little or no program evaluation has been utilized to gather evidence of their value to practitioners (Guskey, 2000). This study examined the perceived transformative value of an alternate professional development (PD) experience on teacher practice. The study aimed to: 1. Describe teachers' conceptualizations of "teacher practice". 2. Describe the ways teachers perceive their professional development experiences as having impacted their teaching practice. 3. Report teachers' perceptions of effective and ineffective professional development. 4. Identify institutional practices that influence teachers' perceptions of meaningful professional development. 5. Describe the intrinsic and extrinsic factors valued by teachers in a professional development experience. Qualitative research methodology was utilized for this case study. I invited participants from the District Literacy Committee (DLC) to participate in this research, and conducted a cross-case analysis to analyze the experiences of Practicing Teachers (PTs) and Observing Teachers (OTs). My data collection included web-based surveys, artifacts, and two focus group discussions. Results indicated a strong perception that the job-embedded lesson study model had significant impact on teaching practice. My analysis of the data analysis elicited many similarities and some key differences between the two groups. While the OT and PT were similar in their conceptions of effective and ineffective PD, they differed in their conception of teacher practice and what they valued in a PD experience. Both groups believed PD had tremendous potential to impact teaching behaviours. The findings suggest that differentiated learning opportunities are necessary to meet the needs of teachers, and that alternative models of PD such as lesson study deserve consideration. This study has significant implications for those who facilitate PD and those who develop it. / Thesis (Master, Education) -- Queen's University, 2009-04-24 21:26:10.355

The study investigated the motivational factors among Saudi teachers and supervisors in using online professional development OPD in the Makkah School District. The motivational factors are convenience, collaboration, and technology. Quantitative design, which includes descriptive and comparative approaches, was was utilized to address the research questions. The selection of the sample, 421 participants, was also discussed and a description of the sample with respect to the demographic variables, including gender, position, level of degree, and teaching experience were given. After collecting data, descriptive and comparative approaches, themes, and codes were used in order to get the results. The results indicate that convenience, collaboration, and technology highly motivate Saudi teachers and supervisors to use OPD. The results also show other motivational factors, which are administrative support, the quality of OPD programs, and social motivation. The findings show that gender and position have no impact on the participants’ responses. However, teaching experience does make an impact with respect to convenience on teachers and supervisors who have more than 26 years experience in the profession. In addition, the level of education does make an impact regarding technology on teachers and supervisors who hold a master’s degree or above. The results also indicate barriers to OPD, which are technical issues, administrative issues, and personal concerns. Most significantly, results show that most participants prefer OPD over face-to-face PD. Implications were made and suggestions offered in order to enhancing the use of OPD programs in the Saudi context. The study closes with suggestions for future research by those who might be interested in this topic.

abstract: The purpose of this study was to investigate the experiences and opinions of Arizona music teachers related to interactions with peers in formal online professional development (OPD) courses approved for recertification of their teacher credential. The target population (N = 584) was current music teachers in K-12 schools who are members of the 2014 Arizona Music Educators Association. Ultimately 279 respondents completed a researcher-constructed online survey (response rate = 48%). The survey instrument explored four primary research questions; (1) Do music teachers in Arizona participate in formal OPD related to recertification of their teacher credential? (2) Do music teachers in Arizona who participate in OPD courses interact with their peers during OPD? (3) What is the nature of self-reported peer interactions among Arizona music teachers who participate in OPD courses? (4) What are Arizona music teachers' opinions regarding peer interaction in OPD courses? Almost half of the 279 respondents participated in OPD courses for their recertification. Some participated in music-specific OPD courses such as online music classes, webinars, or online degree programs. Many respondents considered OPD courses to be effective because of convenience, location, time savings, and flexibility. Most who took online classes participated in multiple OPD courses. Of the respondents who took OPD courses, nearly two-thirds indicated that they interacted with peers during those courses. Most of these respondents reported that required interactions were effective. Some benefits were sharing ideas and acquiring information from others. Participants preferred asynchronous interaction with peers to synchronous interaction. Factors that may have prevented these music teachers from interacting in OPD courses were superficial level message content in discussion boards or low participation from peers. Teachers also reported using informal online interactions in social networks not related to recertification hours. Findings from this study may help improve teacher interactions with peers in OPD courses. This study may serve to influence instructors in OPD courses, administrators, policy-makers, and online course developers to improve OPD by integrating peer interactions into online courses for music teachers. Additional research on many aspects of OPD for music teachers is needed to improve educational practice. / Dissertation/Thesis / Doctoral Dissertation Music Education 2015

Federal legislation mandates inclusion of students with special needs in general classrooms. Teachers in the Shelco school system implemented this mandate to teach in an inclusive classroom given limited professional development, and a desire for more. To determine their preparedness to teach with inclusion, 44 general education teachers participated in this correlational study. Two surveys were administered: Teachers' Self-Efficacy Survey and Stages of Concern Questionnaire. Scores were combined to identify and recommend groups of teachers for differentiated professional development. Social constructivism, which focuses on how learning is affected by social concepts such as self-efficacy and concerns, was the theoretical framework. The research questions examined the relationship between teachers' self-efficacy (SE) and stages of concerns (SoC) about teaching with inclusion. Data were collected on teachers' education, inclusion self-efficacy, and stages of concern about teaching with inclusion. Correlations between means for profile scores, grade level, and building were used to define grade-level training needs. Spearman's correlations indicated a significant correlation between teacher SE and SoC (r = .36). Results for the first school sample indicated no significant correlation between teacher SE and SoC (r =.-18), while results for the second school sample indicated a significant correlation between teacher SE and SoC (r = .47). This study has the potential to contribute to positive social change by encouraging administrators and school leaders to design inclusion PD sessions that are differentiated according to general educators' specific SE and SoC scores.

Educational literature has established that over half of all teachers leave the profession within 3 years. Exploring the 1st-year teacher transition and its inherent challenges has been necessary to educational stakeholders seeking to achieve national standards and improve the educational environment, student achievement, and teacher retention. This study's purpose was to investigate 1st-year teacher induction programs; determine the type of support components included, whether from administrators, mentors, or colleagues; and identify which components 1st-year teachers perceived as most effective. The professional development models of Wong, of Johnson and Kardos, and of Curran and Goldrick provided the conceptual framework. The guiding research question focused on discovering new teacher perceptions of induction program components. Participants anonymously responded to a 68-item survey of nominal and Likert-scale items about induction program components and their effectiveness. Descriptive statistics indicated the most commonly included and effective components were assignment in certification area and providing a mentor, formal administrator evaluations, and campus/district orientation sessions. The most effective mentor support components were treating mentees with respect and being accessible. Administrators were most effective when providing clear expectations, constructive performance feedback, and help with discipline matters and parents. Colleagues were effective at integrating novices into the teaching community. Recommendations include enhancing relationship development, providing cooperative planning, and integrating teacher expertise locally. This study promotes social change by empowering administrators to improve 1st-year teacher induction programs, mentorship, and administrative support.

Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.

In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.