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Direct linkLucy Fernandez – Teacher Development, 2025
There now exists a sizeable body of work around student voice, predominantly through the intervention of researchers. However, given the critical role of teachers in the fruition of student voice efforts, there is a need to further our understanding of such efforts carried out by teachers themselves, particularly within non-Western contexts. Using…
Descriptors: Student Empowerment, Language Teachers, Second Language Instruction, English (Second Language)
Warner, Jayce R.; Plowman, Debra L.; Osman, David J.; Schallert, Diane L. – Teacher Development, 2022
This study takes a sociocultural approach in examining how mathematics professional development facilitators and teachers enacted a professional development program in a statewide network of trainings. Facilitators (N = 11) and teachers (N = 62) were surveyed before and after implementation to capture how facilitators understood and then…
Descriptors: Mathematics Teachers, Inservice Teacher Education, Faculty Development, Program Implementation
Hall, Debra Taylor; Hite, Rebecca L. – Teacher Development, 2022
In-service K-12 teachers require preparation and support to conceptualize and incorporate global competence into their classroom teaching practices. The state of North Carolina created a state-wide framework for such professional development: the Global Educator Digital Badge (GEDB). The GEDB focuses on developing knowledge and practices of…
Descriptors: Program Implementation, Faculty Development, Teacher Effectiveness, Teacher Competencies
Hepburn, Lorna; Beamish, Wendi; Alston-Knox, Clair L. – Teacher Development, 2021
Evidence-based practices for classroom management are well established and predominantly preventative in nature. However, use of reactive practices by teachers has been widely reported internationally, particularly in middle and high school settings. Teachers (N = 587) throughout government high schools in Queensland, Australia responded to a…
Descriptors: High School Teachers, Teacher Attitudes, Evidence Based Practice, Classroom Techniques
Gotch, Chad M.; Poppen, Marcus I.; Razo, José E.; Modderman, Sheri – Teacher Development, 2021
In this study, in the United States, the authors used multilevel growth modeling to examine the impact of an intensive, year-long professional development program on teacher self-efficacy for formative assessment tasks. They further examined the relationship between self-efficacy and observed implementation of formative assessment practices in the…
Descriptors: Formative Evaluation, Assessment Literacy, Self Efficacy, Program Implementation
Gutierez, Sally B. – Teacher Development, 2021
In this study, collaborative lesson planning (CLP) was a positive 'dissonance' to the teachers' individual lesson planning practices. Thirty teachers grouped into grade-level teams (five members) participated in the study. Data transcripts from audio- and video-recordings, formal and informal interviews, and written evaluation forms were…
Descriptors: Cooperative Planning, Lesson Plans, Teacher Collaboration, Faculty Development
