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Rachel Kathryn West – ProQuest LLC, 2020
Multi-Tiered System of Supports is a comprehensive framework that unites colleagues of various backgrounds together in pursuit of a common goal to support students with evidence-based interventions to meet their individual needs in the school setting. The problem addressed in this study was the lack of professional development training teachers…
Descriptors: Teacher Attitudes, School Personnel, Faculty Development, Professional Development
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Elder, Brent C. – School-University Partnerships, 2019
The purpose of this paper is to provide a roadmap of one way to use professional development school (PDS)-university relationships to create the foundations of sustainable inclusive education practices. This paper outlines PDS practices enacted the first year of a project that took place at a public elementary school that serves students in grades…
Descriptors: Professional Development Schools, College School Cooperation, Sustainability, Inclusion
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van Es, Elizabeth A. – Journal of the Learning Sciences, 2009
This study examines the nature of teacher participation in the context of a video club. Video clubs are professional development meetings in which teachers watch and discuss excerpts of video from their classrooms. In this study, I adopt a situative perspective to examine how teachers develop in their participation to accomplish the goals of the…
Descriptors: Teacher Participation, Clubs, Faculty Development, Professional Development
Whitebook, Marcy; Gomby, Deanna; Bellm, Dan; Sakai, Laura; Kipnis, Fran – Center for the Study of Child Care Employment, University of California at Berkeley, 2009
When it comes to teacher preparation, the support provided to new teachers, and ongoing professional development for working teachers, Grades K-12 and the field of early care and education (ECE) are two very different worlds. While both worlds assume that teachers' classroom skills and behavior can be influenced at multiple points in time (through…
Descriptors: Elementary Secondary Education, Young Children, Educational Change, Professional Development