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Direct linkJulie Katter; Natalia M. Rojas; Stephanie L. Albert; Bethany Springer; Nicole Huang-Greco; Bonnie Kerker – Journal of Early Childhood Teacher Education, 2024
Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope…
Descriptors: Preschool Teachers, Kindergarten, Collegiality, Teacher Collaboration
Download full textBarrett, Jentry Stoneman – Grantee Submission, 2022
Coaching has become a prominent professional development tool for helping early childhood teachers implement curriculum and research-based practices in their classrooms. One of the coaching strategies found to create positive changes in teacher practice and child outcomes is building trust between the coach and teacher(s). Despite what is known in…
Descriptors: Coaching (Performance), Trust (Psychology), Interpersonal Relationship, Teachers
Qian, Haiyan; Walker, Allan; Li, Xiaojun – Journal of Educational Administration, 2017
Purpose: The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach:…
Descriptors: Foreign Countries, Instructional Leadership, Models, Principals
Sandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 2016
This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in…
Descriptors: Science Teachers, Faculty Development, Longitudinal Studies, Rural Schools
Loizou, Florentia – Education 3-13, 2014
In this article, I examine which organisational conditions can promote or limit the professional development of teachers in the Cypriot primary school. The discussion builds on findings from a study I conducted about Cypriot primary school teachers' reflective practices (Loizou 2011). The study was qualitative and used semi-structured interviews…
Descriptors: Foreign Countries, Faculty Development, Primary Education, Qualitative Research
Cultivating Primary Students' Scientific Thinking through Sustained Teacher Professional Development
Miller, Roxanne Greitz; Curwen, Margaret Sauceda; White-Smith, Kimberly A.; Calfee, Robert C. – Early Childhood Education Journal, 2015
While the United States' National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children's engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and…
Descriptors: Elementary School Students, Faculty Development, Science Instruction, Elementary School Teachers
Crump, Cynthia – ProQuest LLC, 2011
The purpose of the case study was to explore the effects of a mentor-coach initiative among second, third, fourth, and fifth grade teachers in an urban junior-secondary school in Antigua and Barbuda. The case study design was appropriate, mainly qualitative, but supported by quantitative data collection methods. Twelve participants shared in two…
Descriptors: Case Studies, Mentors, Coaching (Performance), Elementary School Teachers
