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Returning to the Classroom Following a Pandemic: Exploring the Role of Assistance, Resources, and New Teaching Methods among Higher Education Faculty Members
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Rebecca A. Abraham – ProQuest LLC, 2024
Little is known about the extent to which higher-education faculty members required help and resources transitioning back to face-to-face teaching and learning both during and after the COVID-19 pandemic. Problems have included (a) determining the best resources and technologies for faculty members to use in the classroom in order to ensure that…
Descriptors: Faculty, Teaching Methods, Role Theory, Educational Resources
Creating Active and Reflective Educators through CARE: A PDS Partnership between Federal Hocking Local Schools and Ohio University
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Lowery, Charles L.; Hartman, Cindy; Elasky, Bill; Cell, Ann; Hawk, Robin; Elmore-Clark, Kizzi; Kennedy, Marcy Keifer; Kroeger, Grace – School-University Partnerships, 2019
Creating Active and Reflective Educators (CARE) is a Professional Development School (PDS) partnership between The Patton College of Education at Ohio University and Federal Hocking Local Schools (FHLS) in rural Southeastern Ohio. This partnership, which won the 2018 NAPDS Award for Exemplary Professional Development School Achievement, is one of…
Descriptors: College School Cooperation, Partnerships in Education, Professional Development Schools, Rural Schools
Professional Development Needs of Intervention Specialists in the Area of Evidence-Based Practices for Students with Autism
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Trowbridge, Megan D. – ProQuest LLC, 2012
The purpose of this quantitative action research study was to examine intervention specialists' self-reported knowledge about certain evidence-based practices, implementation of practices, and how intervention specialists are learning about these practices in educating students with autism. The population of this study included 49 intervention…
Descriptors: Autism, Best Practices, Statistical Analysis, Action Research
Race to the Top. Ohio Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]
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US Department of Education, 2012
This State-specific summary report serves as an assessment of Ohio's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Prior to the first year of its Race to the Top grant, Ohio revised some Ohio Department of Education (ODE) job…
Descriptors: Academic Achievement, Academic Standards, Accountability, Achievement Gains
Race to the Top. Ohio. State-Reported APR: Year One
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US Department of Education, 2012
This paper describes Ohio's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. The sections presented in this report highlight key accomplishments made by Ohio to implement a comprehensive and coherent approach to education reform over the reporting period in the…
Descriptors: Academic Achievement, Academic Standards, Accountability, Achievement Gains
Building Professional Development Systems in Adult Basic Education: Lessons from the Field
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Belzer, Alisa; Drennon, Cassandra; Smith, Cristine – Office of Educational Research and Improvement, 2001
In Chapter Five, Alisa Belzer, Cassandra Drennon and Cristine Smith provide an overview of the challenges facing state-level professional development systems. The authors begin the chapter with a brief history of professional development in adult basic education, noting shifts in the funding and priority of professional development in the field.…
Descriptors: Adult Basic Education, Professional Development, Profiles, State Programs