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Al-Naabi, Ishaq; Kelder, Jo-Anne; Carr, Andrea – Journal of University Teaching and Learning Practice, 2021
COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published…
Descriptors: Faculty Development, Distance Education, COVID-19, Pandemics
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Kenneth J. Moore – Contributions to Music Education, 2024
This historical study chronicles the creation, development, and termination of the Midwestern Conference on School Vocal and Instrumental Music, hosted by the University of Michigan between 1946 and 2005. Beginning as a band music reading session led by William Revelli in 1936, the conference developed into a premier professional workshop by the…
Descriptors: Educational History, Conferences (Gatherings), Organizations (Groups), Music Education
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Roos, Brianne H.; Borkoski, Carey C. – Perspectives of the ASHA Special Interest Groups, 2021
Purpose: The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly,…
Descriptors: Well Being, College Faculty, Faculty Workload, Teacher Burnout
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Chrystina M. Bello; A. Josephine Blagrave; Rebecca K. Lytle – Journal of Physical Education, Recreation & Dance, 2023
In the wake of COVID-19, the prevalence of stress and anxiety have become exceedingly widespread, and the cumulative effects of enduring multiple ongoing stressors altering every aspect of life have left many struggling to find suitable coping mechanisms. Students, in particular, appear to be operating in perpetual states of stress and anxiety…
Descriptors: Stress Management, Anxiety, Coping, Metacognition
Gregory J. Benner; Marcia L. Rock; Lisa A. Strycker; Erica O. Lee; Pamela Bailey; Ashley S. Virgin – Beyond Behavior, 2023
Teachers of students with or at risk for emotional and behavioral disorders (EBD) may face obstacles and feel isolated when implementing social and emotional learning (SEL) programming with students. The teacher study group (TSG) offers an effective way to overcome barriers and improve SEL. These groups provide a gathering space for teachers to…
Descriptors: Students with Disabilities, Teacher Collaboration, Emotional Disturbances, Behavior Disorders
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Perifanou, Maria; Economides, Anastasios A. – Journal of Educators Online, 2022
The COVID-19 crisis forced most educational institutes worldwide to deliver teaching via the internet. However, neither teachers nor students were prepared for such an abrupt disruption. Specifically, many teachers lacked the appropriate digital competencies to effectively teach online. So, what are the necessary digital competencies that teachers…
Descriptors: Digital Literacy, Online Courses, Faculty Development, Technological Literacy
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Boudreaux, Kyle – Journal of Educators Online, 2018
This article is a review of the current literature involving the use of serious games (SG) as a tool for training and faculty development. Noted in the review is the dearth of research into the adoption of SG for use specifically in higher education faculty development. The review looks at the viability of SG as teaching tools, the validity of SG…
Descriptors: Educational Games, Faculty Development, College Faculty, Validity
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Saylor, Laura Lackner; Johnson, Carla C. – School Science and Mathematics, 2014
Meaningful and effective training and professional development programs for teachers are key to the improvement of teaching practices in our schools. In this paper, the authors offer a meta-synthesis of the literature on the role of reflection for mathematics and science teachers within the context of professional development. The authors frame…
Descriptors: Reflection, Faculty Development, Teacher Education, Meta Analysis
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Oakes, Malcolm – School Science Review, 2013
The Association for Science Education (ASE) has a proud history of responding positively to changes in the education system. The creation of ASE INSET Services was one such response, resulting in an organisation that in its 16 year lifetime engaged in an impressive range of activities and had an impact on the professional development of tens of…
Descriptors: Foreign Countries, Faculty Development, Professional Associations, Science Education
Elliott, Steven N.; Clifford, Matthew – Collaboration for Effective Educator Development, Accountability and Reform Center, 2014
For many years, researchers seemed to subscribe to the paradigm that leaders are born and not made. Seminal research, however, suggests that leadership qualities are developed over time and through professional development (PD) experiences and performance assessments (Day, Harrison, & Halpin, 2008). This paper focuses on the assessment of…
Descriptors: Principals, Administrator Evaluation, Leadership Styles, Faculty Development
Petersen, Amanda J.; MartinRogers, Nicole – Wilder Research, 2016
The school-wide positive behavioral interventions and supports (SW PBIS) program is managed by the Minnesota Department of Education and is implemented in hundreds of Minnesota schools. PBIS is an evidence-based model that attempts to develop a school-wide positive behavior culture. Based on previously documented outcomes, PBIS is a potential…
Descriptors: Positive Behavior Supports, Intervention, Evidence Based Practice, Student Behavior
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Khales, Buad; Meier, Daniel – New Educator, 2013
The article describes the integration of inquiry, reflective practice, and child-centered teaching approaches in preservice teacher education at the early childhood level. The article reviews relevant literature on the forms and functions of inquiry and reflection as a form of professional development and teacher learning and also describes the…
Descriptors: Foreign Countries, Early Childhood Education, Preservice Teacher Education, Inquiry
Yoshikawa, Hirokazu; Weiland, Christina; Brooks-Gunn, Jeanne; Burchinal, Margaret R.; Espinosa, Linda M.; Gormley, William T.; Ludwig, Jens; Magnuson, Katherine A.; Phillips, Deborah; Zaslow, Martha J. – Society for Research in Child Development, 2013
The expansion of publicly-funded preschool education is currently the focus of a prominent debate. At present, 42% of 4-year-olds attend publicly funded preschool (28% attend public prekindergarten programs, 11% Head Start, and 3% special education preschool programs). A vigorous debate about the merits of preschool education is underway, although…
Descriptors: Preschool Education, Investment, Evidence, Relevance (Education)
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Huston, Therese; Weaver, Carol L. – Innovative Higher Education, 2008
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced…
Descriptors: College Faculty, Teacher Improvement, Faculty Development, Professional Development
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Larmar, Stephen; Gatfield, Terry – Journal of Early and Intensive Behavior Intervention, 2007
The Early Impact (EI) program is an early intervention and prevention program for reducing the incidence of conduct problems in pre-school aged children. The EI intervention framework is ecological in design and includes universal and indicated components. This paper delineates key principles and associated strategies that underpin the EI program.…
Descriptors: Early Intervention, Prevention, Program Effectiveness, High Risk Students
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