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Hemamalini; Nurtanio Agus Purwanto; Fabiola Lagarense; Nurul Amalia; Yohanes Yohan Susanto – International Society for Technology, Education, and Science, 2024
This study aims to describe the Evaluation of the In House Training Program at SDN Joho, in SDN Negeri Joho, Central Java Province. This research is a study that uses evaluation methods. The evaluation model used to evaluate the IHT program is the Kirkpatrick Model using data sourced from school principals and teachers. Data collection evaluation…
Descriptors: Foreign Countries, Faculty Development, Teacher Education, Principals
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Tican Basaran, Semra; Dinçman, Basak – International Online Journal of Education and Teaching, 2022
The purpose of this study is to examine the professional development of preschool teachers during summer holidays, and to develop recommendations for professional development between teaching semesters. The study is built on the basic interpretive design, with a study group of 24 preschool teachers. The data were collected through semi-structured…
Descriptors: Foreign Countries, Faculty Development, Preschool Teachers, Summer Programs
Gervasoni, Ann; Davidson, Aylie; Downton, Ann; Livy, Sharyn; Russo, James – Mathematics Education Research Group of Australasia, 2022
Professional learning for school mathematics leaders is a key aspect of the Victorian Government's strategy for improving mathematics for Victorian students. This is because middle leaders in schools play a vital role in designing and leading school improvement. As part of the Numeracy Suite, four online courses were designed in 2020 to support…
Descriptors: Online Courses, Mathematics Education, Program Effectiveness, Elementary Secondary Education
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Gemma F. Mojica; Emily Thrasher; Adrian Kuhlman; Bruce Graham; Hollylynne S. Lee; Michelle Pace – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
In this study, 82 middle and high school teachers engaged with the InSTEP online professional learning platform to develop their expertise in teaching data science and statistics. We investigated teachers' engagement within the platform, aspects of the platform that were most and least effective in building teachers' expertise, and the extent to…
Descriptors: Middle School Teachers, High School Teachers, Faculty Development, Data Science
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Kintz, Tara; Ellefson, Nicole Christine – AERA Online Paper Repository, 2023
Detentions and suspensions disproportionately affect children from racial and ethnic minority backgrounds, specifically Black children and children of lower socioeconomic status. These disparities in school discipline are addressed in a cognitive flexibility approach to professional learning through a privately funded district improvement…
Descriptors: Disproportionate Representation, Discipline, Partnerships in Education, Educational Improvement
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Erin Turner; Mary Alice Carlson; Julia Aguirre; Jennifer Suh; Jonathan Brown; Mary Greene; Elzena McVicar – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
There is growing recognition that mathematical modeling can be a lever for equity in elementary mathematics classrooms. This study focuses on the impact of a professional development program focused on culturally responsive mathematical modeling on 8 kindergarten through 2nd grade teachers' practices in modeling lessons. We use a project developed…
Descriptors: Culturally Relevant Education, Educational Practices, Mathematical Models, Kindergarten
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Luet, Kathryn; Morettini, Brie; Vernon-Dotson, Lisa Jo – AERA Online Paper Repository, 2019
Though a variety of studies have considered the impact of mentoring on beginning teachers, there is little research that explores effective ways to support their work. This qualitative study addresses that gap in the literature by describing how one mentoring program sought to develop mentors' understanding of their local context by sharing…
Descriptors: Teacher Attitudes, Mentors, Beginning Teachers, Faculty Development
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Koellner, Karen; Placa, Nicora; Seago, Nanette; Yormak, Grace – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
The study presented here utilized a cross case comparison of three different professional development programs to examine the contextual factors associated with uptake related to what teachers learned related to content, pedagogy and the resources used in their professional development (PD) workshops. From a theoretical perspective this study…
Descriptors: Faculty Development, Workshops, Teacher Attitudes, Program Effectiveness
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Keiler, Leslie; Diotti, Raffaella; Hudon, Kara B. – AERA Online Paper Repository, 2019
Supporting the growth and retention of teachers in urban classrooms poses significant challenges to the education community. Student-centered instruction has demonstrated positive impacts on student academic growth and social development, facilitating acquisition of 21st century skills. However, implementing student-centered instruction is…
Descriptors: Mentors, Feedback (Response), Faculty Development, Student Centered Learning
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Ferrara, Angela; Merrill, Erica; Lambert, Richard G.; Baddouh, Priscila G. – AERA Online Paper Repository, 2017
In an effort to lessen the implementation burden of a new formative assessment, a state allowed each of its school districts to develop their own professional development and implementation plans based on their unique capacities. This study qualitatively analyzed data from six school case studies and an electronic survey issued to all state…
Descriptors: Teacher Attitudes, Kindergarten, Formative Evaluation, Faculty Development
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Mustapha, M. T.; Yaki, A. A.; Kannamma, E.; Garba, S.; Usman, S.; Abdullahi, K.; Yusuf, A. B.; Dahiru, S. H. – International Society for Technology, Education, and Science, 2022
Connected Learning for STEM (CL4STEM) is an innovative project aimed at teacher capacity building in science, technology, engineering, and mathematics involving communities of practice as its component to developing teachers' ability to adopt an innovative approach to science instruction and to implement a novel curriculum. Hence, this study…
Descriptors: STEM Education, Secondary School Teachers, Communities of Practice, Capacity Building
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Brigandi, Carla; Rambo-Hernandez, Karen E.; Spillane, Nancy; Pedersen, Blaine – AERA Online Paper Repository, 2021
Students in rural schools have the potential to achieve at high levels; however, they need support to develop this potential. Research indicates a particular need in the area of STEM education. This study looks at how to enhance school-wide instruction, collaboration, and assessment related to increased student participation in coding and computer…
Descriptors: Rural Schools, Computer Science Education, Faculty Development, Self Efficacy
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Kermani, Hengameh; Aldemir, Jale – International Association for Development of the Information Society, 2018
The purpose of this study was to investigate how STEM-focused professional development training influence early childhood teachers' knowledge, beliefs, and pedagogies. Four pre-K teachers participated in this study. The data collected was qualitative in nature. Interview data were transcribed, coded and emerging themes were identified. The…
Descriptors: STEM Education, Program Effectiveness, Faculty Development, Early Childhood Teachers
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Herselman, Marlien; Botha, Adele; Dlamini, Sifiso; Marais, Mario; Mahwai, Nare – International Association for Development of the Information Society, 2019
The purpose of this paper is provide evidence of how the selected teachers at 24 schools in 7 provinces in South Africa reacted to questions pertaining to the extent of their prior training, attitudes towards technology, perceived self-confidence in integrating ICTs and finally using ICTs on a daily basis. The project is known as the Information…
Descriptors: Foreign Countries, Rural Areas, Telecommunications, Handheld Devices
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Zhen, Fubiao; Tong, Fuhui – AERA Online Paper Repository, 2023
This study examined the effectiveness of a literacy-infused science (LIS) intervention on science learning of ELs from rural schools in the U.S.-Mexico border area. The intervention consists of teacher-level virtual professional development (VPD) and virtual mentoring and coaching (VMC), as well as a student-level LIS curriculum. Results from…
Descriptors: Rural Schools, Intervention, Science Instruction, Science Teachers
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