NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Educational Leadership120
What Works Clearinghouse Rating
Showing 1 to 15 of 120 results Save | Export
Tucker-Smith, T. Nicole – Educational Leadership, 2021
Diversity, equity, and inclusion training often falls into one of three categories: Equity PD that works, equity PD that doesn't work, and equity PD that looks like it works but doesn't. The third category is the most dangerous, says Nicole Tucker-Smith. How can we make sure our professional learning isn't falling into that trap?
Descriptors: Faculty Development, Equal Education, Diversity, Inclusion
Guskey, Thomas R. – Educational Leadership, 2021
How can we guarantee the time and effort we invest in professional learning will lead to meaningful and enduring improvements? Thomas R. Guskey, professor emeritus at the University of Kentucky, shares six steps to evidence-based professional learning that makes a difference.
Descriptors: Faculty Development, Educational Improvement, Evidence Based Practice, Communities of Practice
Nikula, Johannah; Buffington, Pamela; DePiper, Jill Neumayer; Louie, Josephine; Tierney-Fife, Peter – Educational Leadership, 2021
For professional learning to "stick," teachers need to connect what they learn to their practice--and particularly to their work with their current students. The authors describe a PD program they've developed for math teachers with emergent multilingual students (English language learners) in their classes. Teachers choose "focus…
Descriptors: Faculty Development, Inservice Teacher Education, Mathematics Teachers, Multilingualism
Moody, Michael S. – Educational Leadership, 2019
When we think about instructional coaching, we likely envision a single coach observing a teacher and providing feedback. Perhaps we've been short-sighted, writes Michael Moody, cofounder of Insight Education Group. What if instead schools built a system of coaching that focuses on targeted and supported teacher reflection, without relying on…
Descriptors: Coaching (Performance), Faculty Development, Self Evaluation (Individuals), Teacher Improvement
Hargreaves, Andy; Shirley, Dennis – Educational Leadership, 2018
While it can be tempting to embrace popular new ideas and practices in education, it is also important to be aware of their flaws or challenges. By examining the downsides of social-emotional learning strategies, the authors of this article argue that one can actually improve and strengthen them. After researching SEL strategies in the Ontario,…
Descriptors: Well Being, Social Development, Emotional Development, Foreign Countries
Tomlinson, Carol Ann – Educational Leadership, 2017
The concept of personalization in learning appeals to many K-12 teachers and students weary of regimented, one-size-fits-all instruction. The in-vogue term personalization is used to refer to many different learning strategies and structures--from personal learning plans to greater student voice. Differentiation expert Carol Ann Tomlinson is…
Descriptors: Individualized Instruction, Program Implementation, Educational Change, Educational Benefits
Mahoney, Joseph L.; Weissberg, Roger P. – Educational Leadership, 2018
The authors summarize findings of two major meta-analyses that examined the influence of universal, school-based SEL (social-emotional learning) programs on student outcomes in six domains related to social-emotional skills and behavior and academic achievement. Major findings indicated that participating in SEL programs had positive effects on…
Descriptors: Social Development, Socialization, Emotional Development, Program Effectiveness
Breaux, Annette – Educational Leadership, 2016
In her years of experience studying, working with, and writing about new teachers, induction programs, and mentoring, Annette Breaux has learned that successful mentoring boils down to 10 factors. In this article, Breaux highlights those features and provides actionable takeaways for school districts and educators. She recommends embedding…
Descriptors: Mentors, Program Effectiveness, Best Practices, Educational Practices
Titone, Connie; feldman, erin; DeRosato, Marie – Educational Leadership, 2018
Mindfulness practice has increasingly been shown to provide a powerful method of addressing the mental health needs of young people. In this article, teacher-researchers discuss a mindfulness experiment in a high school English language arts classroom. Students practiced meditation and other mindfulness activities and were surveyed to see how…
Descriptors: Metacognition, High School Students, Language Arts, Student Surveys
Goodwin, Bryan – Educational Leadership, 2016
A report from TNTP (formerly The New Teacher Project) raised eyebrows recently when it concluded that much of the professional development teachers receive does little to improve teaching quality. The report, provocatively titled "The Mirage: Confronting the Hard Truth About Our Quest for Professional Development," examined the…
Descriptors: Teacher Collaboration, Faculty Development, Coaching (Performance), Peer Teaching
Gándara, Patricia; Santibañez, Lucrecia – Educational Leadership, 2016
The teacher quality gap is even more severe for English language learners than it is for low-income students and students of color, because a "highly qualified" teacher of ELLs must have special skills and abilities, write Gándara and Santibañez in this article. The authors examine how well prepared today's teachers are to provide…
Descriptors: English Language Learners, Teacher Effectiveness, Instructional Effectiveness, Second Language Instruction
Donaldson, Morgaen L. – Educational Leadership, 2016
How are teachers experiencing the more rigorous teacher evaluation systems that many states have mandated in recent years? Donaldson, who has studied teacher evaluation reform over the past eight years, shares insights from a study of 14 Connecticut districts that have implemented the state's 2012 teacher evaluation reforms. In surveys and…
Descriptors: Teacher Evaluation, Educational Change, Fear, State Standards
Peer reviewed Peer reviewed
Direct linkDirect link
Guskey, Thomas R. – Educational Leadership, 2014
Why does professional learning for educators have such a mixed history? Why is it so hard to find solid research evidence of professional development programs that actually improve student learning outcomes? Part of the answer, writes Thomas R. Guskey, is that professional learning experiences for educators are rarely well planned. Consequently,…
Descriptors: Faculty Development, Program Effectiveness, Planning, Program Development
Peer reviewed Peer reviewed
Direct linkDirect link
Popham, W. James – Educational Leadership, 2014
Fifty years ago, Robert Glaser introduced the concept of criterion-referenced measurement in an article in American Psychologist. Its early proponents predicted that this measurement strategy would revolutionize education. But has it lived up to its promise? W. James Popham explores this question by looking at the history of criterion-referenced…
Descriptors: Criterion Referenced Tests, Program Effectiveness, Misconceptions, Test Interpretation
Peer reviewed Peer reviewed
Direct linkDirect link
Loveless, Tom – Educational Leadership, 2013
The Common Core State Standards have been adopted by 46 states and the District of Columbia. They enjoy a huge following of well-wishers and supporters who are optimistic that the standards will boost achievement in U.S. schools. Setting aside the cheerleading and fond hopes, what are the real chances of success? The most reasonable prediction is…
Descriptors: Academic Achievement, State Standards, Professional Development, Curriculum Development
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8