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Moving from Traditional to Responsive Mathematics Classrooms: A Proposition of an Intervention Model
Haara, Frode Olav; Engelsen, Knut Steinar; Smith, Kari – Teacher Development, 2020
This article discusses how mathematics didactics can be inspired by and further developed through responsive pedagogy, understood as feedback directed at self-regulation and self-efficacy, in mathematics teaching. The authors explain the rationale behind an intervention model for improving mathematics teachers' feedback practices. The model is a…
Descriptors: Intervention, Feedback (Response), Self Management, Self Efficacy
Ambler, Trudy B. – Teacher Development, 2012
Many teachers use their own work as the basis for research and this can be a complex and confronting task. It demands merging the roles of teacher, researcher and research participant. These roles may not speak with one voice. Some voices are faint, mere echoes; other voices convey a more confident sense of the different roles. This paper draws on…
Descriptors: Autobiographies, Vignettes, Elementary Education, Reflection
Cawthon, Stephanie W.; Dawson, Kathryn M.; Judd-Glossy, Laura; Ihorn, Shasta – Teacher Development, 2012
Drama for Schools (DFS) is an arts integration professional development program rooted in critical pedagogy and constructivism that emphasizes partnerships between school districts and a major research university. As a part of the research initiative embedded in this professional development program, DFS began an Arts integration Research Teacher…
Descriptors: Constructivism (Learning), Critical Theory, Participatory Research, Program Effectiveness
Sobel, Donna M.; Gutierrez, Cindy; Zion, Shelley; Blanchett, Wanda – Teacher Development, 2011
Given the crucial issues of disproportionality and the growing diversity of our K-12 student population it is imperative that today's classroom teachers be prepared to critically examine, reflect on and respond to practices for learners with diverse needs and from diverse backgrounds. While effective teachers are the key to meeting the needs of…
Descriptors: Social Justice, Preservice Teacher Education, Teacher Effectiveness, Elementary Secondary Education
Rees, Mary E. – Teacher Development, 2009
This paper is a narrative of two dimensions of professional learning: a personal one following the development of the author's own understanding of professional learning and its impact on practice explored through her research into support staff in schools. It draws on three research projects which examined the role and work of teaching assistants…
Descriptors: Expertise, Faculty Development, Teaching Assistants, Professional Development
Towndrow, Phillip A.; Tan, Kelvin – Teacher Development, 2009
Positive claims are made for the adoption of practices that permit greater levels of involvement in teacher appraisals. The assumption is that when teachers are more involved in observing and evaluating their teaching, corresponding increases in empowerment and autonomy occur as a direct result. This paper challenges this claim by arguing that…
Descriptors: Teacher Evaluation, Self Evaluation (Individuals), Teacher Empowerment, Professional Autonomy
Burstow, Bob – Teacher Development, 2009
Arising from the visit by several cohorts of leading Malaysian secondary headteachers to the United Kingdom, this article examines the potential values and obstacles surrounding such international continuing professional development. The constraints of differences in language and context are considered, as well as issues of visiting heads as…
Descriptors: Foreign Countries, Cultural Influences, Continuing Education, Professional Development
Bishop, Russell; Berryman, Mere – Teacher Development, 2010
Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…
Descriptors: Teacher Effectiveness, Pacific Islanders, Foreign Countries, Professional Development
Katsarou, Eleni; Tsafos, Vassilis – Teacher Development, 2008
A collaborative school innovation project is explored as a pivot for the professional development of the teachers involved. The Second Chance School (SCS) of Acharnes in Greece constitutes such a collaborative innovative project, regarding the underlying theory of multiliteracies, its decentralised character, respect for student individuality, and…
Descriptors: Curriculum Development, Action Research, Educational Innovation, Educational Change
Reilly, Mary Ann – Teacher Development, 2008
How might four teachers working together in a book group utilize their learning to better ensure students' academic success? In what ways might this collective's learning emerge as the group worked together? Questions such as these prompted the author to investigate the professional learning that occurred during book club sessions with one group…
Descriptors: Clubs, Professional Development, Books, Reading Strategies
Berci, Margaret E. – Teacher Development, 2006
The article is a "theoretical conversation" that addresses a new perspective on an often omitted or unrecognized process that is related to current issues in teacher education. Identified and explored is a sequence of forms in a teacher's professional, pedagogic life, and it is argued that these forms are synchronous with R. G. Collingwood's…
Descriptors: Teacher Education Programs, Educational Philosophy, Self Concept, Professional Development
Smyth, John – Teacher Development, 2007
As public schools in countries like the UK, USA, Australia, Canada and New Zealand continue to suffer from the damaging effects of poorly conceptualized educational reforms, educators struggle to come up with alternatives with which to reclaim schools. While acknowledging the situational, contextual and temporal differences between these…
Descriptors: Educational Change, Foreign Countries, Educational Policy, Educational Principles
O'Connor, Evelyn A.; Samson, Florence – Teacher Development, 2005
David Booth, a renowned storyteller and educator, conducted a one-day Saturday conference that focused on reading comprehension. The day consisted of three one-hour sessions that discussed and demonstrated effective comprehension classroom techniques with elementary school students. This conference was conducted at a public college in New York…
Descriptors: Conferences (Gatherings), Reading Comprehension, Instructional Effectiveness, Classroom Techniques

Brown, Rosemary M. – Teacher Development, 2000
Describes programs created specifically for the personal and professional development of women faculty and administrators, discussing the rationale for such initiatives, identifying issues within the culture of higher education that are of particular relevance to women, noting challenges to the concept of women-only courses, and presenting…
Descriptors: Equal Education, Females, Higher Education, Professional Development
Coffey, Janet E.; Sato, Mistilina; Thiebault, Matthew – Teacher Development, 2005
The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL) examined teacher change and development with regard to classroom assessment. The National Science Foundation supported the four-year effort to study how teachers modify their practices to create the conditions for the kinds of assessment that foster learning. The authors…
Descriptors: Educational Change, Classroom Environment, Classroom Research, Classroom Techniques
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