Teachers' training programs are widely recognized as essential for professional development and growth. This study aimed to explore how these programs affect teachers' ability to implement the curriculum effectively. A key focus was observing teachers' attitudes toward curriculum implementation following their training. The study assesses the…

The secondary school curriculum largely aims to prepare students academically, often overlooking the holistic development of the learner. The benefits of socio-emotional learning (SEL) to student behaviour and academic attainment are gradually acknowledged and discussed, but teachers may find it hard to integrate SEL into their subject knowledge.…

This Educational Leadership Portfolio (ELP) addresses the issue related to children's screen time and indoor sedentary behavior. Research shows that young children need to have time outside in nature to ensure holistic development in the twenty-first century. The overarching goal of this work is to reduce the extent of children's indoor sedentary…

As district leaders search for the best ways to improve student learning with the Common Core State Standards, California districts are leading the way as early implementers of the new standards. The ideas and lessons emerging from their work can help other educators maximize the effectiveness of their own implementation efforts. This brief…

This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This…

The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

Development teams in Hawaii are using local emphasis, teacher training, and field support to create successful new curriculums. (Author)

For a geography department to be successful, it must develop qualitatively superior images and relationships within the university. Aggressive participation by geographers is advocated in matters involving relationships with other disciplines, the university decision-making process, concerns of students, alumni and developmental activities, and…

An effective inservice teacher education program was found to have the characteristics of: (1) immediate applicability to the classroom; (2) use of teacher input; (3) curriculum change and innovation; and (4) provisions for ongoing, continuous evaluation. (JN)

Of the 110 public high schools in New York City, 11 are alternative high schools serving students who have been identified as "high risk," particularly dropouts and potential dropouts, as well as students who would benefit from learning environments and options not offered in comprehensive high schools. In 1984, the Curriculum…

In this paper, models for preservice teacher education, inservice teacher education, and curriculum development that reflect the present and projected needs of students and teachers are presented. The key to success in each of these models is the direct involvement of teachers and trainees in the planning, learning, teaching, and evaluation…

After a year of research and planning, Troy State University's Writing-Across-the-Curriculum program began in winter quarter of 1988. Program proponents believe that: (1) writing is a powerful tool for learning, and (2) the instructor in a discipline can best teach the kinds of writing, research, and documentation pertinent to his field.…

In 1979, the Teachers' Centers Exchange, working through the Far West Laboratory for Educational Research and Development, began a program that provided financial awards for the conduct of collaborative research on exemplary teachers' centers practices. From September 1979 through March 1982, 15 teachers' centers participated in 14 research…

Key elements of effective teacher development include a focus on curriculum and job-situated problems, hands-on opportunities to apply learning, and collaboration among teachers (Garet, Porter, Desimone, Birman, & Yoon, 2001; Hiebert, Gallimore, & Stigler, 2002; National Staff Development Council, 2001). Program developers at The Education…

The St. Louis Missouri Teachers Center Minigrant Program provides funds (up to $750.00) for individuals to use in developing specific educational projects. A study was made on what impact a minigrant program had on project developers and the educational systems they served. Data were collected through participant observation, recorded interviews,…