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Obamehinti, Feyi – Online Submission, 2017
Schools across the nation know the importance of student achievement; which is at the core of teaching and learning. Here in Texas, we have an accountability rating system that helps gauge how well students are doing annually. Texas accountability system is based on a system of indexes that provides an all-inclusive assessment of the performance…
Descriptors: Professional Education, Faculty Development, Accountability, Educational Assessment
Belay, Sintayehu – Online Submission, 2016
This study examined the contribution of teachers' Continuous Professional Development (CPD) to quality of education and its challenging factors related with teachers. For this purpose, the study employed descriptive survey method. 76 or 40.86% participant teachers were selected using simple random sampling technique. Close-ended questionnaire was…
Descriptors: Foreign Countries, Professional Continuing Education, Faculty Development, Educational Quality
Günbayi, Ilhan; Yörük, Tayfun; Vezne, Rabia – Online Submission, 2017
This study project titled Improving Technical Drawing Software Skills of Vocational Education Training (VET) Teachers (TED-VET) sought to organize trainings to introduce Adobe Illustrator as a technical drawing software to technical VET teachers and determine the effect of these trainings on teacher effectiveness. Additional goals included…
Descriptors: Vocational Education, Technical Education, Action Research, Drafting
Northcote, Maria; Reynaud, Daniel; Beamish, Peter – Online Submission, 2012
Developing online teaching skills can occur through involvement in learn-by-doing strategies, which incorporates informal, organic or need-driven strategies. Such processes are sometimes labeled as "bottom-up" staff development processes. In other contexts, teaching staff are formally directed to develop online teaching skills through a…
Descriptors: Foreign Countries, Distance Education, Online Courses, Teaching Skills
Wan, Sally Wai-Yan.; Lam, Patrick Hak-Chung – Online Submission, 2010
This paper presents the findings from a small-scale case study of Hong Kong primary teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The study applies a multiple approach with mixed research methods, including using a self-developed survey questionnaire on the basis of the CPD…
Descriptors: Focus Groups, Foreign Countries, Professional Continuing Education, Teaching Methods
Daley, Barbara J. – Online Submission, 2004
This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. This process of…
Descriptors: Knowledge Base for Teaching, Faculty Development, Knowledge Level, Professional Continuing Education