NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)4
Since 2006 (last 20 years)6
Descriptor
Achievement Gains6
Faculty Development6
Reflection6
Teacher Attitudes4
Observation3
Academic Achievement2
College Faculty2
Elementary School Teachers2
Instructional Leadership2
Program Effectiveness2
Teacher Collaboration2
Accountability1
Action Research1
Barriers1
Best Practices1
Bilingual Education Programs1
Case Studies1
Change Strategies1
Charter Schools1
Communities of Practice1
Comparative Analysis1
Cooperative Learning1
Cultural Awareness1
Culturally Relevant Education1
Curriculum Implementation1
More ▼
Source
Educational Psychology1
Harvard Education Press1
Journal of Science Teacher…1
New Leaders for New Schools…1
ProQuest LLC1
Teacher Development1
Author
Foulger, Teresa S.1
Goodnough, Karen1
Hilpert, Jonathan C.1
Honeyford, Michelle1
Howard, Elizabeth R., Ed.1
Hunter, Cristina, Ed.1
Husman, Jenefer1
Krauskopf, Karsten1
Lee, Alice Tae1
Pereira-Leon, Maura1
Scanlan, Martin, Ed.1
Sloan, Kay1
Williams, Mia Kim1
More ▼
Publication Type
Journal Articles3
Reports - Research3
Books1
Collected Works - General1
Dissertations/Theses -…1
Reports - Evaluative1
Tests/Questionnaires1
Education Level
Elementary Education3
Early Childhood Education2
Higher Education2
Middle Schools2
Postsecondary Education2
Adult Education1
Elementary Secondary Education1
Grade 31
Grade 41
Grade 51
Intermediate Grades1
Junior High Schools1
Preschool Education1
Primary Education1
Secondary Education1
More ▼
Audience
Location
Germany1
Illinois1
Massachusetts (Boston)1
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Prompting Teachers' Reflection of Their Professional Knowledge. A Proof-of-Concept Study of the Graphic Assessment of TPACK Instrument
Peer reviewed Peer reviewed
Direct linkDirect link
Krauskopf, Karsten; Foulger, Teresa S.; Williams, Mia Kim – Teacher Development, 2018
Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Mixed Methods Research, Metacognition
Instructional Improvement and Student Engagement in Post-Secondary Engineering Courses: The Complexity Underlying Small Effect Sizes
Peer reviewed Peer reviewed
Direct linkDirect link
Hilpert, Jonathan C.; Husman, Jenefer – Educational Psychology, 2017
The current study leveraged a professional development programme for engineering faculty at a large research university to examine the impact of instructional improvement on student engagement. Professors who participated in the professional development were observed three times and rated using an existing observation protocol. Students in courses…
Descriptors: Instructional Improvement, Engineering Education, College Faculty, Qualitative Research
Professional Learning of K-6 Teachers in Science through Collaborative Action Research: An Activity Theory Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Goodnough, Karen – Journal of Science Teacher Education, 2016
Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural-historical activity theory is used…
Descriptors: Action Research, Participatory Research, Faculty Development, Elementary School Teachers
Culturally and Linguistically Responsive Education: Designing Networks That Transform Schools
Direct linkDirect link
Scanlan, Martin, Ed.; Hunter, Cristina, Ed.; Howard, Elizabeth R., Ed. – Harvard Education Press, 2019
"Culturally and Linguistically Responsive Education" provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to…
Descriptors: Culturally Relevant Education, Second Language Learning, Networks, Preschool Education
Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School
Direct linkDirect link
Lee, Alice Tae – ProQuest LLC, 2012
This study addressed the problem of chronic low student achievement in language arts at a Program Improvement 5+ school by implementing two cycles of facilitated lesson study. Using action research to facilitate and monitor change in instructional practices at a school that is currently undergoing a teacher-initiated turnaround reform effort, this…
Descriptors: Low Achievement, Language Arts, Communities of Practice, Teacher Collaboration
Investigating the Impact of EPIC Professional Development on Perspectives Charter School Principals. An Evaluation of the EPIC Professional Learning Model. Evaluation Brief
PDF on ERIC Download full text
Sloan, Kay; Pereira-Leon, Maura; Honeyford, Michelle – New Leaders for New Schools (NJ1), 2010
In 2009-10, New Leaders for New Schools partnered with the Perspectives Charter School Network in Chicago to pilot an innovative leadership development program for principals. The program is part of the Effective Practice Incentive Community (EPIC) initiative, which was created by New Leaders in 2006 to identify, reward, and share effective…
Descriptors: Charter Schools, Principals, Urban Schools, Academic Achievement