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Miriam Raider-Roth; Mindy M. Gold; Gail Dorph; Mel Berwin; Sarah Clarkson; Ilana Gelemovich; Merissa Rosetti – Educational Action Research, 2024
This article describes the Future Creating Workshop (FCW) and explores how it can create learning forums for participatory leadership. We investigate how FCW can be an effective form of professional development for educational leaders and explore what leaders learn from implementing FCWs in their settings. The FCW, a three-phase participatory…
Descriptors: Instructional Leadership, Participatory Research, Action Research, Faculty Development
Brooke A. Whitworth; Lori Rubino-Hare; Nena E. Bloom – Science Educator, 2022
Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they…
Descriptors: Faculty Development, Program Implementation, Coaching (Performance), Fidelity
Petrovic-Dzerdz, Maristela; Marini, Anthony – Collected Essays on Learning and Teaching, 2023
Designing effective learning experiences that prioritize student-centered outcomes requires a solid foundation in course design fundamentals rooted in pedagogical principles. In this workshop, participants collaborate to create a learning activity that incorporates recognition of prerequisite skills and learning outcomes aligned with both…
Descriptors: Program Development, Program Implementation, In Person Learning, Electronic Learning
Danielle Schmidt Buehrer; Kathryn D. Kloepper; Troy R. Nash – Assessment Update, 2024
To help faculty connect programmatic assessment with the advancement of their own scholarly agenda, a professional development series was created that introduces faculty to the mutual benefits of the scholarship of teaching and learning (SoTL) and academic program assessment. An additional benefit to faculty for participating in assessment…
Descriptors: Workshops, College Faculty, Faculty Development, Teaching Methods
Mohammad Reza Keramati; Robyn M. Gillies; Fahimeh Ansarizadeh; Ali Keramati – International Journal of Early Years Education, 2025
The purpose of this study is to identify the challenges and solutions associated with implementing cooperative learning (CL), based on the lived experiences of teachers in Iran. Thirty-two primary school teachers participated in a 16-session CL workshop. However, only thirty participants were able to implement this approach in their classrooms,…
Descriptors: Cooperative Learning, Program Implementation, Barriers, Elementary School Teachers
Robert C. Schoen; Wendy S. Bray; Amanda M. Tazaz; Charity K. Buntin – Grantee Submission, 2022
Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Teachers, Faculty Development
Dauenhauer, Brian; Krause, Jennifer M.; Cox, Dannon G.; Hodgin, Katie L.; McMullen, Jaimie; Carson, Russell L. – Journal of Teaching in Physical Education, 2023
Purpose: This study evaluated the impact of 1-day workshops on teachers' knowledge, practices, and dispositions using known characteristics of quality professional development and Guskey's five levels of professional development evaluation. Method: Eight workshops were evaluated over a 2-year period using pre/post surveys, end-of-workshop surveys,…
Descriptors: Faculty Development, Workshops, Physical Education, Physical Activities
Yodogawa, Yumi; Nozawa, Sachiko; Akita, Kiyomi – Early Years: An International Journal of Research and Development, 2022
The Early Childhood Education Quality (ECEQ) initiative is a pioneering approach toward supporting ongoing, self-organized professional development in the private kindergarten sector in Japan. The purpose of this study is to examine how kindergarten teachers and ECEQ coordinators experience this approach and view the ECEQ process. Online…
Descriptors: Preschool Teachers, Kindergarten, Private Schools, Faculty Development
Zhang, Chenyi; Cook, J. Claire – Journal of Early Childhood Teacher Education, 2019
This study presents a professional development (PD) model for promoting preschool teachers' writing instruction utilizing teachers' reflective practices. Thirteen prekindergarten teachers were followed for the entire pre-K year. Teachers were assigned to intervention and comparison conditions. A reflective PD workshop was developed based on…
Descriptors: Faculty Development, Preschool Teachers, Writing Instruction, Reflective Teaching
Brace, Jennifer L.; Baiduc, Rachael R.; Drane, Denise L.; Flores, Luke C.; Beitel, Greg J.; Lo, Stanley M. – Mentoring & Tutoring: Partnership in Learning, 2018
Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we…
Descriptors: Program Implementation, Program Evaluation, Design, Faculty Development
Jacobs, Jennifer; Seago, Nanette; Koellner, Karen – International Journal of STEM Education, 2017
Background: Determining whether a professional development program can be enacted with integrity in different settings and by different facilitators is critical to understanding efficacy. In this paper, we describe the two-stage preparation process of a facilitator as she prepared to use and adapt the highly specified Learning and Teaching…
Descriptors: Faculty Development, Mathematics Instruction, Geometry, Video Technology
Dzamesi, Felicia Elinam; van Heerden, Judy – South African Journal of Education, 2020
In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4-5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous…
Descriptors: Foreign Countries, Faculty Development, Kindergarten, Preschool Teachers
Barlow, Amy; Bocko, Amy – Journal of Electronic Resources Librarianship, 2020
This article presents a case for the benefits of knowledge exchange in the academic library. The authors define knowledge exchange and use the concept as a framework for describing a peer learning experience rooted in best digital practices education. Their partnership enabled the authors to extend their professional roles while developing…
Descriptors: Academic Libraries, Guidelines, Best Practices, Innovation
UNESCO Bangkok, 2021
This guidebook aspires to build a community where learning for sustainable development takes place everywhere for everyone as an ongoing practice. It introduces you to "Reflect-Share-Act," a process to discover and define sustainable development in your own contexts together with others in your community. The guide compiles resources…
Descriptors: Sustainable Development, Foreign Countries, Community Programs, Community Involvement
McMaster, Kristen L.; Lembke, Erica S.; Shin, Jaehyun; Poch, Apryl L.; Smith, R. Alex; Jung, Pyung-Gang; Allen, Abigail A.; Wagner, Kyle – Journal of Educational Psychology, 2020
We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called "DBI-TLC," provided tools for early writing assessment and intervention, learning modules including face-to-face…
Descriptors: Teaching Methods, Faculty Development, Writing Instruction, Writing Skills