The purpose of this study was to determine teachers' perceptions of the effectiveness of the professional development that they received to implement the Charlotte Danielson Framework for Teaching Model in South Dakota. The population for this study was K-12 teachers from 12 pilot schools selected by the Department of Education (DOE) in South…

This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the United States. Chapters, each representing a case study of policy-making in the state, include: (1) SEI in Arizona: Bastion for States' Rights (Karen E. Lillie and Sarah Catherine…

The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated…

While many studies have assessed the practices, status, activities, costs, and growth of faculty development programs at community colleges, few studies have examined the impact of these programs from the perspective of the faculty members who participate in them. Accordingly, this qualitative study employed interviews with faculty members at…

This is a qualitative study that used a sample of nine teachers and two professors of education from six different counties in the Coastal and Piedmont regions of North Carolina to examine whether teachers were trained in their undergraduate education, or through professional development, to use formative assessment techniques in their classrooms.…

This article focuses on how educators could design professional development to empower the learning of individuals to serve the growth of an organization that was all about student success. The leadership team at Mapleton Expeditionary School for the Arts (MESA) in Thornton, Colorado, responded to this with its version of a teaching and learning…

The 21st century learner resides in an advanced global society that is led by the waves of the economy, advances in the technological world, concern around our safety and security, as well as demographical changes (Carver & Markatos-Soriano, 2007). The trends suggest education needs to equip students with the attitudes that promote respect for…

Gladwell (2000) describes context as "the tipping point" for leveraging change. This paper explores how differentiated learning opportunities situated in the school context supported changes in practice for urban elementary teachers during the implementation of Writer's Work-shop (Calkins, 2003 & 2006). The teachers in this…

High-quality professional development for public school teachers is directly tied to student achievement, teacher quality and retention, and national education priorities (Kroeger et al. 2000). To stay current with the knowledge, skills, and expertise that students need to succeed in the twenty-first century, educators must increasingly retool…

In this article, the authors trace teachers' experiences while participating in an educational technology development and research project focused on the creation and use of an online writing and peer review environment. They follow teachers from their initial expectations of the program, to their response to professional development training…

To date, a mere handful of studies have been conducted to determine the effectiveness of providing training to university instructors on the principles of Universal Design for Learning (UDL) and the impact this training has on student outcomes, especially for students with disabilities. While these studies offer some useful data, their results may…

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use…

The study examined the impact of "POWERSOURCE"[C], an intervention consisting of formative assessments, instructional resources, and professional development designed to help teachers provide individual instruction to their students in Algebra I. This study took place in seven districts in Arizona and California during the 2007-08 school…

This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot…

The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…