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Kelsey Anne Carlton – Childhood Education, 2025
This article describes a teacher in Vietnam being trained in and using process-oriented child monitoring (POM) in their classroom. POM is a child observation approach that can be used to determine students' levels of wellbeing and involvement in the classroom, which helps a teacher understand if deep-level learning is taking place. POM is an easy,…
Descriptors: Foreign Countries, Teacher Education, Faculty Development, Preschool Teachers
Walkoe, Janet; Williams-Pierce, Caroline; Flood, Virginia J.; Walton, Margaret – Journal for Research in Mathematics Education, 2023
Considerable research has been conducted on the critical role of gesture and action in children's mathematical thinking. However, teacher professional development (PD) has not tended to include specific supports for attending to nonverbal student thinking. In this Brief Report, we argue for including supports for multimodal teacher noticing in…
Descriptors: Faculty Development, Mathematics Teachers, Observation, Nonverbal Communication
Broderick, Jane Tingle; Sareh, Narges; Aggrey, Patience Mensah-Bonsu – Early Childhood Education Journal, 2023
Research shows that conversations and daily interaction among teachers and children is crucial for their development. Observing children and interpreting their thinking processes is a significant factor in intentionally planning curriculum that emerges from children's thinking, assists them in making connections, and extends their learning. This…
Descriptors: Preschool Teachers, Teacher Student Relationship, Preschool Children, Interpersonal Communication
Amira McLemore Wolfson – ProQuest LLC, 2023
Failure to implement Tier 1 behavioral intervention strategies in the classroom leads to inappropriate special education and disciplinary referrals for Black students resulting in a loss of instructional opportunities. This project took place in an urban K-8 school with a culturally and linguistically diverse student population. In consultation…
Descriptors: Peer Relationship, Cooperation, Principals, Intervention
Carina Wikman; Mara Westling Allodi; Laura Ferrer-Wreder – Scandinavian Journal of Educational Research, 2025
This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students'…
Descriptors: Faculty Development, Coaching (Performance), Intervention, Elementary School Teachers
Karlis Greitans; Dace Namsone – Science Education International, 2024
It is characteristic that besides other duties teacher competence management and development is becoming a part of school responsibilities. Still, school leaders lack the experience and instruments to accomplish these duties. From a teacher's perspective competence management and development can be seen as the process of identification and…
Descriptors: Science Teachers, Science Instruction, Profiles, Teacher Characteristics
Cody T. Williams; Maria Selena Protacio; Virginia David; Susan V. Piazza – TESOL Journal, 2025
According to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K-12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed…
Descriptors: Grants, English Learners, Teaching Methods, Classroom Observation Techniques
Nel, Benita; Luneta, Kakoma – Pythagoras, 2017
Only a small percentage of mathematics teacher professional development activities in South Africa include pedagogy and instruction approaches required to teach the content. In the light of the poor mathematics results, it is of pertinent importance that teachers need to be developed in terms of the mathematics they teach and the pedagogical…
Descriptors: Mentors, Faculty Development, Intervention, Mathematics Teachers
Jaiya R. Choles; Robert W. Roeser; Andrew J. Mashburn – Grantee Submission, 2022
Social-emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT…
Descriptors: Preschool Education, Social Emotional Learning, Program Evaluation, Randomized Controlled Trials
Giordano, Keri; Eastin, Shiloh; Calcagno, Briana; Wilhelm, Salena; Gil, Alexandra – Journal of Early Childhood Teacher Education, 2021
Coaching is becoming widely recognized as a tool to help early childhood educators enhance teaching and build professional skills. Although effective, the use of an external coach can be cost and time prohibitive. This study examined the effectiveness of internal peer coaches as compared to external coaches in implementation fidelity of an…
Descriptors: Coaching (Performance), Preschool Teachers, Federal Programs, Low Income Students
Sousa, Lorie A. – Grantee Submission, 2021
California State University, San Bernardino (CSUSB) and the Riverside County Office of Education (RCOE) were awarded an Investing in Innovation (i3) Development grant in 2015 to investigate the impact of an early education mathematics program on English Learner students at two rural school districts in Riverside, CA. Teaching English Learners…
Descriptors: Program Evaluation, Mathematics Instruction, English Language Learners, Elementary School Students
Montanez-Diodonet, Sandra – ProQuest LLC, 2023
Roaring Falls Unified School District (a pseudonym), an urban New Jersey district near NYC, was challenged by K-8 Multilingual Language Learners (MLLs) who lagged significantly behind general education students in English Language Arts (ELA). The District had roughly 12,000 students, of whom 93.0% were Hispanic, 26.2% were MLLs, and 32.0% were…
Descriptors: Superintendents, Central Office Administrators, Multilingualism, Principals
Keim, Kahlie Meara – Online Submission, 2020
Teachers can play important roles in supporting children's development through play, but require training to better understand this role. Practice-based coaching shows promise in its ability to train teachers in use of evidence-based practice, but has not been used for play support practices. The present study sought to explore using…
Descriptors: Teaching Methods, Preschool Education, Preschool Teachers, Play
Mengyuan Liang – Society for Research on Educational Effectiveness, 2024
Context: Improving teacher quality and granting every student equal access to high-quality instruction have been a shared goal of many parents, educators, and policy makers for decades. In practice, teacher qualification measures (e.g. teacher degree, years of experience etc.) are often used as proxies of teacher quality. However, Shulman (1986)…
Descriptors: Mathematics Instruction, Correlation, Pedagogical Content Knowledge, Teacher Effectiveness
Freeman, Jennifer; Kowitt, Jennifer; Simonsen, Brandi; Wei, Yan; Dooley, Kate; Gordon, Lola; Maddock, Eleanor – Remedial and Special Education, 2018
In areas of emerging research, such as supporting teachers' classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development…
Descriptors: Secondary School Teachers, High Schools, Faculty Development, Classroom Techniques