How do classroom teachers envision new technologies within their practice? In the conversation on incorporating new technologies into classrooms, teachers are often sidelined. "Envisioning New Technologies in Teacher Practice" looks at the complex ways in which teachers move forward to embrace change as well as how they circle back, continually…

This article critiques learning design as a representation for sharing and developing practice, based on synthesis of three projects. Starting with the findings of the Mod4L Models of Practice project, it argues that the technical origins of learning design, and the consequent focus on structure and sequence, limit its usefulness for sharing…

Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital--a CPD program designed to enhance the teaching of information communication technology in state-funded primary and…

This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of…

Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms--much higher than in most other industrialized countries. Today we are asking schools to do something they have never done…

This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum…

Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional…

This report provides short descriptions of systemic approaches for American Recovery and Reinvestment Act funding including: (1) 21st Century Classroom; (2) Comprehensive Professional Development; (3) Statewide Longitudinal Data Systems; (4) Formative Assessment; (5) Digital Content; (6) Virtual Learning; and (7) Learning Management Systems.

Where the continuing professional development (CPD) process is being increasingly articulated and circumscribed by policy and central specification, the initial year of teaching may significantly shape career-long expectations of CPD. This article contrasts the early experiences of beginning secondary teachers in Scotland and Hong Kong and the…

Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning…

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE)programs, and (c) a working relationship between the two. Using Cuban's (1992)…

With growing concern over the "obesity epidemic" in children, schools have become the front line of defence in the "war against obesity". However there is a growing body of evidence of unintended harm associated with school-based health education programs framed as "obesity prevention", including body dissatisfaction,…

This paper describes "Keli" (Exemplary Lesson Development), a new model of in-service teacher education in China, implemented within a broader program of "Xingdong Jiaoyu" (Action Education), which has been implemented since 2003. This paper sets out how to implement the innovative Keli model. Finally, the implications for the…

The voluminous literature on teacher professional development presents varied components of what constitutes meaningful professional development experiences for elementary teachers. The research reported here first identifies these components through an analysis of the literature, and then describes a research project in which those components…

Describes a model teacher inservice training program for affective education that was developed by the Wayne County (Michigan) Intermediate School District. (JG)