NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Teachers, Tasks, and Tensions: Lessons from a Research-Practice Partnership
Peer reviewed Peer reviewed
Direct linkDirect link
Johnson, Raymond; Severance, Samuel; Penuel, William R.; Leary, Heather – Journal of Mathematics Teacher Education, 2016
How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious…
Descriptors: Research and Development, Theory Practice Relationship, Academic Standards, Professional Development
Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories
Peer reviewed Peer reviewed
Direct linkDirect link
Hutchins, Kristen L.; Friedrichsen, Patricia J. – Journal of Science Teacher Education, 2012
The purpose of this study was to investigate how science faculty members' belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching…
Descriptors: Profiles, Teaching Methods, Professional Development, Beliefs
Examining How Learner-Centered Professional Development Influences Teachers' Espoused and Enacted Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Polly, Drew; Hannafin, Michael J. – Journal of Educational Research, 2011
Prior professional development studies have identified discrepancies between what teachers' report (espoused practices) and demonstrate (enacted practices) during classroom teaching. This has proven particularly evident in studies examining classroom implementation of standards-based practices such as learner-centered instruction. The authors…
Descriptors: Elementary School Teachers, Professional Development, Teaching Methods, Educational Practices
A Collaborative Approach to Preparing Field-Based Teachers/Supervisors for Standards-Based Accountability Systems in Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Powell, Beverlee-Ann; Szlosek, Peggy; Flaherty, Thomas; Ryan, Lynne – AILACTE Journal, 2007
Preparing college supervisors/cooperating teachers to support teacher candidates' performance using standards is a challenge for teacher preparation programs. This paper will describe a professional development program collaboratively developed by representatives of the state department of education, institutions of higher education, and K-12…
Descriptors: Accountability, Cooperating Teachers, Supervisors, State Standards
Teachers' Professional Discretion and the Curricula
Peer reviewed Peer reviewed
Direct linkDirect link
Boote, David N. – Teachers and Teaching: Theory and Practice, 2006
At the heart of many current debates about curriculum and curriculum policy is an inadequately conceptualized and articulated notion of teachers' professional discretion. This paper begins to detail a normative and descriptive theory of the social and individual conditions required for the development of professional discretion. A better…
Descriptors: Decision Making Skills, Evaluative Thinking, Educational Policy, Policy Analysis
Cognitive Apprenticeship and Teachers' Professional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Nichol, Jon; Turner-Bisset, Rosie – Journal of In-service Education, 2006
The English government has focused upon a pattern of professional development that involves demonstration and modelling as a key element in the improvement of the teaching of 11-14 year olds (Key Stage 3 strategy). From 1997 the Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built…
Descriptors: Apprenticeships, Professional Development, Educational Change, Instructional Effectiveness