The South African government has made significant efforts to overcome the legacy of apartheid education, committing itself to the dual goals of achieving high-quality education with more equitable access for all South Africans. Substantial investments have been made to achieve this vision, however, translating policies into improved school-level…

For 30 years, Facing History and Ourselves has been engaging students in the study of the history of events that led to the Holocaust and other examples of genocide, leading students from diverse backgrounds to examine racism and prejudice, making a connection between history, and the moral choices they confront in their own lives in order to…

The new Queensland "Mathematics Years 1-10 Syllabus" differs from previous syllabuses in that it has an outcomes structure that describes how students think, reason, and work mathematically. The main challenge for secondary teachers implementing the new syllabus lies in taking a more investigative approach to "working…

In evaluating the success of teacher development programs, valid and scalable measures of teaching practice are needed. We have developed and validated the Science Lesson Plan Analysis Instrument (SLPAI) for quantitative evaluation of teacher-generated multiday lesson plans. This paper presents the SLPAI as a complement to surveys and classroom…

Discusses a study of faculty development programs at 62 Texas community colleges and the means by and extent to which the programs were evaluated. Reveals that most programs were group-oriented, perceived as effective, and offered at higher rates than in the past. Suggests ways to improve evaluation criteria. (DMM)

Goal setting, empowering champions (individuals who make a difference in initiating change), faculty-initiated activities, and faculty-staff development opportunities are the four major factors in determining success in computing at the University of Georgia. Each of these areas is discussed. (JN)

To better understand how teacher candidates (student teachers) from Eastern Connecticut State University (ECSU) grow and develop from the start to the end of their student teaching semester, data provided through the Student Teacher Growth Record were analyzed. Student Teacher Growth Records, along with narrative reports provided by student…

The National Science Foundation (NSF) has supported a wide variety of teacher enhancement projects in order to identify and explore strategies that are effective in bringing genuine, long-term teacher change, and, ultimately, long-term systemic change in schools. In November 1994, with funding provided from NSF (Grant Number ESI-9452859), a small,…

The Advisory Board of the Literacy Coaching Clearinghouse suggests six characteristics that define effective literacy coaching. These characteristics can guide districts and schools to think carefully about the qualifications of the literacy coaches they hire, the realistic roles for coaches to fill, and the support systems that coaches need to be…

This brief offers a preliminary framework for understanding and implementing evaluations of out-of-school time (OST) programs professional development initiatives. In so doing, it draws on research from early childhood and elementary education and highlights the evaluation methods and results of recent OST professional development initiatives at…

In England and Wales, Teacher Training Agency-funded professional development for teachers must be evaluated for its impact on students. It is the responsibility of higher education institutions to provide evidence of impact. A case study illustrates the possibilities and difficulties of providing such evidence. This article concludes that,…

Examines the implementation and processes of the Faculty-in-Training Program at Guilford Technical Community College. Recognizes the aspects of the program that have proved successful and identifies changes that have been made based upon what the authors' experience has taught them. (SG)

Offers preventive measures for the elimination of continuous and costly faculty development remediation programs. Suggests that success-oriented faculty members should actively adopt effective preventive measures against failure by seeking continuous appraisal, formulating goals, arranging a planned positive socialization process, and documenting…

In this article I argue that the literature describing effective professional development is missing at least 2 key pieces of information -- typical professional development that reaches typical teachers and how effective recent standards are in assisting district or school personnel to design and/or choose high-quality staff development…

This qualitative study examined the impact on adjunct teacher preparation instructors of a systematic program of professional development focused on diversity. Adjunct instructors with varying degrees of participation in the "diversity initiative" were selected as participants. Interviews were conducted, syllabi analyzed, and student questionnaire…