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LaKimberly Wilson – ProQuest LLC, 2024
Professional development is a significant factor in improving teachers' instructional practices and increasing students' growth (Kang et al., 2013). The purpose of this study was to explore and analyze elementary teachers' perceptions regarding the impact of professional development delivered by instructional coaches. The central question for this…
Descriptors: Faculty Development, Elementary School Teachers, Teacher Attitudes, Coaching (Performance)
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Lisa M. Russell; Patrick A. Lach; Robin K. Morgan – Decision Sciences Journal of Innovative Education, 2024
This empirical study evaluates the impact of faculty training in online teaching on perceived comfort, perceived effectiveness, and stress during the Emergency Transition to Online Learning (ETOL) caused by COVID-19. Survey data revealed a positive relationship between training in online teaching and perceived effectiveness during the ETOL.…
Descriptors: COVID-19, Pandemics, Electronic Learning, Faculty Development
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Ifat Linder; Eyal Weissblueth – Teacher Development, 2025
Simulations to improve teachers' professional conduct and development have recently increased globally. However, research on the impact on teachers at different professional stages is limited. The current study examined the effects of the simulations carried out at Tel Hai Academic College in the north of Israel in the Pre-service, Internship, and…
Descriptors: Faculty Development, Foreign Countries, Simulation, College Faculty
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Nina Mulaimovic; Eric Richter; Rebecca Lazarides; Dirk Richter – British Journal of Educational Technology, 2025
In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face-to-face and online courses differ in terms of their quality or level of…
Descriptors: Faculty Development, In Person Learning, Online Courses, Program Effectiveness
Courtney Kane – ProQuest LLC, 2024
This dissertation investigates the educators' perceived impact of receiving a STEAM certification implementing STEAM education. This research stems from the foundation of the disparity between researchers agreeing that support for STEAM professional development should be continuous (e.g., Myunghee et al., 2013; Quigley & Herro, 2016; So et…
Descriptors: Teacher Attitudes, STEM Education, Art Education, Teacher Certification
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Marisa Verster; Elsa Mentz; Charlene du Toit-Brits – South African Journal of Education, 2024
School teachers must be prepared for ongoing, unpredictable and rapid changes in the world, therefore, they need specialised and general knowledge to be able to think independently and imaginatively. The purpose with this article was thus to report on the effectiveness of a self-directed professional development (SDPD) intervention that guided…
Descriptors: Faculty Development, Independent Study, Program Effectiveness, Grade 9
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Laura Gough; Rommel Miranda; Matthew Hemm; Leann Norman; Brian Jara – Journal of Microbiology & Biology Education, 2025
The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research…
Descriptors: College Faculty, Teacher Attitudes, Faculty Development, Student Research
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Teresa Focarile; Sarah Lausch; Meagan Haynes; Brittnee Earl; Susan Shadle; Lisa Berry – To Improve the Academy, 2025
As centers for teaching and learning (CTL) expand in the United States, so, too, does the need and desire for those of us working in the field of educational development to provide evidence of the impact of our work. In response to the COVID-19 pandemic, our CTL and eCampus Center, like many faculty support units across the country, developed and…
Descriptors: COVID-19, Pandemics, Faculty Development, Evidence Based Practice
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Stephanie Fiocca; Sarah J. Carrier; Jill McGowan – Journal of Outdoor Recreation, Education, and Leadership, 2024
Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from…
Descriptors: Elementary School Teachers, Faculty Development, Outdoor Education, Teacher Attitudes
Latisha C. Kimbrough – ProQuest LLC, 2024
This applied research study aims to improve the assistance offered to teachers within their first three years of teaching. As many new teachers enter the profession, they are faced with unexpected challenges and often left isolated and left to navigate teaching alone. This study was conducted based on the collaborative efforts of our leadership…
Descriptors: Elementary School Teachers, Beginning Teachers, Mentors, Program Effectiveness
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Ling Zhang; Richard Allen Carter Jr.; Jihong Zhang; Tiffany L. Hunt; Christopher R. Emerling; Sohyun Yang; Fangjie Xu – Professional Development in Education, 2024
A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to…
Descriptors: Teacher Attitudes, Faculty Development, Global Approach, Program Effectiveness
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Keese, Jeffrey; Ford, Deana J.; Luke, Sara E.; Vaughn, S. Michelle – Education and Information Technologies, 2023
As university faculty must continually grow in their instructional skills and proficiencies with new tools to remain relevant to the educational needs of their students, effective models of professional learning and development are important areas of need and topics for research. However, many outdated professional development models do not create…
Descriptors: College Faculty, Faculty Development, Technology Integration, Educational Technology
Wick, Jacqueline M. – ProQuest LLC, 2023
Educators across the U.S. participate in professional development (PD) to improve their teaching competencies. Numerous legislatures have mandated PD to develop highly qualified teachers; however, literature on PD has shown that teachers feel PD does not meet their needs. With consideration for the diverse needs of teachers, in this study I sought…
Descriptors: Middle School Teachers, Teacher Attitudes, Faculty Development, Program Effectiveness
Shari Gateley – ProQuest LLC, 2024
The challenge for schools and districts across the country has been tackling issues of equity and inclusion that lead to closing opportunity gaps for students. With this in mind, districts have employed schools to find alternative approaches to discipline. One option districts and school sites have is the use of restorative practices as both…
Descriptors: Discipline, Restorative Practices, Teacher Attitudes, Program Effectiveness
Thomas Kramer – ProQuest LLC, 2023
This research study explores the impact that school district provided professional development has on teacher buy-in for social and emotional learning (SEL). At the time of this study, the literature on social and emotional learning focuses on the impact it has on students and on the impact, it has on academic programming. Literature examining the…
Descriptors: Faculty Development, Teacher Attitudes, Social Emotional Learning, Skill Development
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