Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and…

The study implemented and evaluated a TPDP for the sampled 106 STEAM (science, technology, engineering, agri-fisheries, mathematics) teachers. The study used participatory action research (PAR) as a methodological framework. Results reveal that in all phases of the TPDP, three key points emerged: power, product and process. Power emphasized…

Ghana has experienced a number of education reforms in the post-independence era and the study examined Ghana?s attempt at understanding what constitutes an effective teacher, in relation to sustainable education, through teacher education reforms. Qualitative approaches, such as documents analysis and interviews with 10 experienced college…

Reflective practice is a vital skill of effective teachers and a precondition for professional growth. Lack of time, poorly developed reflective skills, or academic cultures that are not supportive of reflection may curtail reflective practice. This article describes a peer-led course reflection process designed to increase the reflection and…

Educator preparation Programs nationwide seek evidence to meet accreditation standards for the impact of program completers on P-12 student learning and teaching effectiveness. The University of Evansville's School of Education conducted a systematic case study to identify any areas for improvement within the teacher preparation program. The…

This article advances a continuing line of inquiry into the potential of digital educative curriculum materials to support teachers' development of professional teaching knowledge. Instead of standalone levers of change, the educative curricula in this study were featured resources within a novel professional development approach. The qualitative,…

The use of a classroom observation tool to monitor differentiation strategies is described, and relevant research findings using the form are reported. The advantages for using this approach to document differentiation are discussed as are the reasons teachers may question its intent. Applications for practice include its use as a self-assessment…

What are the considerations required to developing a leadership preparation program, and a professional development plan that bridges the theoretical perspective to the practitioners' perspective? An inquiry was conducted to gain insight into the individual perspectives of three diverse women administrators who participated in the Land of…

In standards-based education the importance of interpreting standards and effectively embedding them into instructional design is critical in connecting curriculum and instruction. Finding the link between standards and instruction while striving to engage students has proven difficult. Too often instructional design does not meet the cognitive…

A principal can have the greatest effect on student achievement by improving the performance of the classroom teacher. School administrators may receive little instruction on how to supervise and manage teachers or improve their instruction in their university training, which can put a new administrator at a disadvantage when defining performance…

The purpose of this study was to determine if there was a difference in how high and low performing elementary school districts use and analyze data to differentiate instruction, make changes to district/grade level curriculum, determine professional development needs, determine teacher effectiveness, and determine the use of school district…

This article is based on quantitative and qualitative data that have been generated since 2009 on the study skills needs of early years practitioners working in England. The research has identified that developing information technology skills appears to be a particular professional development need for these practitioners. The practitioners are…

The authors focused on public schools expected to meet performance goals before the No Child Left Behind Act of 2001 (2002) using data from the responses of 26,257 teachers and 6,711 principals to public school questionnaires from the 1999-2000 Schools and Staffing Survey. They examined relationships among measures of teacher commitment and…

School districts continually face problems associated with student achievement. The 2001-2002 federal mandate contained in the No Child Left Behind (NCLB) Act held schools accountable for success of all students in reading and mathematics. Standardized tests were employed to measure the success. The purpose of this study was to investigate efforts…

In the last decade, Finland has emerged as the leading OECD country in educational achievement. In examining the sources of Finland's dramatic rise to the top, research shows one key element that has impacted Finland's success above all others: excellent teachers. This policy brief details the key elements of Finland's successful system, examining…