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Adrie Visscher; Marta Pellegrini; Natasha Dmoshinskaia; Veerle van Luppen – Society for Research on Educational Effectiveness, 2024
Why we need better reports of teacher professional development interventions for finding out what works where: Worldwide, billions of dollars are invested yearly in the professional development of in-service teachers ($14 billion in the USA alone, as of 2014; Bill & Melinda Gates Foundation, 2014). This makes the question of what effects TPD…
Descriptors: Faculty Development, Intervention, Publications, Educational Research
Edmunds, Julie; Arshavsky, Nina; Coyle, Victoria; Hutchins, Bryan; Lewis, Karla; Williams, Melissa; Rosof, Laura; Gicheva, Dora; Henson, Bob – SERVE Center at University of North Carolina at Greensboro, 2022
This report represents the final results of an evaluation of Project EQuIPD--Engaging Quality Instruction through Professional Development. The project provided two years of intensive professional development to help teachers learn to think more strategically about how to improve student outcomes using technology-based inquiry instruction. The…
Descriptors: Teacher Improvement, Professional Development, Program Evaluation, Outcomes of Education
Abad, Grace R.; Galleto, Patrick G. – Cypriot Journal of Educational Sciences, 2020
The study aimed to determine the Alternative Learning System (ALS) Program's implementation landscape in the Division of Dapitan City, Philippines, through the support mechanism's lens to instruction, teachers' attitude, and best practices. It utilized survey and correlational methods of research using a questionnaire checklist. Results revealed…
Descriptors: Foreign Countries, Teacher Attitudes, Best Practices, Teaching Methods
Marcella-Burdett, Jennifer; Roth, Alexa; Savelkouls, Sophie; Zur, Osnat – WestEd, 2020
This report summarizes the findings across two case studies conducted as part of WestEd's evaluation of the California Statewide Early Math Initiative (CAEMI). The case studies aimed to understand the planning and implementation of professional learning and coaching in local communities. They also examined changes in educators' math knowledge,…
Descriptors: Early Childhood Teachers, Elementary School Teachers, Child Caregivers, Preschool Teachers
Barnes, Tia Navelene; McCallops, Kathleen – Journal for Multicultural Education, 2019
Purpose: The purpose of this paper is to examine educators' beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach: Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention…
Descriptors: Culturally Relevant Education, Teacher Attitudes, Teaching Methods, Social Development
Chang, Anna C.-S.; Renandya, Willy A. – Reading Matrix: An International Online Journal, 2017
This study investigated teachers' perceptions of the practice of extensive reading (ER) in the Asian context. One hundred and nineteen L2 teachers in Asia responded to an online questionnaire that probed into their reasons for implementing ER, the difficulties they encountered, and their perception about the effectiveness of different ways of…
Descriptors: Reading Processes, Teacher Attitudes, Second Language Learning, Second Language Instruction
Furtuna, Adrian-Nicolae – Intercultural Education, 2015
In this article I intend to analyse two of the research projects I carried out among the Roma from a critical intercultural perspective. I shall discuss some of the processes referring to the educational policy of teaching Romani mother tongue in school, considering not only the direct beneficiaries of this policy, the students, but also the…
Descriptors: Essays, Field Experience Programs, Intercultural Programs, Research Projects
Wichaidit, Patcharee Rompayom; Wichaidit, Sittichai; Tadee, Suton; Neangjak-oun, Phinitnan – Journal of Science and Mathematics Education in Southeast Asia, 2017
One current policy in Thai government education is to enhance teachers' understanding of Science, Technology, Engineering and Math (STEM) educational techniques at every level. This study reports the results of a professional development program to assist 134 in-service teachers from 23 small primary schools in rural of Lopburi Province to…
Descriptors: Foreign Countries, Educational Policy, Faculty Development, STEM Education
Parrish, Danielle E.; Oxhandler, Holly K. – Journal of Social Work Education, 2015
This article presents the results of a cross-sectional study of social work field instructors' views of and implementation of the evidence-based practice (EBP) process and compares their responses with non-field instructors. A total of 688 National Association of Social Workers/Texas members (107 of which were field instructors) anonymously…
Descriptors: Social Work, Field Instruction, Evidence, Best Practices
Crow, Gary M.; Whiteman, Rodney S. – Journal of Research on Leadership Education, 2016
This article is a summary of a report prepared for the University Council for Educational Administration Program Improvement Project for the Wallace Foundation. This explores the research base for educational leadership preparation programs, specifically examining literature on program features. The review covers context, candidates, faculty,…
Descriptors: Literature Reviews, Educational Administration, Program Improvement, Leadership Training
Ciullo, Stephen; Lembke, Erica S.; Carlisle, Abigail; Thomas, Cathy Newman; Goodwin, Marilyn; Judd, Laura – Learning Disability Quarterly, 2016
The authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies…
Descriptors: Evidence Based Practice, Middle School Students, Middle School Teachers, Response to Intervention
Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment's…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
Ping, Wang – Canadian Journal of Action Research, 2015
A common problem for Chinese teacher trainers is coping with a passive class with silent trainee learners, when trainees tend to be unresponsive and avoid interactions with the trainer. This is especially true when a trainer seeks interactions in the process of training, such as asking questions to the class as a whole or expecting at least one…
Descriptors: Action Research, Trainees, Student Participation, Learner Engagement