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Cohen, Jefna M. – Learning Professional, 2023
How does one overcome the challenges to finding time for meaningful professional learning? The authors asked seven experts in the field, and these practitioners offer powerful strategies for making better use of educator time. An example from Illinois centers student data in school systems as an essential component of a school's overall commitment…
Descriptors: Time on Task, Faculty Development, Educational Change, Data Use
Killion, Joellen – Learning Professional, 2023
Time spent on professional learning demonstrates a true priority for teaching and learning because educators' learning is linked to students' learning. When educators learn, students not only achieve greater success, but they also have opportunities to witness adults modeling the value of continuous learning and striving to strengthen their…
Descriptors: Time on Task, Faculty Development, Academic Achievement, Educational Policy
Hyesun You; Sunyoung Park; Minju Hong; Alison Warren – Journal of Research in Science Teaching, 2025
Teacher professional development (PD) is essential to continuously improve teaching skills, to adapt to diverse student needs, and to promote equity and inclusion. Only a few studies to date have synthesized how PD programs improve teachers' content knowledge and instructional quality, as well as students' academic performance. In this…
Descriptors: Literature Reviews, Meta Analysis, Science Teachers, Faculty Development
Alice J. Amaya; Lisa Amundson – Journal of Positive Behavior Interventions, 2024
Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students' social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting…
Descriptors: Positive Behavior Supports, Program Implementation, Instructor Coordinators, Role
Tiba, Chantyclaire – Reading & Writing: Journal of the Literacy Association of South Africa, 2023
Background: Teachers are important role players in improving literacy; however, they lack the expertise to explicitly teach reading comprehension strategies. Studies have showed that when teachers are motivated to explicitly teach reading comprehension strategies in their classrooms, learners' comprehension is improved. Objective: The aim of the…
Descriptors: Direct Instruction, Reading Comprehension, Reading Instruction, Workshops
Alicia Russell Gatewood – ProQuest LLC, 2022
The purpose of this qualitative case study was to examine the impact of peer-teacher coaches on teacher evaluation ratings. One grand tour question guided this study: How are Indiana elementary teacher evaluation ratings influenced by the partnership between a peer-teacher coach and a teacher? 12 educators from three schools across Indiana were…
Descriptors: Peer Teaching, Coaching (Performance), Teacher Evaluation, Elementary School Teachers
Driscoll, Kerien – ProQuest LLC, 2023
Science education in the United States is in need of an overhaul; as of 2018, the United States ranked 18th in science among industrialized nations according to the Program for International Student Assessment (PISA). Additionally, the efforts that the nation has made to increase student achievement in math and English language arts (ELA) has…
Descriptors: Elementary School Teachers, Knowledge Level, Science Achievement, Time on Task
Susanne Francisco; Anette Forssten Seiser; Anette Olin Almqvist – Professional Development in Education, 2024
It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one…
Descriptors: Action Research, Teacher Education, Vocational Education, Teachers
Worthwhile Problems: How Teachers Evaluate the Instructional Suitability of Contextual Algebra Tasks
Cody L. Patterson; Mai Bui; Lino Guajardo; Carlos Acevedo; Brandi Rygaard Gaspard; Rebecca McGraw – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
We investigate the beliefs that influence middle and high school algebra teachers' appraisals of contextual problems having diverse mathematical and pedagogical features. We asked six teachers to analyze six contextual algebra tasks and indicate how they would apportion instructional time among the six tasks based on their structure, pedagogical…
Descriptors: Mathematics Teachers, Middle School Teachers, High School Teachers, Teacher Attitudes
Mavilidi, Myrto F.; Mason, Connor; Leahy, Angus A.; Kennedy, Sarah G.; Eather, Narelle; Hillman, Charles H.; Morgan, Philip J.; Lonsdale, Chris; Wade, Levi; Riley, Nicholas; Heemskerk, Christina; Lubans, David R. – Educational Psychology Review, 2021
Despite well-established benefits, the majority of young people around the globe are not sufficiently active. In many countries, including Australia, physical activity (i.e. physical education and school sport) is not mandatory in the final two years of high school (i.e. senior school years). The aim of this study was to assess the impact of a…
Descriptors: Physical Activity Level, Physical Education, Athletics, Intervention
Keith C. Herman; Wendy M. Reinke; Nianbo Dong; Catherine P. Bradshaw – Journal of Educational Psychology, 2022
This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…
Descriptors: Program Effectiveness, Classroom Techniques, Student Behavior, Behavior Modification
Kostoulas, Achilleas; Babic, Sonja; Glettler, Christiana; Karner, Andrea; Mercer, Sarah; Seidl, Eva – Teacher Development, 2019
The authors report on a study that examined how educators in Austria conceptualise research, how they engage with academic literature and what attitudes they have towards academic development. Growth mindsets, regular engagement with research in a variety of formats and inclusive understandings of research were defined as pre-conditions for…
Descriptors: Foreign Countries, Secondary School Teachers, College Faculty, Teacher Attitudes
Henrikson, Robin; Lumpe, Andrew – Education Sciences, 2021
We present the results of a mixed methods study focusing on the implementation of a pilot elementary mathematics specialist (EMS) endorsement program implemented in partnership with the several educational organizations to provide teachers in high needs rural areas an opportunity to earn the EMS endorsement through coursework and instructional…
Descriptors: Program Implementation, Pilot Projects, Mathematics Education, Elementary School Teachers
Romero-Ariza, Marta; Quesada, Antonio; Abril, Ana Maria; Sorensen, Peter; Oliver, Mary Colette – EURASIA Journal of Mathematics, Science and Technology Education, 2020
Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers' views of IBL and its enactment in England and Spain. Results show that teachers in both…
Descriptors: Science Teachers, Teacher Attitudes, Active Learning, Inquiry
Keith C. Herman; Wendy M. Reinke; Nianbo Dong; Catherine P. Bradshaw – Grantee Submission, 2020
This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…
Descriptors: Program Effectiveness, Classroom Techniques, Student Behavior, Behavior Modification