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Socioeconomic status and university students’ perceptions of English as a professional language
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| 2 |
The Feedback on Alignment and Support for Teachers (FAST) Program
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In: C-SAIL Publications (2021)
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Implementing College- and Career-Readiness Standards for English Learners (ELs): Challenges, Insights, and Innovations
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In: C-SAIL Publications (2020)
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| 4 |
Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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| 5 |
Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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Documenting Teachers' Experiences of Participating in a Locally Initiated District-Based Professional Development Program
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Abstract:
Professional development (PD) is often viewed as essential to improve classroom practices--as a way to create changes in districts, changes in classrooms, and changes in teachers--which, in turn, strives to improve student learning. Many insist that for a PD initiative to be successful, it needs to create changes in teachers’ classroom practices, who are indeed at the ground level of interpreting, implementing, adapting, and enacting what PD offers. Researchers claim that teacher resistance is the central problem of PD failure (Janas, 1998). Confined to the duality of compliance vs. resistance to PD, teachers either change or do not change according to the grading system that the administrators and researchers impose. A binary view of teachers who meet the expectations and those who do not meet the expectations of the district and PD personnel is, then, inadequate to studying the process of what happens beyond that narrow conception of teachers who participate in district/school-wide PD. V. Richardson (2003) argues that teacher resistance is a symptom of a disconnect between a structural reform agenda and teachers’ concern for teaching students well. Within the context of a locally initiated PD program that included elements of effective PD proposed by a body of research, I examined a select group of participating teachers’ experiences. Based on the classroom practice of a teacher whose students have shown drastic growth on high stakes tests despite social factors, the district had expanded the program as a district-wide initiative. Using care theory, I specifically explored changes in 12 teachers’ beliefs and practices as a result of their PD participation, in addition to identifying factors that facilitated program implementation. The results showed that the “caring teacher” identity mediated classroom practice changes, that teachers selectively used PD based on the feedback from their students rather than changes to their knowledge and beliefs. Based on this reciprocity, teachers’ self-identification as caring teachers defies traditional labeling of participating members as “compliant” or “resistant”; all teachers in the study described how caring about and caring for their students led to program implementation with a varying degree of fidelity.
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Keyword:
Career development; Education; Educational evaluation; Teachers--Attitudes; Teachers--Training of
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URL: https://doi.org/10.7916/D8X654DD
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| 7 |
How is policy affecting classroom instruction?
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In: C-SAIL Publications (2017)
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BACH – muttersprachliche Bildungs- und Berufsberatung. Für einen optimistischen Blick in die Zukunft ; BACH - lifelong guidance in the first language. An optimistic look into the future
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In: Magazin erwachsenenbildung.at (2016) 29, 5 S. (2016)
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BACH – muttersprachliche Bildungs- und Berufsberatung. Für einen optimistischen Blick in die Zukunft ... : BACH - lifelong guidance in the first language. An optimistic look into the future ...
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| 10 |
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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| 11 |
Student interview for Place-Based WAC/WID writing instruction in Journalism, clip 10 of 13
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| 12 |
Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 10 of 15
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| 13 |
Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 4 of 13
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| 14 |
College and career readiness anchor standards for English: preparedness of students and teachers as perceived by West Virginia English language arts teachers in grades six through twelve
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In: Theses, Dissertations and Capstones (2014)
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| 15 |
PISA 2009 - Impulse für die Schul- und Unterrichtsforschung
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In: Weinheim u.a. : Beltz 2013, 246 S. - (Zeitschrift für Pädagogik, Beiheft; 59) (2013)
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| 16 |
Predictors of Latina/o community college student vocational choice of STEM fields: Testing of the STEM-vocational choice model
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In: Graduate Theses and Dissertations (2013)
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| 17 |
PISA 2009 - Impulse für die Schul- und Unterrichtsforschung ...
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| 18 |
The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies
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In: FIU Electronic Theses and Dissertations (2013)
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| 19 |
Women of African Descent: Persistence in Completing A Doctorate
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In: Vannetta L. Bailey-Iddrisu (2012)
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| 20 |
Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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