NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Teacher Development42
Audience
Teachers2
Laws, Policies, & Programs
Assessments and Surveys
Multifactor Leadership…1
What Works Clearinghouse Rating
Showing 1 to 15 of 42 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert – Teacher Development, 2019
Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5-11) and middle school (students ages 11-14) teachers participated. Ninety-eight teacher-participants completed an online survey about…
Descriptors: Mathematics Instruction, Faculty Development, Elementary School Teachers, Middle School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Moore, Brooke A.; Boardman, Alison G.; Lasser, Cristin Jensen; Schmidt, Kimberly M.; Smith, Clara E.; Schwarz, Vanessa S. – Teacher Development, 2019
Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers' daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an…
Descriptors: Evidence Based Practice, Reading Instruction, Content Area Reading, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Lambirth, Andrew; Cabral, Ana; McDonald, Roger – Teacher Development, 2019
With performativity and evidence-based teaching, the development of action research (AR) by teachers brings tensions and challenges as teachers move outside their comfort zones and question their practice. This article draws on a small-scale research study developed with teachers. It was funded as part of a professional development initiative by a…
Descriptors: Transformative Learning, Faculty Development, Evidence Based Practice, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Cherkowski, Sabre; Schnellert, Leyton – Teacher Development, 2018
This paper documents the first year of a qualitative case study investigating the experiences of reciprocal learning teams of teachers within a small, rural secondary school. The purpose of this study was to examine how teachers experienced collaborative professional development (PD) and how their experiences contributed to developing the culture…
Descriptors: Educational Change, Teacher Collaboration, Qualitative Research, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
McChesney, Katrina; Aldridge, Jill M. – Teacher Development, 2018
Schools and education systems are being challenged to improve the evaluation of teacher professional development, yet there is a lack of practical tools for doing so. This article describes the development and validation of a new instrument to assess teachers' perceptions of the impact of professional development. This instrument, designed to be…
Descriptors: Faculty Development, Program Evaluation, Professional Training, Questionnaires
Peer reviewed Peer reviewed
Direct linkDirect link
Dodd, Vanessa; Hooley, Tristram – Teacher Development, 2018
Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England, there has been limited research that has looked specifically at the role of teachers and none of which has tried to establish a measure of teacher attitude toward careers work. This…
Descriptors: Teacher Attitudes, Teacher Role, Test Construction, Attitude Measures
Peer reviewed Peer reviewed
Direct linkDirect link
Salazar Noguera, Joana; McCluskey, Kerryn – Teacher Development, 2017
This paper presents an international comparison of Australian and Spanish secondary teachers' perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe they are prepared for their careers through their teacher training…
Descriptors: Case Studies, Faculty Development, Beginning Teachers, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Egne, Robsan M. – Teacher Development, 2017
This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The…
Descriptors: Foreign Countries, Multicultural Education, Secondary School Teachers, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Braga, Luciana; Jones, Emily; Bulger, Sean; Elliott, Eloise – Teacher Development, 2017
The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on…
Descriptors: Physical Education, Physical Education Teachers, Faculty Development, Educational Innovation
Peer reviewed Peer reviewed
Direct linkDirect link
Winokur, Ilene K.; Sperandio, Jill – Teacher Development, 2017
This article reports on the findings of a study undertaken to examine the links between leadership practices of a transformational nature and the transfer of teacher training in the public high schools in Kuwait. The participants in the study were teachers who had undergone mandated professional development (PD) aimed at improving teaching…
Descriptors: Foreign Countries, English (Second Language), Teacher Attitudes, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Anne; Collier, Diane R. – Teacher Development, 2017
This article shares teachers' conversations within teacher inquiry groups and considers how this reflective approach has potential for transforming teachers' practices. Conversations took place at the early stages of a longer teacher inquiry project and centred on the critical interrogation of social justice-oriented children's literature. These…
Descriptors: Social Justice, Inquiry, Childrens Literature, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Ragland, Rachel G. – Teacher Development, 2017
A study of a discipline-specific teacher development project designed to prepare teachers to implement a series of core instructional practices for pre-collegiate history teaching is described as a model that can be applied to any content discipline. Teachers were surveyed concerning the success of the project in achieving the goals it set,…
Descriptors: Teaching Methods, Faculty Development, History Instruction, Teacher Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Bohon, Leslie L.; McKelvey, Susan; Rhodes, Joan A.; Robnolt, Valerie J. – Teacher Development, 2017
Experiential learning theory places experience at the center of learning. Kolb's four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle--feeling, reflection, thinking, and action. This research assesses the alignment of Kolb's experiential learning cycle with the week-long Summer…
Descriptors: Experiential Learning, Instructional Improvement, English Language Learners, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Mellegård, Ingebjørg; Pettersen, Karin Dahlberg – Teacher Development, 2016
The present study investigates teachers' perceptions of curriculum change targeting the expanded freedom teachers were given as curriculum developers in the implementation process of the 2006 school reform in Norway. The new curriculum marks a distinct shift, moving from a content-driven to a learning outcomes-driven curriculum. Policy makers…
Descriptors: Teacher Attitudes, Educational Change, Qualitative Research, Focus Groups
Previous Page | Next Page »
Pages: 1  |  2  |  3