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Showing 1 to 15 of 17 results Save | Export
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Svanbjörnsdóttir, Birna M.; Macdonald, Allyson; Frímannsson, Guðmundur H. – Professional Development in Education, 2016
In schools the participation of students, parents and paraprofessionals is important because it increases ownership and improves performance. Here the focus is on students' and paraprofessionals' learning and a sense of community when leaders try to develop a professional learning community in a new school in Iceland. An action research project…
Descriptors: Sense of Community, Paraprofessional School Personnel, Parent Attitudes, Student Attitudes
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Wennergren, Ann-Christine; Blossing, Ulf – Scandinavian Journal of Educational Research, 2017
Students represent the majority of the people in a school organisation, but are rarely considered as participants in literature on professional learning communities (PLC). This article explored a PLC with the legitimate participation of students in the classroom. Data was based on interviews with 11 teachers. Community of practice theory provides…
Descriptors: Communities of Practice, Interviews, Teacher Attitudes, Teacher Student Relationship
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Kelly, Jennifer; Cherkowski, Sabre – Canadian Journal of Educational Administration and Policy, 2015
This case study documents and interprets teachers' experiences in a professional development initiative called Changing Results for Young Readers in British Columbia. The reflections and discussions of a group of teachers in a rural school district were examined in order to understand how the participants constructed their realities relative to…
Descriptors: Foreign Countries, Case Studies, Faculty Development, Rural Schools
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Shabeeb, Lina El Ashi; Akkary, Rima Karami – Professional Development in Education, 2014
This article examines the in-house professional development program in a private school in Lebanon and the approach it adopts to train teachers on reflective practice. It identifies the contextual factors in the school that teachers perceive as supporting their professional learning of reflective practice, and investigates the teachers'…
Descriptors: Foreign Countries, Faculty Development, Private Schools, Reflective Teaching
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Sargent, Tanja C.; Hannum, Emily – Journal of Teacher Education, 2009
Teacher professional learning communities provide environments in which teachers engage in regular research and collaboration. They have been found effective as a means for connecting professional learning to the day-to-day realities faced by teachers in the classroom. In this article, the authors draw on survey data collected in primary schools…
Descriptors: Foreign Countries, Faculty Development, Rural Areas, Rural Schools
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Dressler, Roswita – Canadian Modern Language Review, 2018
Bilingual language education in Canada comprises Bilingual Programs in minority languages and programs in official languages (e.g., French immersion). However, pedagogy in Bilingual Programs has not been studied to the same depth as it has been in French Immersion, so little is known about the teaching practices within them. Immersion pedagogy,…
Descriptors: Bilingual Education Programs, Foreign Countries, Second Language Learning, Language Minorities
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Tam, Vicky C.; Chan, Jackie W. W.; Li, Sandy C.; Pow, Jacky – International Journal of Leadership in Education, 2018
The application of information and communication technology (ICT) in education has been gaining attention worldwide. Educators and school administrators are interested in the myriad possibilities offered by new technologies to enrich teaching materials and to provide ubiquitous learning environments to enhance students' learning. This case study…
Descriptors: Foreign Countries, Human Capital, Technology Integration, Educational Technology
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Karagiorgi, Yiasemina – Teacher Development, 2012
This article examines teachers' perceptions of, and experiences with, professional development opportunities involving a school-based project on peer observation of teaching. The study aims to reveal the ways in which seven teachers in one primary school in Cyprus see themselves as agents improving their own and peers' teaching through informal…
Descriptors: Foreign Countries, Observation, Faculty Development, Peer Evaluation
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Boyle, Tess; Petriwskyj, Anne – Early Years: An International Journal of Research and Development, 2014
Systemic splits between pre-compulsory and compulsory early years education impact on transitions to school through discontinuities in children's experience. This paper presents data from a critical participatory action research project about transitions between pre-compulsory and compulsory early education schooling in Australia. The project aim…
Descriptors: Participatory Research, Action Research, Transitional Programs, Compulsory Education
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Owen, Susanne – Educational Review, 2016
Student-driven "deep learning", teachers as "coaches" and "activators of learning" and positive student-teacher relationships are all part of the changing and significantly innovative educational landscape which requires considerable pedagogical change in teaching and learning processes. Teacher professional learning…
Descriptors: Communities of Practice, Well Being, Teaching Methods, Learning Processes
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Pedretti, Erminia; Bellomo, Katherine – Canadian Journal of Science, Mathematics and Technology Education, 2013
New science curricula in Ontario position science, technology, society, and environment (STSE) objectives at the fore of all science courses. A professional learning community (PLC) consisting of 24 elementary teachers and a facilitation team was established to assist teachers in meeting the challenges of STSE education. Specifically, we examine…
Descriptors: Foreign Countries, Science Curriculum, Communities of Practice, STEM Education
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Liu, Shih-Hsiung – Technology, Pedagogy and Education, 2013
Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to…
Descriptors: Educational Technology, Teaching Methods, Elementary Schools, Professional Development
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Baricaua Gutierez, Sally – Professional Development in Education, 2016
Professional development of in-service teachers requires a sustainable and school-based model which will provide them with opportunities for collaboration in building an environment that supports their capacity-building and pedagogical improvement. In this professional development model, teachers are treated as central to the learning process,…
Descriptors: Faculty Development, Teaching Methods, Learning Processes, Qualitative Research
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da Rocha, Karin – Center for Educational Policy Studies Journal, 2014
Growing challenges, demographic change and the need to deal with various demands in one's professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the…
Descriptors: Foreign Countries, Mentors, Qualitative Research, Questionnaires
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Speight, Sveltlana; Callanan, Meg; Griggs, Julia; Farias, Javiera Cartagena; Fry, Alexandra – Education Endowment Foundation, 2016
Research into Practice--Evidence-informed Continuing Professional Development (CPD) in Rochdale (UK) was a pilot intervention aimed at supporting teachers to use evidence-based teaching and learning strategies to improve pupil progress. The project ran for one year (2014/2015) in ten primary schools in the Rochdale area, all of which are members…
Descriptors: Foreign Countries, Educational Research, Evidence Based Practice, Teaching Methods
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