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Richmond, Gail; Dershimer, R. Charles; Ferreira, Maria; Maylone, Nelson; Kubitskey, Beth; Meriweather, Alycia – Mentoring & Tutoring: Partnership in Learning, 2017
In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings…
Descriptors: Mentors, Models, STEM Education, Faculty Development
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Zhang, Jia; Pang, Nicholas Sun-Keung – Asia-Pacific Education Researcher, 2016
This mixed-method study explored the characteristics of professional learning communities (PLCs) in Chinese schools. Informed by the existing literature on PLCs, the authors conducted a questionnaire survey of teachers in seven schools in Shanghai to explore the characteristics of Chinese PLCs. Follow-up qualitative interviews were also conducted…
Descriptors: Mixed Methods Research, Communities of Practice, Qualitative Research, Interviews
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Shibru, Sintayehu; Bibiso, Mesfin; Ousman, Kedir – Journal of Education and Practice, 2017
The purpose of this study is to explore factors that affect institutional performance of Wolaita Sodo University. The study has identified middle level manager's perceptions toward institutional performance to indicate the key factors that seem to affect the performance of the university. Data were collected using structured questionnaires and…
Descriptors: Foreign Countries, Institutional Evaluation, Leadership, Higher Education
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Ahn, Joonkil – International Education Studies, 2017
This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and…
Descriptors: Foreign Countries, Faculty Development, Communities of Practice, High Schools
Lachowicz, Shana – ProQuest LLC, 2017
Head Start (HS) is a nationally known program for young children and continues to serve the most vulnerable children and families. HS teachers are required to have a minimum degree status and a certain number of Professional Development (PD) hours. However, teachers continue to struggle with preparedness and effectiveness. The problem is that HS…
Descriptors: Preschool Education, Disadvantaged Youth, Questionnaires, Interviews
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Govender, Neelan; Grobler, Bennie; Mestry, Raj – Educational Management Administration & Leadership, 2016
The Holistic Equilibrium Theory of Organizational Development was used to gain an in-depth understanding of the influence of holistic staff capacity on conducting effective internal whole-school evaluation (IWSE) within the Gauteng Department of Education's public secondary schools. In the context of South African education, the staff of each…
Descriptors: Foreign Countries, Self Evaluation (Groups), Holistic Approach, Secondary Schools
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Okiror, John James; Hayward, Geoff; Winterbottom, Mark – Journal of Agricultural Education and Extension, 2017
Purpose: This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an "outcome-based" education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A…
Descriptors: Foreign Countries, Inservice Teacher Education, Secondary School Teachers, Agricultural Education
O'Brien, Stephanie – ProQuest LLC, 2017
Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the…
Descriptors: Pedagogical Content Knowledge, Experienced Teachers, Science Teachers, Chemistry
Wei, Miaochun – ProQuest LLC, 2017
This quant-QUAL sequential explanatory mixed methods study describes a framework for evaluating the communicative competence (Canale & Swain, 1980; Canale, 1983) of non-beginner students of Chinese for placement purposes at U.S. four-year postsecondary institutions. A pragmatic lens was used to collect and analyze data that generated a…
Descriptors: Communicative Competence (Languages), Second Language Learning, Second Language Instruction, Chinese
Wydo, Daniel A. – ProQuest LLC, 2016
This study examined the effects of the recently implemented North Carolina Educator Evaluator System (NCEES) on teaching practices and teacher leadership in a mostly rural county in the Piedmont region of North Carolina. NCEES is designed to improve teaching practices and teacher leadership through performance-based standards. This…
Descriptors: Grounded Theory, Teacher Evaluation, Educational Practices, Teacher Leadership