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Kennedy, Bairbre – Irish Educational Studies, 2022
This article reports on a case study conducted in an urban post-primary school setting, which investigated a teaching and learning group, called a T&L Club, as a model of sustainable professional development for teachers. The group consisted of 18 members from a whole staff of 90 teachers and had been in existence for four years at the time of…
Descriptors: Communities of Practice, Faculty Development, Secondary School Teachers, Accountability
Jones, Christopher M. – ProQuest LLC, 2013
In the 21st century, increased school accountability has sharpened the focus of school and district leaders on improving instructional practice to raise student achievement. The implementation of professional leaning communities (PLCs) is one improvement effort in which schools establish collaborative cultures focused on increasing student…
Descriptors: Professional Isolation, Communities of Practice, Case Studies, Accountability
Impact of Sustained Professional Development in STEM on Outcome Measures in a Diverse Urban District
Capraro, Robert M.; Capraro, Mary Margaret; Scheurich, James Joseph; Jones, Meredith; Morgan, Jim; Huggins, Kristin Shawn; Corlu, M. Sencer; Younes, Rayya; Han, Sunyoung – Journal of Educational Research, 2016
Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities,…
Descriptors: Professional Development, STEM Education, Urban Schools, School Districts
Knight, Megan E. – ProQuest LLC, 2017
Today's grading practices mirror those of the early 1900s, and despite myriad research suggesting they are invalid, unreliable, and a hindrance to student learning, many teachers continue detrimental practices such as using 100-point percentage scales averaging all academic and nonacademic factors together into a single grade, and using grades to…
Descriptors: Secondary School Teachers, High Schools, Teacher Attitudes, Grading
Wallace, Mary Ann – ProQuest LLC, 2012
This qualitative critical multi-case study examines the nature of resistance as it emerges within the work of two urban secondary teachers acting as teacher educators, each teaching a secondary teacher preparation course within their own respective school context. Both research sites are discursively and functionally similar in terms of their…
Descriptors: Faculty Development, Professional Development Schools, Secondary School Teachers, Teacher Educators
Little, Judith Warren; Horn, Ilana; Bartlett, Lora – 2000
This report investigates professional knowledge and learning demands associated with high school reform initiatives, and corresponding opportunities for teacher development, emphasizing literacy and mathematics. It examines how teachers' learning in selected reform-specific areas is facilitated or impeded by internal school features and by the…
Descriptors: Accountability, Educational Change, Faculty Development, High Schools