No Child Left Behind: Early Childhood Educator Professional Development

2003 ◽  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
No Child Left Behind ◽  
Early Childhood Educator ◽  
Left Behind

Inquiry-Oriented Instruction in Science: Who Teaches That Way?

2007 ◽  
Vol 29 (3) ◽  
pp. 169-199 ◽  
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Timothy L. Zeidner ◽  
Alfred C. Dunn ◽  
Monica Bhatt ◽  
...  
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teaching And Learning ◽  
Formal Schooling ◽  
Science Students ◽  
Science Standards ◽  
Left Behind ◽  
Key Policy ◽  
Improving Instruction ◽  
Nationally Representative

The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states’ attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities.

Close the Achievement Gap With Professional Development

2020 ◽  
Vol 3 (1) ◽  
pp. 88-101 ◽  
Author(s):  
Ying Wang ◽  
Duane Shuttlesworth
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teacher Quality ◽  
Mississippi Delta ◽  
Critical Role ◽  
Reading Teachers ◽  
Pedagogical Practice ◽  
Summer Reading ◽  
Left Behind ◽  
Academic Year

Professional development of teachers and the role it plays in improving teacher quality is a topic of considerable interest. The authors of this study examined the effectiveness of professional development (PD) to improve the quality of teaching for 21 reading teachers participating in a No Child Left Behind Summer Reading Institute. Data collection occurred over the four-week period of the Institute and two follow up sessions during the academic year 2017-2018. Data evaluation was both quantitative and qualitative in nature. The results suggest that PD helped this group of Mississippi Delta reading teachers improve in both content knowledge and pedagogical practice. The authors conclude that such PD plays a critical role in improving teacher quality from the underrepresented and underserved areas of the Mississippi Delta. Future studies could investigate the direct effects of PD programs such as that offered by the Institute on participating teachers students' learning outcomes.

Digital Pedagogy from the Perspective of Early Childhood Education

2016 ◽  
pp. 178-199
Author(s):  
Michael Vitoulis ◽  
Evangelia Laloumi-Vidali
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Early Childhood Educator ◽  
Childhood Education ◽  
Digital Pedagogy ◽  
Educational Conditions ◽  
Digital Pedagogies

The context of this proposed chapter attempts to approach the concept of “digital pedagogy” focused on particular educational conditions of preschool education. It attempts to support the compelling reasons that require broadening the scope of the theory of “digital pedagogy” in early childhood education. It looks forward to the articulation of traditional pedagogical theories in conjunction with the fundamental principles of “digital pedagogy”, elaborates further risks and suggests possible limitations, and highlights a deliberation associated with digital pedagogy from the perspective of early childhood education. It describes a framework for implementing digital pedagogies in order to exploit the professional development of early childhood educator.

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