The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

2006 ◽  
Author(s):  
Mary L. Urquhart
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Teacher Quality ◽  
Physical Science ◽  
The Impact

Target Inquiry

2017 ◽  
pp. 383-416
Author(s):  
Tanya Gupta ◽  
Deborah Herrington ◽  
Ellen J. Yezierski
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Science Teachers ◽  
Effective Teacher ◽  
Teacher Experiences ◽  
Study Approach ◽  
Change In Teacher Practice ◽  
Teacher Professional ◽  
The Impact

Researchers have identified several features of effective teacher professional development. Yet, there is little research on long-term Professional Development (PD) programs that provides information on the impact of such programs on in-service teacher experiences and practice during long-term PD. A qualitative case-study approach was used to investigate the impact of the Target Inquiry (TI), a long-term PD program, on change in teacher practice and the factors that support or impede these changes. The TI program is for science teachers who wish to earn a Master of Education focused on advanced content or to complete a 15-credit certificate program. Bell & Gilbert's model of teacher development and Spillane's model of teacher enactment of reforms were used as a frameworks to examine change. Teachers reported that participating in long-term PD, when combined with the necessary tools, resources, and strategies empowered them to embrace an inquiry-based practice.

scholarly journals Use of Massive Open Online Courses (MOOCs)  In the professional development of science teachers Jeddah

2019 ◽  
Vol 3 (10) ◽  
Author(s):  
Mounira Mohammed Al-Raghbi
Keyword(s):  
Professional Development ◽  
Standard Deviation ◽  
Science Teachers ◽  
Achievement Test ◽  
Impact Measurement ◽  
Continuous Training ◽  
Satisfaction Questionnaire ◽  
Distance Training ◽  
Strongly Agree ◽  
The Impact

    The current research aimed to identify the effectiveness of MOOCs as an electronic training platform for the professional development of science teachers in Jeddah. The researcher used the semi-experimental approach in a one-group design. The experiment was applied to the basic sample of research (30) Education East Jeddah Girls, who received the active learning course through direct training, were randomly selected unintentionally. The researcher used two tools to collect information and data related to the study: N of (20) paragraph tribal dish and Uday, in addition to a questionnaire to measure the sample satisfaction MOOCs as a platform for distance training, consisting of (48) paragraph. The data of this study were analyzed using the statistical packages of social programs (SPSS) according to the following statistical methods: arithmetical mean, standard deviation and t value for the pre-test and final test scores by t-test for two independent sample samples, Eta coefficient of impact measurement, Cronbach's Alpha coefficient for measurement of test stability, consistency of satisfaction criterion, and arithmetic averages and standard deviations of responses of study group members in the satisfaction questionnaire. The study reached several results, the most important of which are: -MOOCs achieved an efficiency level in the results of the achievement test with an average of (5.17) score for pre-test compared to (19.63) in the post-test. -The size of the calculated effect reached (0.99). This means that the size of the impact is great for the use of open source electronic courses (MOOCs) in the professional development of science teachers in Jeddah. -There is satisfaction with science teachers on the use of MOOCs in their professional development, where the mean is 4.37, indicating that there is satisfaction (strongly agree) on the questionnaire of satisfaction with the use of MOOCs as a distance training platform for the professional development of them -The standard deviation of the general arithmetic mean (0.119), which is a value and a sign of the great homogeneity between the responses of the members of the research sample (science parameters) on the expressions of satisfaction questionnaire In light of the results, the researcher presented a set of recommendations, the most important of which are: - To promote the culture of e-learning using electronic educational platforms MOOCs. - Provide open and continuous training programs for in-service teachers for their effectiveness and development. - Offering more training courses for electronic platforms carrying the specifications of MOOCs - Taking advantage of the current study tools, namely (the achievement test- the measure of satisfaction) to assess the   impact of professional development For science teachers in Jeddah.      

scholarly journals Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

2009 ◽  
Vol 4 (2) ◽  
pp. 97 ◽  
Author(s):  
Joyce Yukawa ◽  
Violet H. Harada
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Course Design ◽  
Discussion Board ◽  
Long Term Results ◽  
School Site ◽  
Development Team ◽  
K 12 ◽  
The Impact

Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative. Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1) the design of inquiry-focused learning, (2) the roles of the teacher and librarian in collaborative development of instruction, and (3) the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools. Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Khadija Al Balushi
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Quality ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Family Responsibilities ◽  
The Impact

Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession

scholarly journals Impact of teacher qualification on students’ achievement in Science

2020 ◽  
Vol 3 ◽  
pp. 61-79
Author(s):  
Kamal Prasad Koirala ◽  
Gem Prasad Gurung ◽  
Prakash Wagle
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Science Teachers ◽  
Science Achievement ◽  
Positive Impact ◽  
Survey Design ◽  
Primary Data ◽  
Teacher Qualification ◽  
Trained Teachers ◽  
The Impact

This paper analyzed the teachers' qualification and its impact on students’ science achievement in Gorkha district. The purpose of this study was to find out the impact of teacher qualification on student achievement in science teaching and to compare the science achievement of the students taught by trained and untrained teachers. The nature of this study is a mixed-method approach with survey design. To fulfil the objectives of the study, the researchers selected 15 public schools from Gorkha district as a sample, where 5 schools have under Bachelor’s Graduates and 5 schools have Bachelor’s or above graduates but have not teachers’ professional development (TPD) training and 5 schools have Bachelor’s or above graduates having TPD training science teachers. For this study, 15 science teachers and 672 students were selected as a sample by random sampling method. The researchers reviewed the District Level Examination (DLE) result of Gorkha district in the academic year 2016/17. The data was collected from the district education office document of Gorkha district. The primary data were collected through one-week classroom observation and students’ interviews. The study shows that higher qualification teachers, as well as trained teachers, have more techniques and skills of teaching, using methods, materials, evaluation scheme, feedback and other extra activities than the lower qualification and untrained teachers. Also, the result indicates that the science achievement of students taught by trained teachers is greater than the students taught by untrained teachers. Therefore, teacher professional development training and qualification have a positive impact on science learning.

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