scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

Professional Development Program “Organizational-and-Methodological and Psychological-and-Pedagogic Aspects of the Academic Olympics Movement”

10.12737/2006 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 21-26
Author(s):  
Новиков ◽  
Aleksandr Novikov ◽  
Абатурова ◽  
Valentina Abaturova ◽  
Новикова ◽  
...  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Gifted Students ◽  
Development Program ◽  
Professional Development Program ◽  
Intellectual Abilities

This Development program is designed for educators and psychologists dealing with identification, support and development of gifted students’ intellectual abilities. The presented Program can be implemented in institutions of additional professional education.

scholarly journals Manajemen Pengembangan Keprofesian Berkelanjutan (PKB) bagi Guru dan Kepala Sekolah

2020 ◽  
Vol 5 (2) ◽  
pp. 175-190
Author(s):  
Mulyono Mulyono
Keyword(s):  
Professional Development ◽  
Development Program ◽  
School Principal ◽  
Teacher Professionalism ◽  
Learning Tools ◽  
Scientific Publications ◽  
Development Management ◽  
Global Era ◽  
Library Research

The purpose of this study is to examine the management of sustainable professional development (SPD) for teachers and principals. By using library research methods and content analysis techniques, the results of this study can be concluded as follows: First, sustainable professional development management is a competency development program for teachers and principals which is implemented according to the needs, gradually, continuously to improve teacher professionalism. Secondly, teachers and principals are obliged to carry out SPD activities in stages at each level of their ranks with the aim that every teacher and headmaster can maintain, improve, and expand their knowledge and skills to carry out the learning process professionally. The big goal of the SPD activity is the realization of quality learning to improve abilities in the fields of knowledge, skills and attitudes of students. Third, the implementation of sustainable professional development management includes planning, implementing, evaluating, and reflecting activities designed to improve characteristics, knowledge, understanding, and skills. Through an evaluation cycle, reflection on learning experiences, planning and implementation of teacher professional development activities on an ongoing basis, it is hoped that teachers and principals will be able to accelerate the development of pedagogical, professional, social, and personality competencies for career advancement. Fourth, teachers and principals can implement sustainable professional development management through several programs, namely: 1) Self-development, which includes: a) following functional training; and b) carrying out teacher collective activities. 2) Scientific publications, which include: a) making scientific publications on research results; and b) make book publications. 3) Innovative works, which include: a) discovering fixed technology; b) find / create art; c) create / modify learning tools; and d) follow the development of standards, guidelines, questions and the like. Fifth, with the realization of sustainable professional development management for teachers and principals that are programmed in stages and tiered it is expected to improve: 1) the professionalism of each teacher and school principal; 2) improve the quality of learning and competence of students in the mastery of knowledge, skills and attitudes; 3) improve the quality of education nationally in order to realize the nation's competitiveness Indonesia in the global era.

Professional Development of Chemistry Teachers for Relevant Chemistry Education

2015 ◽  
pp. 369-386 ◽  
Author(s):  
Muhamad Hugerat ◽  
Rachel Mamlok-Naaman ◽  
Ingo Eilks ◽  
Avi Hofstein
Keyword(s):  
Professional Development ◽  
Chemistry Education ◽  
Chemistry Teachers

scholarly journals Teacher Variables and School Location as Predictors of Chemistry Teachers’ Awareness of Ethno Science Practices

2019 ◽  
pp. 1-17
Author(s):  
F. A. Adesoji ◽  
N. A. Omilani ◽  
O. A. Francis
Keyword(s):  
Significant Relationship ◽  
Chemistry Education ◽  
Science Classroom ◽  
Scientific Practices ◽  
Design Data ◽  
Chemistry Teachers ◽  
School Location ◽  
Science Practices ◽  
Relative Contribution ◽  
Rural And Urban

Innovative researches and findings of science educators and scholars on the effectiveness of ethno science based instructional model and approach remains unproductive in the field of chemistry education because of the continuous ignorance and neglect of ethno scientific practices by chemistry instructors. This neglect which could possibly be as a result of a lack or, inadequate awareness has stalled moves for contextualized system of chemistry education for more meaningful learning and effective teaching. In view of this, this study sought to ascertain secondary school chemistry teachers’ level of awareness of ethno science practices and the predictive value of teacher variables and school location. The study adopted descriptive survey research design. Data were collected from a sample of 150 chemistry teachers drawn from rural and urban secondary schools in Akinyele, Ido and Lagelu Local Government Area, Oyo state. The instruments used were validated and each reliability tested; Chemistry Teachers’ Questionnaire on Awareness of Ethno Science Practices (r=0.75) and Chemistry Teachers’ Questionnaire on Value for Culture (r=0.95). Four research questions tested at 0.05 and 0.01 level of significance using Analysis of Variance ANOVA; which guided this study were answered using descriptive statistics of (mean and standard deviation), Pearson product moment correlation and multiple regression. The study revealed that chemistry teachers’ awareness of ethno science was below expectation (x̅=60.34). The independent variables had significant composite contribution on awareness of ethno science (23.9%). Gender and School location both had no significant relative contribution on awareness while, Value for culture (B=0.128;t=3.166;p<0.05) and Experience (B=5.490;t=3.551;p<0.05) both had significant relative contribution on awareness. Gender had no significant relationship with awareness while, Value for culture (r=0.811;p<0.01), Experience (r=0.242;p<0.01) and School location (r=0.360;p<0.01) had significant relationship with awareness. Following these findings, it was recommended that there is need to equip chemistry teachers with indigenous knowledge of the people in the area where they teach through training and re-training. The need for government and educational research institute to encourage research on profiling of ethno science practices for integration in science classroom was also suggested. Also suggested, is the need for chemistry teachers to be given the necessary support and opportunity to formally link culture with western science in classroom instruction.

scholarly journals Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

2013 ◽  
Vol 9 (1) ◽  
pp. 66-81 ◽  
Author(s):  
Loucas T. Louca ◽  
Dora Tzialli ◽  
Thea Skoulia ◽  
Constantinos P. Constantinou
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Scientific Inquiry ◽  
Science Classroom ◽  
Development Program ◽  
Teaching Science ◽  
Professional Development Program ◽  
School Teachers ◽  
Teacher Responsiveness

Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science.  Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.

scholarly journals Evaluating the effectiveness of a laboratory-based professional development program for science educators

2015 ◽  
Vol 39 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Michael W. Amolins ◽  
Cathy M. Ezrailson ◽  
David A. Pearce ◽  
Amy J. Elliott ◽  
Peter F. Vitiello
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Academic Success ◽  
Science Classroom ◽  
Rapid Development ◽  
Development Program ◽  
Subject Area ◽  
Professional Development Program ◽  
Student Centered ◽  
Science Educators

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom.

ANALISIS IMPLEMENTASI PROYEK PERUBAHAN JANGKA MENENGAH ALUMNI PELATIHAN KEMEMIMPINAN TINGKAT IV TAHUN 2017

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Embung Megasari
Keyword(s):  
Leadership Development ◽  
Work Teams ◽  
Development Program ◽  
Medium Term ◽  
Internal Factors ◽  
Interview Technique ◽  
Term Change ◽  
Development Change ◽  
Change Projects ◽  
Leadership Development Program

This study aims to explore the factors of the implementation of Midterm-term Change Project proposed by alumni of Leadership Development Program (Diklatpim) Level held in 2017 in the Riau Province. Data was collected using interview technique and review of related documents. The informants included three parties namely the alumni as the owner of the change project, the alumni superior as the mentor and organizer of the Training. The results showed, from the perspective of implementation, there were internal factors (low willingness, seriousness and motivation, as well as alumni communication with limited work teams) and external (unavailability of IT staff, lack of support for infrastructure and budget facilities, inequality of perception between participants and stakeholders to supporting data, as well as the lack of direct attention of superiors as mentors) which is the cause of the suboptimal implementation of medium-term change projects. This research contributes to efforts to improve the implementation of medium- term change projects through an understanding of the factors that cause the low level of implementation of the project term change in 2017 Riau Province Diklatpim IV alumni.Keywords: leadership development, change project, training evaluation, Riau.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

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