Case study of a professional development program: meaningful technology integration in secondary education

The research aimed to analyze the effectiveness of 4Cs models (communication, collaboration, critical thinking and problem-solving, as well as creativity and innovation) to improve teachers’ performance in the 21st-century era. The development of technology in the era, especially in the way of learning of students, was responded to lately by schools and teachers. Using a qualitative case study, the research analyzed the school’s professional development program using the 4Cs model. The research result shows that the model of 4Cs gives enthusiasm, and a deep impression on teachers in their classroom activities accelerates the competences of teachers in using technology. Besides, it shows the level of importance of the model: communication, then creativity, collaboration, and critical thinking. The research has limitations in assessing the performance of students who are taught by trained teachers. So, further research is proposed to analyze the performance of students regarding the 4Cs competences.

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Preparing Teachers for Rural Schools in Indonesia: A Case Study of Teachers’ Professional Development Program

10.22492/issn.2435-5240.2021.2 ◽

2021 ◽

Author(s):

Munawwarah Munawwarah

Keyword(s):

Professional Development ◽

Rural Schools ◽

Development Program ◽

Professional Development Program ◽

Teachers Professional Development

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Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program

Teachers College Record ◽

10.1177/016146811812000602 ◽

2018 ◽

Vol 120 (6) ◽

pp. 1-42

Author(s):

Heather C. Hill ◽

Douglas Lyman Corey ◽

Robin T. Jacob

Keyword(s):

Professional Development ◽

Student Outcomes ◽

Large Fraction ◽

Research Question ◽

Development Program ◽

Cluster Randomized Trial ◽

Professional Development Program ◽

Multiple Sources ◽

Null Results

Background/Context Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, recent reviews suggest that a large fraction of the programs developed and rigorously tested in the past decade have shown null results on student outcomes and, often, intermediate variables. Scholars reporting on null results often explain such results by citing factors they informally identified while they either delivered or observed the program. Purpose/Objective/Research Question/Focus of Study In this paper, we argue for a more systematic approach to examining null results, and develop a framework for evaluating null results based on the policy implementation literature. We then illustrate this approach by examining why one professional development program failed to show impacts on measures of teaching and student learning in a recent study. Setting The professional development program took place in a mid-sized urban school district on the East Coast. The provider was fully scaled up, capable of providing professional development in most U.S. locations. Research Design The main study of this program was conducted as a cluster randomized trial with 105 teachers in 18 schools. Here, we engage in a qualitative case study, using multiple sources of evidence to assess the likelihood that specific reasons for null results are valid. Data Collection and Analysis The case study sources of evidence include observations of professional development; teacher surveys and logs; transcribed videos of teachers’ mathematics instruction; and teacher interviews. Findings/Results Our analysis suggested that null impacts could result from district priorities and instructional guidance that compete with professional development goals; weaknesses in the intervention as well as its fit to teachers’ needs; and the difficulty of implementing ambitious instructional practice. Conclusions/Recommendations Our findings suggest the need for further elaboration of the null-results framework. They also suggest that professional development providers consider both (a) both the organizations in which programs operate and (b) fit of the program to teachers’ needs as potential barriers to success.

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Agroforestry education for high school agriculture science : a case study of novel content implementation

10.32469/10355/66741 ◽

2017 ◽

Author(s):

◽

Hannah Hemmelgarn

Keyword(s):

Professional Development ◽

High School ◽

Sustainable Agriculture ◽

Teacher Learning ◽

Self Efficacy ◽

Development Program ◽

Professional Development Program ◽

Social Resilience ◽

Teacher Self Efficacy

High school agriculture science programs are recognized as meaningful arenas to reach young agriculture professionals as they gain a foundational understanding of their field. While sustainability is at the forefront of agriculture research and technological advancements, and is critical to student career readiness, the adoption of novel sustainable agriculture content in the high school curriculum has not been implemented for certain sustainable agriculture practices. Agroforestry represents one such content area that has been largely lacking in high school agriculture science classrooms, despite its relevance to modern agricultural advancements in sustainability for economic, environmental, and social resilience. Due to the contextual nature of content adoption by agricultural educators, the curriculum implementation process for novel content is dependent on an understanding of teacher learning, teacher self-efficacy, professional development, and curriculum modification. This case study of the process of novel content implementation examines the complexities of teacher sourcing, modification, and use of novel content, evaluates an agroforestry professional development program for teachers with varying levels of experience, and follows this group of teachers one year after the professional development program to investigate the relationship between teacher self-efficacy and novel content enactment. The importance of teacher-learning support networks and experiential learning in curriculum and professional development emerged as major themes for effective novel content implementation.

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

Nordic Studies in Science Education ◽

10.5617/nordina.627 ◽

2013 ◽

Vol 9 (1) ◽

pp. 66-81 ◽

Cited By ~ 1

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.

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