scholarly journals A Professional Development Model To Infuse Engineering Design Content Into The High School Curriculum

2020 ◽  
Author(s):  
Mark Tufenkjian ◽  
Ethan Lipton
Keyword(s):  
Professional Development ◽  
High School ◽  
Engineering Design ◽  
School Curriculum ◽  
Development Model ◽  
High School Curriculum ◽  
Professional Development Model

scholarly journals Preschool Literacy and the Common Core: A Professional Development Model

2016 ◽  
Vol 5 (3) ◽  
pp. 236 ◽  
Author(s):  
Donna G. Wake ◽  
Tammy Rachelle Benson
Keyword(s):  
Professional Development ◽  
Common Core ◽  
School Curriculum ◽  
Development Model ◽  
Common Core Standards ◽  
Professional Educators ◽  
Professional Development Model ◽  
The Common ◽  
Preschool Literacy ◽  
K 12

<p>Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core.</p><p>This study examines the alignment between an existent professional development model for preschool literacy widely employed in one Southern state and the new Common Core Standards. The researcher’s goal was to examine the existent professional development model to determine if the offered curriculum supported teachers in supporting learners’ knowledge and skills expected in a kindergarten classroom preparing students for the common core. The researchers sought to determine where the curriculum supported learners in this new standards environment as well as to recommend revising the professional development content as necessary in light of the new standards. The overarching goal of the study was to support preschool teachers’ abilities to prepare their students for the new expectations for school-based literacy.</p>

scholarly journals Incorporating Cyber Principles into Middle and High School Curriculum

2020 ◽  
Vol 4 (2) ◽  
pp. 3-23
Author(s):  
Jessica Ivy ◽  
Robert Kelley ◽  
Kristin Cook ◽  
Kevin Thomas
Keyword(s):  
Professional Development ◽  
High School ◽  
Cyber Security ◽  
Development Program ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Experienced Teacher ◽  
Preparation Programs ◽  
High School Curriculum ◽  
Cyber Education

Although many practicing teachers have not experienced teacher preparation programs that teach cyber security (Pusely & Sadera, 2011) or are familiar with cyber principles (Author), embedding these ideas into instruction in a variety of content areas is essential for promoting cyber literacy and citizenship. This study explores a professional development program that provided middle and high school teachers across disciplines with opportunities to explore, first as learners and then as educators, cyber citizenship and programming concepts with explicit connections to the cybersecurity principles and concepts. Participating teachers experienced inquiry-based learning, focused classroom discourse, and collaborative learning that centered on GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019). Results indicated the professional development enabled teachers to iteratively reflect on best practices in cyber education while learning and applying the content of GenCyber Principles within the context of their own field of study.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

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