scholarly journals Formative Evaluation Of A Professional Development Program For High School Teachers Infusing Engineering Design Into The Classroom

2020 ◽  
Author(s):  
Jodi Cullum ◽  
Christine Hailey ◽  
Daniel Householder ◽  
Chris Merrill ◽  
James Dorward
Keyword(s):  
Professional Development ◽  
High School ◽  
Engineering Design ◽  
High School Teachers ◽  
Formative Evaluation ◽  
Development Program ◽  
Professional Development Program ◽  
School Teachers

Lessons Learned Through Our Climate Change Professional Development Program for Middle and High School Teachers

2008 ◽  
Vol 29 (6) ◽  
pp. 500-511 ◽  
Author(s):  
Roberta M. Johnson ◽  
Sandra Henderson ◽  
Lisa Gardiner ◽  
Randy Russell ◽  
Dennis Ward ◽  
...  
Keyword(s):  
Climate Change ◽  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program ◽  
School Teachers

scholarly journals Cloud Computing for Education: A Professional Development Program for High School Teachers

2020 ◽  
Author(s):  
Reza Curtmola ◽  
John Carpinelli ◽  
Linda Hirsch ◽  
Howard Kimmel ◽  
Levelle Burr-Alexander
Keyword(s):  
Professional Development ◽  
High School ◽  
Cloud Computing ◽  
High School Teachers ◽  
Development Program ◽  
Professional Development Program ◽  
School Teachers

Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program

2021 ◽  
pp. 175774382110526
Author(s):  
Siti M Tamah ◽  
Johannes VD Wirjawan
Keyword(s):  
Professional Development ◽  
High School ◽  
Formative Assessment ◽  
High School Teachers ◽  
Educational Innovation ◽  
Development Program ◽  
Assessment Practice ◽  
Continuous Development ◽  
School Teachers ◽  
Teacher Resilience

Teachers’ learning in keeping abreast of groundbreaking instructional techniques is crucial for their continuous development of which the ultimate goal is meaningful learning for students. However, research on the extent teachers respond to the demand to change especially on their assessment practice is limited. This study investigated teachers’ resilience on a new educational innovation on formative assessment which is group oriented. The study engaged a cohort of 100 high school teachers joining a professionalism-related seminar and workshop for the expected change. The data were collected from a set of individual questionnaire. Mowbray’s insight on process of reacting to events was employed to analyse the data projected to describe the teachers’ resilience on an innovative assessment practice. The findings indicated teachers revealed resilience to a certain extent on the innovative assessment practice. The majority were open to the challenge to change; it is the novice teachers who revealed the greatest resilience.

scholarly journals Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

2019 ◽  
Vol 44 (7) ◽  
pp. 84-107 ◽  
Author(s):  
Nick Kelly ◽  
◽  
Natalie Wright ◽  
Les Dawes ◽  
Jeremy Kerr ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Curriculum Planning ◽  
School Teachers
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