A Collaborative Effort to Enhance Reading and Writing Instruction in Inclusion Classrooms

1998 ◽  
Vol 21 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Sharon Vaughn ◽  
Marie Terejo Hughes ◽  
Jeanne Shay Schumm ◽  
Janette Klingner
Keyword(s):  
Professional Development ◽  
General Education ◽  
Full Time ◽  
Development Programs ◽  
Reading And Writing ◽  
Inclusion Classrooms ◽  
Writing Practices ◽  
School Year ◽  
Students With Ld ◽  
Teacher Professional

A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The two schools had recently restructured their special education program to include students with LD in the general education class full-time. Teachers were taught four reading and writing practices (one during each nine-week grading block). All but two of the teachers partially or completely implemented the practices during the nine-week period. Sustained implementation during the school year was maintained by four of the seven teachers, and three of the seven teachers continued high implementation of the instructional practices during the next school year. The components of successful professional development programs are discussed and implications for teacher education are offered.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

Integrating Research and Development in the National Schools Network

1996 ◽  
Vol 40 (3) ◽  
pp. 302-310 ◽  
Author(s):  
James G. Ladwig ◽  
Vivienne White
Keyword(s):  
Professional Development ◽  
Research And Development ◽  
Educational Reform ◽  
Teaching And Learning ◽  
Organisational Change ◽  
Systematic Research ◽  
Development Programs ◽  
National Network ◽  
Reform Agenda ◽  
Teacher Professional

Amidst a host of recent teacher professional development initiatives in Australia, the National Schools Network (NSN) can be seen as a major educational reform program. Funded by the commonwealth and state systems, the NSN is a national network providing support for over 200 Australian schools that are rethinking their work organisations and teaching and learning practices in order to improve learning outcomes for students and teachers. A key aspect of the NSN's work has been to link the professional development of teachers with a systematic research program which focuses on issues of organisational change and restructuring. This paper reports on the ongoing development of the NSN, place its work within the larger national and international educational reform agenda, and provides an overview of the Network's strategic rationale for its research and development programs.

Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial

2017 ◽  
Vol 55 (1) ◽  
pp. 117-143 ◽  
Author(s):  
Leslie M. Babinski ◽  
Steven J. Amendum ◽  
Steven E. Knotek ◽  
Marta Sánchez ◽  
Patrick Malone
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
English Learners ◽  
Controlled Trial ◽  
High Impact ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Randomized Controlled ◽  
School Year ◽  
Teacher Professional

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.

Stability of Social Status of Children with and without Learning Disabilities

2000 ◽  
Vol 23 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Michael Kuhne ◽  
Judith Wiener
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Social Status ◽  
Social Preference ◽  
Preference Score ◽  
Good Test ◽  
School Year ◽  
Students With Ld ◽  
The Stability ◽  
Test Retest Reliability

The stability of peer status of children with and without learning disabilities (LD) was examined. Thirty-eight 9- to 12-year-old children with LD were compared with a sample of children without LD matched on gender and general education classroom placement using a composite positive and negative nomination sociogram (Coie & Kupersmidt, 1983) and a Social Behavior Nomination Scale adapted from Dodge (1983). The measures were administered twice in the same school year. Findings that students with LD had lower social preference scores and were more likely to be socially rejected were consistent with previous research. Children with LD were also less likely to be seen as cooperative and leaders than children without LD. Although the sociometric measures had good test-retest reliability, the Social Preference score of children with LD decreased and their Liked Least score increased from Time 1 to Time 2 compared to children without LD. Children with LD were also seen by their peers as being more dependent at Time 2 than Time 1. Children with LD who had average social status at Time 1 were more likely than children without LD to change their social status to Neglected or Rejected social status at Time 2.

scholarly journals Teachers As Learners: Implications Of Adult Education For Professional Development

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Amy Beavers
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Transformative Learning ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Critical Element ◽  
Development Programs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Teacher Professional

Effective communication with teachers is a critical element of any successful professional development.  Teachers are the foundational component of any educational system.  It is vital that adequate attention is focused on appropriate and effective training of these teachers.  Ideally, professional development offers a means of collaborative support and training to collectively conquer challenges facing teachers both in and out of the classroom.  The need for continued professional development is widely accepted.  Certainly, programs based on high-quality and meaningful teacher development can affect teachers’ skills and attitudes in the classroom, further increasing the quality of education the students receive.  There are numerous resources and studies detailing the components of effective professional development; however, these models can be quite extensive and potentially overwhelming to an administrator who already has enough tasks to occupy their time.  By incorporating a few basic principles established within the field of adult education, teacher professional development can dramatically increase its effectiveness.  This paper outlines very briefly some of these concepts and offers simple and applicable suggestions for teacher professional development programs such as: the characteristics of adult learners, self-directed learning, transformative learning and critical reflection.

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