scholarly journals Resources of Jewish Culture: A Case Study of Two Talmud Teachers

Religions ◽  
2018 ◽  
Vol 9 (7) ◽  
pp. 221
Author(s):  
Ziva Hassenfeld
Keyword(s):  
Professional Development ◽  
Conceptual Framework ◽  
Teaching And Learning ◽  
Development Program ◽  
Jewish Studies ◽  
Constructivist Learning ◽  
Professional Development Program ◽  
Jewish Culture ◽  
Learning Practices

This article offers a conceptual framework for understanding the diversity of pedagogies found in Talmud classrooms. It looks at how two different Orthodox Talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. The case study presented in this article helps to illuminate Lev Vygotsky’s theory of learning. Ultimately, this article argues that whether Jewish studies teachers are open or resistant to constructivist learning practices depends less on their particular theory of teaching and learning than on their understanding of Jewish culture.

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

The 4Cs Learning Model in Teacher Professional Development Program

Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 151-157
Author(s):  
Sunardi Sunardi ◽  
Ferry Doringin
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Research Result ◽  
Development Program ◽  
Professional Development Program ◽  
Classroom Activities ◽  
Teacher Professional ◽  
Trained Teachers ◽  
Creativity And Innovation

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.

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

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.

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

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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