A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development

NASA Astrophysics Data System (ADS)

Doraiswamy, Nithya

This qualitative case study focused on the multifaceted issue of exploring science teacher leaders understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work of a community of teachers leaders in science professional development. To frame this study, the researcher drew from the interdisciplinary field of multicultural education, transformative learning, and teacher leadership. In drawing out the connections from these vast bodies of literature, the study speaks to the need of both, creating teacher leaders in science education who are capable of meeting the twin demands of excellence and equity, and also attending to the challenges in the professional learning continuums of teachers leaders and their peers towards addressing issues of diversity and equity in science education.

De-Marginalizing Science in the Early Elementary Classroom: Fostering Reform-Based Teacher Change through Professional Development, Accountability, and Addressing Teachers' Dilemmas

NASA Astrophysics Data System (ADS)

Berg, Alissa

To develop a scientifically literate populace, students must acquire the motivation and foundational skills for success in science beginning at an early age. Unfortunately, science instruction is often marginalized in elementary schools for reasons including teachers' lack of confidence in teaching science and an overemphasis on literacy and mathematics. This study employed a case study design to examine the impact of teachers' dilemmas, career stage, coaching, and other forms of support on elementary teachers' abilities to teach science more often and in more reform-based ways. The conceptual lenses used to guide this dissertation include the theory related to teacher change, dilemmas, reform-oriented science teaching, and the professional learning continuum. Findings suggest that teachers' dilemmas must be addressed in order for them to move toward more reform-based science teaching practices. It was found that how teachers reconcile their dilemmas is due in part to their career stage, level of readiness, and access to a more knowledgeable other who can assist them in learning and enacting reform-based instruction. Moreover, the likelihood and extent of teacher change appears to be related to teachers recognizing a need to change their practice, developing the capacity to change, feeling accountable to change, and possessing the motivation to change. Implications for teacher educators, professional development providers, and curriculum developers are presented. It is argued that teachers require support the length of their career and, to be effective, this support must be personalized to their diverse and changing needs and responsive to the context in which they teach.

Scaffolding the Inquiry Continuum and the Constitution of Identity

ERIC Educational Resources Information Center

Melville, Wayne; Bartley, Anthony; Fazio, Xavier

2013-01-01

This article considers the impact of scaffolding on pre-service science teachers' constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis…

Teacher Development.

ERIC Educational Resources Information Center

1997

Eight conference papers on language teacher development are presented, including: "Mosaics of Teacher Development and Socialization" (Andrew Barfield, Paul A. Beaufait, Sean Conley, Tim Murphey, Katsura Haruko), a panel presentation on aspects of and experiments in teacher development; "Questions About Teaching? Answers from…

77 FR 45367 - Continuum of Care Homeless Assistance Grant Application; Continuum of Care Application

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-31

... DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT [Docket No. FR-5603-N-53] Continuum of Care Homeless Assistance Grant Application; Continuum of Care Application AGENCY: Office of the Chief Information Officer..., called Continuums of Care (CoC), will complete the Exhibit 1 of the Continuum of Care Homeless Assistance...

Developing Teachers: Improving Professional Development for Teachers

ERIC Educational Resources Information Center

Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

2015-01-01

This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

Understanding Teacher Development.

ERIC Educational Resources Information Center

Hargreaves, Andy, Ed.; Fullan, Michael G., Ed.

The 12 chapters in this book interpret teacher development in relation to self-development, teacher reflection, teacher biographies, cultures of teaching, teacher careers, teachers' work, gender identity, and classroom practice. The collection begins with an introductory chapter (Andy Hargreaves and Michael G. Fullan) and continues with 11…

Distinguishing Models of Professional Development: The Case of an Adaptive Model's Impact on Teachers' Knowledge, Instruction, and Student Achievement

ERIC Educational Resources Information Center

Koellner, Karen; Jacobs, Jennifer

2015-01-01

We posit that professional development (PD) models fall on a continuum from highly adaptive to highly specified, and that these constructs provide a productive way to characterize and distinguish among models. The study reported here examines the impact of an adaptive mathematics PD model on teachers' knowledge and instructional practices as well…

The decline of teacher autonomy: Tears or cheers?

NASA Astrophysics Data System (ADS)

Anderson, Lorin W.

1987-09-01

In the United States teacher autonomy has been declining for at least a decade. This decline can be attributed in large part to three factors. First, uniform staff development programmes based on research on effective teaching have become widespread. Second, classroom observations have become an integral part of imposed teacher evaluations. Third, school principals have been called on to assume the role of `instructional leader'. While some may perceive the decline of teacher autonomy negatively, at least two benefits of this decline have been identified. First, a `common language' by which teachers can discuss the problems and potential of instruction and teaching among themselves and with school administrators is developing. Second, the likelihood that teachers will achieve a truly professional status is enhanced. Many educators write as if the natural result of a decline in teacher autonomy is standardization; that is, the cloning of teachers. This article negates such pessimism. Teacher autonomy, like many educational variables, exists along a continuum. As a consequence, a midpoint on the autonomy continuum — a balance between uniqueness and standardization, between license and responsibility — is the desirable state of affairs. Finally, autonomy should be earned by teachers, not simply given to them. In this regard, greater concern should be given to teachers' preparation for, and induction into, their roles as school teachers. Similarly, increases in autonomy should mirror increases in teacher status; status defined in terms of teacher experience, expertise, and excellence.

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

ERIC Educational Resources Information Center

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-01-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science…

Teacher Quality Toolkit

ERIC Educational Resources Information Center

Lauer, Patricia A.; Dean, Ceri B.

2004-01-01

This Teacher Quality Toolkit aims to support the continuum of teacher learning by providing tools that institutions of higher education, districts, and schools can use to improve both preservice and inservice teacher education. The toolkit incorporates McREL?s accumulated knowledge and experience related to teacher quality and standards-based…

Considerations for the Development of a Substance-Related Care and Prevention Continuum Model

PubMed Central

Perlman, David C.; Jordan, Ashly E.

2017-01-01

There are significant gaps in the identification and engagement in care and prevention services of people who use illicit substances. Care continuum models have proven to be useful tools in the evaluation of care for HIV and other conditions; numerous issues in substance-related care and prevention resemble those identified in other continua models. Systems of care for substance misuse and substance use disorders (SUDs) can be viewed as consisting of a prevention and care continuum, reflecting incidence and prevalence of substance misuse and SUDs, screening and identification, medical and psychosocial evaluation for treatment, engagement in evidence-based treatment, treatment retention, relapse prevention, timeliness of step completion, and measures of overall and substance use-related specific morbidity and mortality. Care and prevention continuum models could potentially be applied at program, local, regional, state, and national levels. We discuss important lessons that can be drawn from applications of continuum models in other fields. The development and use of a substance-related care and prevention continuum may yield significant patient care, program evaluation and improvement, and population-level benefits. PMID:28770195

Passing waves from atomistic to continuum

NASA Astrophysics Data System (ADS)

Chen, Xiang; Diaz, Adrian; Xiong, Liming; McDowell, David L.; Chen, Youping

2018-02-01

Progress in the development of coupled atomistic-continuum methods for simulations of critical dynamic material behavior has been hampered by a spurious wave reflection problem at the atomistic-continuum interface. This problem is mainly caused by the difference in material descriptions between the atomistic and continuum models, which results in a mismatch in phonon dispersion relations. In this work, we introduce a new method based on atomistic dynamics of lattice coupled with a concurrent atomistic-continuum method to enable a full phonon representation in the continuum description. This permits the passage of short-wavelength, high-frequency phonon waves from the atomistic to continuum regions. The benchmark examples presented in this work demonstrate that the new scheme enables the passage of all allowable phonons through the atomistic-continuum interface; it also preserves the wave coherency and energy conservation after phonons transport across multiple atomistic-continuum interfaces. This work is the first step towards developing a concurrent atomistic-continuum simulation tool for non-equilibrium phonon-mediated thermal transport in materials with microstructural complexity.

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

NASA Astrophysics Data System (ADS)

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-04-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom.

ERIC Educational Resources Information Center

Gibbons, Pauline

2003-01-01

Draws on constructs of "mediation" from sociocultural theory and "mode continuum" from systemic functional linguistics to investigate how student-teacher talk in a content-based classroom contributes to learners' language development. Shows how teachers mediate between students' linguistic levels in English and their…

TEACHER TRAINING: How to Produce Better Math and Science Teachers.

PubMed

Mervis, J

2000-09-01

Two National Research Council panels have released new reports on improving science and math education in the United States. One panel says that the best way to improve teacher education is to make it a continuum, with school districts taking more responsibility for the initial preparation of new teachers and university faculty playing a bigger role in ongoing professional development. The other panel says that more recent science Ph.D.s would be willing to teach high school science and math if the government helped with the transition, if the certification process were compressed, and if they could retain ties to research.

The inquiry continuum: Science teaching practices and student performance on standardized tests

NASA Astrophysics Data System (ADS)

Jernnigan, Laura Jane

Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods

Development of a multiaxial viscoelastoplastic continuum damage model for asphalt mixtures.

DOT National Transportation Integrated Search

2009-09-01

This report highlights findings from the FHWA DTFH61-05-H-00019 project, which focused on the development of the multiaxial viscoelastoplastic continuum damage model for asphalt concrete in both compression and tension. Asphalt concrete pavement, one...

Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives

ERIC Educational Resources Information Center

Szeto, Elson; Cheng, Annie Yan-Ni

2018-01-01

Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was…

Connecting the Continuum: A University-Based Induction Program to Improve Teacher Quality

ERIC Educational Resources Information Center

Van Zandt Allen, Laura

2014-01-01

The Summer Curriculum Writing Institute (SCWI) supports graduates of a university-based teacher education program during the induction years and beyond with the aim of impacting teacher quality. The purpose of this article is to describe the development, goals, research, and lessons learned during SCWI from 2005-12. The week focuses around the…

Teacher Quality Toolkit. 2nd Edition

ERIC Educational Resources Information Center

Lauer, Patricia A.; Dean, Ceri B.; Martin-Glenn, Mya L.; Asensio, Margaret L.

2005-01-01

The Teacher Quality Toolkit addresses the continuum of teacher learning by providing tools that can be used to improve both preservice, and inservice teacher education. Each chapter provides self assessment tools that can guide progress toward improved teacher quality and describes resources for designing exemplary programs and practices. Chapters…

Teachers as Course Developers.

ERIC Educational Resources Information Center

Graves, Kathleen, Ed.

The collection of essays on teachers as course developers is designed to help teachers understand how to develop courses or modify existing ones using their own experience and the experiences and theories of others. It attempts to capture this process through the stories of six teachers who have developed courses. Each narrative focuses on a…

A Continuum Approach for Developing School Leaders in an Urban District

ERIC Educational Resources Information Center

Normore, Anthony

2007-01-01

This study examined a four-staged leadership development continuum for school leaders in a large urban school district in the southeastern United States. The program under examination included: LEAD Program; Interim Assistant Principal Program; Intern Principal Program, and; First Year Principal Support/Interim Principal Program. Qualitative…

Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

ERIC Educational Resources Information Center

Imanuel-Noy, Dalia; Wagner, Tili

2016-01-01

The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a "multi-phase" mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are…

The Common Sociology between Teacher Evaluation and Teacher Development.

ERIC Educational Resources Information Center

Crow, Nedra; Peterson, Ken

The purpose of this study was to explore the sociological forces which have been identified in teacher development and to inquire into their role in teacher evaluation. To that end, a series of teacher development intervention programs and teacher interviews were conducted. This report describes the programs and interviews and highlights the most…

Broadly continuously tunable slot waveguide quantum cascade lasers based on a continuum-to-continuum active region design

DOE Office of Scientific and Technical Information (OSTI.GOV)

Meng, Bo; Zeng, Yong Quan; Liang, Guozhen

2015-09-14

We report our progress in the development of broadly tunable single-mode slot waveguide quantum cascade lasers based on a continuum-to-continuum active region design. The electroluminescence spectrum of the continuum-to-continuum active region design has a full width at half maximum of 440 cm{sup −1} at center wavelength ∼10 μm at room temperature (300 K). Devices using the optimized slot waveguide structure and the continuum-to-continuum design can be tuned continuously with a lasing emission over 42 cm{sup −1}, from 9.74 to 10.16 μm, at room temperature by using only current tuning scheme, together with a side mode suppression ratio of above 15 dB within the whole tuning range.

Coupling discrete and continuum concentration particle models for multiscale and hybrid molecular-continuum simulations

NASA Astrophysics Data System (ADS)

Petsev, Nikolai D.; Leal, L. Gary; Shell, M. Scott

2017-12-01

Hybrid molecular-continuum simulation techniques afford a number of advantages for problems in the rapidly burgeoning area of nanoscale engineering and technology, though they are typically quite complex to implement and limited to single-component fluid systems. We describe an approach for modeling multicomponent hydrodynamic problems spanning multiple length scales when using particle-based descriptions for both the finely resolved (e.g., molecular dynamics) and coarse-grained (e.g., continuum) subregions within an overall simulation domain. This technique is based on the multiscale methodology previously developed for mesoscale binary fluids [N. D. Petsev, L. G. Leal, and M. S. Shell, J. Chem. Phys. 144, 084115 (2016)], simulated using a particle-based continuum method known as smoothed dissipative particle dynamics. An important application of this approach is the ability to perform coupled molecular dynamics (MD) and continuum modeling of molecularly miscible binary mixtures. In order to validate this technique, we investigate multicomponent hybrid MD-continuum simulations at equilibrium, as well as non-equilibrium cases featuring concentration gradients.

For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development

ERIC Educational Resources Information Center

Rodesiler, Luke

2017-01-01

Participatory online professional development opportunities created for teachers by teachers have emerged with the proliferation of social media. This article presents an investigation of a voluntary, participant-driven, 5-week online professional development offering in which two high school English teachers invited colleagues at a distance to…

Equivalent-Continuum Modeling of Nano-Structured Materials

NASA Technical Reports Server (NTRS)

Odegard, Gregory M.; Gates, Thomas S.; Nicholson, Lee M.; Wise, Kristopher E.

2001-01-01

A method has been developed for modeling structure-property relationships of nano-structured materials. This method serves as a link between computational chemistry and solid mechanics by substituting discrete molecular structures with an equivalent-continuum model. It has been shown that this substitution may be accomplished by equating the vibrational potential energy of a nano-structured material with the strain energy of representative truss and continuum models. As an important example with direct application to the development and characterization of single-walled carbon nanotubes, the model has been applied to determine the effective continuum geometry of a graphene sheet. A representative volume element of the equivalent-continuum model has been developed with an effective thickness. This effective thickness has been shown to be similar to, but slightly smaller than, the interatomic spacing of graphite.

Helping Teachers Teach Plasma Physics

NASA Astrophysics Data System (ADS)

Correll, Donald

2008-11-01

Lawrence Livermore National Laboratory's E/O program in Fusion Science and Plasma Physics now includes both `pre-service' as well as `in-service' high school science teacher professional development activities. Teachers are instructed and mentored by `master teachers' and LLNL plasma researchers working in concert. The Fusion/Plasma E/O program exploits a unique science education partnership that exists between LLNL's Science Education Program and the UC Davis Edward Teller Education Center. For `in-service' teachers, the Fusion & Astrophysics Teacher Research Academy (TRA) has four levels of workshops that are designed to give in-service high school science teachers experience in promoting and conducting research, most notably in the filed of plasma spectroscopy. Participating teachers in all four TRA levels may earn up to ten units of graduate credit from Cal-State University East Bay, and may apply these units toward a Masters of Science in Education. For `pre-service' teachers, the Science Teacher and Researcher (STAR) program, as a partnership with the California State University System, includes attracting undergraduate science majors to teaching careers by allowing them to pursue professional identities as both a research scientist as well as a science teacher. Participating `pre-service' STAR students are provided research internships at LLNL and work closely with the `in-service' TRA teachers. Results from the continuum `pre-service' to `in-service' science teacher professional development programs will be presented.

Coupling discrete and continuum concentration particle models for multiscale and hybrid molecular-continuum simulations

DOE PAGES

Petsev, Nikolai Dimitrov; Leal, L. Gary; Shell, M. Scott

2017-12-21

Hybrid molecular-continuum simulation techniques afford a number of advantages for problems in the rapidly burgeoning area of nanoscale engineering and technology, though they are typically quite complex to implement and limited to single-component fluid systems. We describe an approach for modeling multicomponent hydrodynamic problems spanning multiple length scales when using particle-based descriptions for both the finely-resolved (e.g. molecular dynamics) and coarse-grained (e.g. continuum) subregions within an overall simulation domain. This technique is based on the multiscale methodology previously developed for mesoscale binary fluids [N. D. Petsev, L. G. Leal, and M. S. Shell, J. Chem. Phys. 144, 84115 (2016)], simulatedmore » using a particle-based continuum method known as smoothed dissipative particle dynamics (SDPD). An important application of this approach is the ability to perform coupled molecular dynamics (MD) and continuum modeling of molecularly miscible binary mixtures. In order to validate this technique, we investigate multicomponent hybrid MD-continuum simulations at equilibrium, as well as non-equilibrium cases featuring concentration gradients.« less

Coupling discrete and continuum concentration particle models for multiscale and hybrid molecular-continuum simulations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Petsev, Nikolai Dimitrov; Leal, L. Gary; Shell, M. Scott

Hybrid molecular-continuum simulation techniques afford a number of advantages for problems in the rapidly burgeoning area of nanoscale engineering and technology, though they are typically quite complex to implement and limited to single-component fluid systems. We describe an approach for modeling multicomponent hydrodynamic problems spanning multiple length scales when using particle-based descriptions for both the finely-resolved (e.g. molecular dynamics) and coarse-grained (e.g. continuum) subregions within an overall simulation domain. This technique is based on the multiscale methodology previously developed for mesoscale binary fluids [N. D. Petsev, L. G. Leal, and M. S. Shell, J. Chem. Phys. 144, 84115 (2016)], simulatedmore » using a particle-based continuum method known as smoothed dissipative particle dynamics (SDPD). An important application of this approach is the ability to perform coupled molecular dynamics (MD) and continuum modeling of molecularly miscible binary mixtures. In order to validate this technique, we investigate multicomponent hybrid MD-continuum simulations at equilibrium, as well as non-equilibrium cases featuring concentration gradients.« less

Teacher Educator Identity Development of the Nontraditional Teacher Educator

ERIC Educational Resources Information Center

Newberry, Melissa

2014-01-01

The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

ERIC Educational Resources Information Center

Prakash, Srinivasan; Xavier S. J., S. Amaladoss

2014-01-01

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue…

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

ERIC Educational Resources Information Center

Prakash, S.; Xavier, S. Amaladoss

2014-01-01

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1080 student teachers of Madurai revenue district.…

Student Teachers' Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales

ERIC Educational Resources Information Center

Holbert, Romena M. Garrett

2011-01-01

Cooperating teachers play important roles in student teachers' development as educators. The purpose of this study was to develop a measure that enables systematic investigation of the actions and interactions of cooperating teachers during student teaching. Three sets of educational standards lent focus to this work. The measures developed were…

Teacher Involvement in Curriculum Development.

ERIC Educational Resources Information Center

Bowers, Bruce

1991-01-01

Four recent journal articles and one meeting paper on teacher involvement in curriculum development are summarized in this research bulletin. Contents include "Motivating Teacher Involvement in Professional Growth Activities," by Ruth Wright; "Teacher Participation in Curriculum Development: What Status Does It Have?" by Jean Young; "The Locus of…

Fixing Teacher Professional Development

ERIC Educational Resources Information Center

Hill, Heather C.

2009-01-01

The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

Solving Discipline Problems: Strategies for Classroom Teachers.

ERIC Educational Resources Information Center

Wolfgang, Charles H.; Glickman, Carl D.

This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with…

Continuum modeling of large lattice structures: Status and projections

NASA Technical Reports Server (NTRS)

Noor, Ahmed K.; Mikulas, Martin M., Jr.

1988-01-01

The status and some recent developments of continuum modeling for large repetitive lattice structures are summarized. Discussion focuses on a number of aspects including definition of an effective substitute continuum; characterization of the continuum model; and the different approaches for generating the properties of the continuum, namely, the constitutive matrix, the matrix of mass densities, and the matrix of thermal coefficients. Also, a simple approach is presented for generating the continuum properties. The approach can be used to generate analytic and/or numerical values of the continuum properties.

Ash Dispersal in Planetary Atmospheres: Continuum vs. Non-continuum Effects

NASA Astrophysics Data System (ADS)

Fagents, S. A.; Baloga, S. M.; Glaze, L. S.

2013-12-01

The dispersal of ash from a volcanic vent on any given planet is dictated by particle properties (density, shape, and size distribution), the intensity of the eruptive source, and the characteristics of the planetary environment (atmospheric structure, wind field, and gravity) into which the ash is erupted. Relating observations of potential pyroclastic deposits to source locations and eruption conditions requires a detailed quantitative understanding of the settling rates of individual particles under changing ambient conditions. For atmospheres that are well described by continuum mechanics, the conventional Newtonian description of particle motion allows particle settling velocities to be related to particle characteristics via a drag coefficient. However, under rarefied atmospheric conditions (i.e., on Mars and at high altitude on Earth), non-continuum effects become important for ash-sized particles, and an equation of motion based on statistical mechanics is required for calculating particle motion. We have developed a rigorous new treatment of particle settling under variable atmospheric conditions and applied it to Earth and Mars. When non-continuum effects are important (as dictated by the mean free path of atmospheric gas relative to the particle size), fall velocities are greater than those calculated by continuum mechanics. When continuum conditions (i.e., higher atmospheric densities) are reached during descent, our model switches to a conventional formulation that determines the appropriate drag coefficient as the particle transits varying atmospheric properties. The variation of settling velocity with altitude allows computation of particle trajectories, fall durations and downwind dispersal. Our theoretical and numerical analyses show that several key, competing factors strongly influence the downwind trajectories of ash particles and the extents of the resulting deposits. These factors include: the shape of the particles (non-spherical particles

Classroom-Level Teacher Professional Development and Satisfaction: Teachers Learn in the Context of Classroom-Level Curriculum Development

ERIC Educational Resources Information Center

Shawer, Saad

2010-01-01

This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…

Teachers' Professional Development: A Theoretical Review

ERIC Educational Resources Information Center

Postholm, May Britt

2012-01-01

Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

The development of elementary teacher identities as teachers of science

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Whitehead, Ashley N.; Walkowiak, Temple A.; Luginbuhl, Sarah C.; Thomson, Margareta M.

2017-09-01

The purpose of this qualitative study was to investigate the contributions of pre-service teachers' memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants' identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.

Elementary teachers' ideas about, planning for and implementation of learner-directed and teacher-directed inquiry: A mixed methods study

NASA Astrophysics Data System (ADS)

Biggers, Mandy Sue

Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of Science Observation Protocol [P-SOP]) to measure the amount of teacher direction in science inquiry lessons (Practices of Science Observation Protocol + Directedness [P-SOPd]). An embedded mixed methods design was employed to investigate four questions: 1. How valid and reliable is the P-SOPd? 2. In what ways do inservice elementary teachers adapt existing elementary science curriculum materials across the inquiry continuum? 3. What is the relationship between the overall quality of inquiry and variations of inquiry in elementary teachers' enacted science instruction? 4. How do inservice elementary teachers' ideas about the inquiry continuum influence their adaptation of elementary science curriculum materials? Each teacher chose three lessons from a science unit for video-recorded observation, and submitted lesson plans for the three lessons. Lesson plans and videos were scored using the P-SOPd. The scores were also compared between the two protocols to determine if a correlation existed between the level of inquiry (measured on the P-SOP) and the amount of teacher direction (measured on the P-SOPd). Findings indicated no significant differences between planned and enacted lessons for the amount of teacher direction, but a correlation existed between the level of inquiry and the amount of teacher direction. In effect, the elementary teachers taught their science curriculum materials with a high level of fidelity for both the features of inquiry and the amount of teacher direction. A smaller group of three case study teachers were followed for the school year to give a more in-depth explanation of the quantitative findings. Case

Induction and Mentoring: Levels of Student Teacher Understanding

ERIC Educational Resources Information Center

Wilkins, Elizabeth A.; Okrasinski, Jeanne E.

2015-01-01

The purpose of this study was to explore perspectives held by student teachers about induction and mentoring programs and how teacher education programs could contribute to a broader continuum of supports that span from preservice to in-service teaching. Using survey research, this mixed-method study sought to understand what student teachers from…

Teacher Development Program: A Vehicle for Assisting Pre-Service Teachers

ERIC Educational Resources Information Center

Wood, Frances B.

2010-01-01

In 1990 the Teacher Development Program was created by the Office of Professional Field Experiences at Southeastern Louisiana University to better the quality and improve the success rate of teacher candidates and student teachers. The fundamental principle behind the program was to provide assistance for pre-service teachers who need immediate…

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

Equivalent-Continuum Modeling With Application to Carbon Nanotubes

NASA Technical Reports Server (NTRS)

Odegard, Gregory M.; Gates, Thomas S.; Nicholson, Lee M.; Wise, Kristopher E.

2002-01-01

A method has been proposed for developing structure-property relationships of nano-structured materials. This method serves as a link between computational chemistry and solid mechanics by substituting discrete molecular structures with equivalent-continuum models. It has been shown that this substitution may be accomplished by equating the vibrational potential energy of a nano-structured material with the strain energy of representative truss and continuum models. As important examples with direct application to the development and characterization of single-walled carbon nanotubes and the design of nanotube-based devices, the modeling technique has been applied to determine the effective-continuum geometry and bending rigidity of a graphene sheet. A representative volume element of the chemical structure of graphene has been substituted with equivalent-truss and equivalent continuum models. As a result, an effective thickness of the continuum model has been determined. This effective thickness has been shown to be significantly larger than the interatomic spacing of graphite. The effective thickness has been shown to be significantly larger than the inter-planar spacing of graphite. The effective bending rigidity of the equivalent-continuum model of a graphene sheet was determined by equating the vibrational potential energy of the molecular model of a graphene sheet subjected to cylindrical bending with the strain energy of an equivalent continuum plate subjected to cylindrical bending.

Recognising and Developing Urban Teachers: Chartered London Teacher Status

ERIC Educational Resources Information Center

Bubb, Sara; Porritt, Vivienne

2008-01-01

Chartered London Teacher (CLT) status is a unique scheme designed by London Challenge to recognise and reward teachers' achievements and provide a framework for professional development. As well as having the prestige of being a Chartered London Teacher for life, educators receive a one-time payment of 1,000 British pounds from the school budget…

Developing a Cadre of Cooperating Teachers.

ERIC Educational Resources Information Center

Romano, Anthony W.; And Others

A University of Oklahoma program for the development of cooperating teachers is designed to screen, prepare, and select classroom teachers, who receive a university adjunct instructor appointment as cooperating teachers, to serve student teachers in the elementary school program. The initial screening to identify classroom teachers who are…

Continuum and discrete approach in modeling biofilm development and structure: a review.

PubMed

Mattei, M R; Frunzo, L; D'Acunto, B; Pechaud, Y; Pirozzi, F; Esposito, G

2018-03-01

The scientific community has recognized that almost 99% of the microbial life on earth is represented by biofilms. Considering the impacts of their sessile lifestyle on both natural and human activities, extensive experimental activity has been carried out to understand how biofilms grow and interact with the environment. Many mathematical models have also been developed to simulate and elucidate the main processes characterizing the biofilm growth. Two main mathematical approaches for biomass representation can be distinguished: continuum and discrete. This review is aimed at exploring the main characteristics of each approach. Continuum models can simulate the biofilm processes in a quantitative and deterministic way. However, they require a multidimensional formulation to take into account the biofilm spatial heterogeneity, which makes the models quite complicated, requiring significant computational effort. Discrete models are more recent and can represent the typical multidimensional structural heterogeneity of biofilm reflecting the experimental expectations, but they generate computational results including elements of randomness and introduce stochastic effects into the solutions.

Teacher labor markets in developing countries.

PubMed

Vegas, Emiliana

2007-01-01

Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America

The Paranoid-Depressive Continuum

ERIC Educational Resources Information Center

Johnson, Betty J.

1977-01-01

Few investigators have attempted to lay a conceptual base for comparative studies of paranoia and depression within a single general framework. The paranoid-depressive continuum is an attempt to develop such a framework. (Author)

Developing a Teacher Characteristics Scale

ERIC Educational Resources Information Center

Yaratan, Hüseyin; Muezzin, Emre

2016-01-01

It is a known fact that every profession needs to be developed during its practice. To be able to acquire this we need to know the characteristics of teachers related to their professional development. For this purpose this study tries to develop a scale to measure teacher characteristics which would help in designing in-service training programs…

Improving Teachers' Assessment Literacy through Professional Development

ERIC Educational Resources Information Center

Koh, Kim H.

2011-01-01

This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development…

Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development

ERIC Educational Resources Information Center

Saka, Yavuz

2013-01-01

To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although…

The Zone of Proximal "Teacher" Development

ERIC Educational Resources Information Center

Warford, Mark K.

2011-01-01

Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part of the USSR. Though his influence as a developmental psychologist is well-established, little is known about his approach to teacher development. This article applies the researcher's core concept, the zone of proximal development to teacher education.…

Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

NASA Astrophysics Data System (ADS)

Farrar, Cynthia Hamen

In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

Classroom Teacher Candidates' Perceptions of Teacher Self-Efficacy in Developing Students' Reading, Writing and Verbal Skills: Scale Development Study

ERIC Educational Resources Information Center

Canbulat, Ayse Nur Kutluca

2017-01-01

This work uses exploratory and confirmatory factor analyses to study Verbal Skills Development Teacher Self-Efficacy Scale (VSDTS), Reading Skills Development Teacher Self-Efficacy Scale (RSDTS) and Writing Skills Development Teacher Self-Efficacy Scale (WSDTS) developed to identify classroom teacher candidates' perceptions of teacher…

Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project.

ERIC Educational Resources Information Center

Norton, Priscilla; Sprague, Debra

Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet.…

How we developed a role-based portfolio for teachers' professional development.

PubMed

Pyörälä, Eeva

2014-09-01

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

Professional development for science teachers.

PubMed

Wilson, Suzanne M

2013-04-19

The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

Development of Mentor Teacher Role Inventory

ERIC Educational Resources Information Center

Koc, Ebru Melek

2011-01-01

This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors…

Identifying Pathways of Teachers' PCK Development

ERIC Educational Resources Information Center

Wongsopawiro, Dirk S.; Zwart, Rosanne C.; van Driel, Jan H.

2017-01-01

This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers' pedagogical content knowledge (PCK) by the use of the interconnected model of teachers' professional growth (IMTPG).The teachers (n = 12) participated in a…

Curriculum Development as Continuing Teacher Education.

ERIC Educational Resources Information Center

Laurenze, Andreas

1979-01-01

Reports on the curriculum development process used as part of teacher education, identifying problems of teacher time and effort, relationship to the practical demands of classroom teaching, and links with other aspects of teacher's work. (Author/CK)

Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned

NASA Astrophysics Data System (ADS)

van der Flier-Keller, E.; Yore, L.

2010-12-01

From 2005 to 2010 Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) has been engaged in community-based research fostering teacher leadership in innovative science education through a variety of approaches to teacher professional development. Pacific CRYSTAL is a University of Victoria based, NSERC funded project founded on a collaborative research model involving scentists, science educators and community members including schools, teachers, community groups and government. Pacific CRYSTAL professional development approaches embrace both in-service teachers and pre-service teachers, and include Lighthouse schools, workshops (ongoing as well as one-time), community-based partnerships in Pacific CRYSTAL research projects, teachers as researchers, and university science courses and workshops for pre-education and education students. A number of common themes, identified through these approaches, should be considered in the development and implementation of future science professional development initiatives. They include; teacher turnover, expanding and adding schools and participating teachers, teacher apprehension, building leadership capacity, further engagement of 'tourist' teachers, continuing professional support for teachers, as well as on-going mentoring.

Critical Friends Group for EFL Teacher Professional Development

ERIC Educational Resources Information Center

Vo, Long Thanh; Nguyen, Hoa Thi Mai

2010-01-01

For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

Development of Teachers as Scientists in Research Experiences for Teachers Programs

NASA Astrophysics Data System (ADS)

Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa

2014-11-01

This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.

Didactic Dissonance: Teacher Roles in Computer Gaming Situations in Kindergartens

ERIC Educational Resources Information Center

Vangsnes, Vigdis; Økland, Nils Tore Gram

2015-01-01

In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the…

Continuum modes of nonlocal field theories

NASA Astrophysics Data System (ADS)

Saravani, Mehdi

2018-04-01

We study a class of nonlocal Lorentzian quantum field theories, where the d’Alembertian operator \\Box is replaced by a non-analytic function of the d’Alembertian, f(\\Box) . This is inspired by the causal set program where such an evolution arises as the continuum limit of a wave equation on causal sets. The spectrum of these theories contains a continuum of massive excitations. This is perhaps the most important feature which leads to distinct/interesting phenomenology. In this paper, we study properties of the continuum massive modes in depth. We derive the path integral formulation of these theories. Meanwhile, this derivation introduces a dual picture in terms of local fields which clearly shows how continuum massive modes of the nonlocal field interact. As an example, we calculate the leading order modification to the Casimir force of a pair of parallel planes. The dual picture formulation opens the way for future developments in the study of nonlocal field theories using tools already available in local quantum field theories.

Content-Focused Classrooms and Learning English: How Teachers Collaborate

ERIC Educational Resources Information Center

Creese, Angela

2010-01-01

This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously…

Teacher-Researchers in the "Zone of Proximal Development": Insights for Teacher Education.

ERIC Educational Resources Information Center

Torres, Myriam N.

This study is part of a larger project on teacher research and professional development in the Teacher Enhancement Program (TEP), a master's degree mid-career collaborative program for inservice teachers. Research was initially planned and implemented as a new course which required teachers to do a Systematic Inquiry Project (SIP) in their…

Training Teachers to be Professional Development Leaders.

ERIC Educational Resources Information Center

Leslie, Jessica B.

1982-01-01

A Teacher Corps project conducted by the Edgewood Independent School District and Trinity University (San Antonio, Texas) is described. A classroom teacher at each participating school is trained to lead professional development activities at his or her school. Teacher involvement in designing professional development at each school is emphasized.…

Solar radio continuum storms and a breathing magnetic field model

NASA Technical Reports Server (NTRS)

1975-01-01

Radio noise continuum emissions observed in metric and decametric wave frequencies are, in general, associated with actively varying sunspot groups accompanied by the S-component of microwave radio emissions. These continuum emission sources, often called type I storm sources, are often associated with type III burst storm activity from metric to hectometric wave frequencies. This storm activity is, therefore, closely connected with the development of these continuum emission sources. It is shown that the S-component emission in microwave frequencies generally precedes, by several days, the emission of these noise continuum storms of lower frequencies. In order for these storms to develop, the growth of sunspot groups into complex types is very important in addition to the increase of the average magnetic field intensity and area of these groups. After giving a review on the theory of these noise continuum storm emissions, a model is briefly considered to explain the relation of the emissions to the storms.

Linking Staff Development and Teacher Induction.

ERIC Educational Resources Information Center

Reiman, Alan J.; And Others

1988-01-01

This article describes a six-year effort to link inservice training for experienced teachers with teacher preservice and induction for the novice teacher. It provides a rationale for using staff development training to strengthen preservice and induction programs, and discusses program goals, training components, program outcomes, and…

A Model of Professional Development: Teachers' Perceptions of Their Professional Development

ERIC Educational Resources Information Center

Avidov-Ungar, Orit

2016-01-01

This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

[Psychiatric Rehabilitation - From the Linear Continuum Approach Towards Supported Inclusion].

PubMed

Richter, Dirk; Hertig, Res; Hoffmann, Holger

2016-11-01

Background: For many decades, psychiatric rehabilitation in the German-speaking countries is following a conventional linear continuum approach. Methods: Recent developments in important fields related to psychiatric rehabilitation (UN Convention on the Rights of People with Disabilities, theory of rehabilitation, empirical research) are reviewed. Results: Common to all developments in the reviewed fields are the principles of choice, autonomy and social inclusion. These principles contradict the conventional linear continuum approach. Conclusions: The linear continuum approach of psychiatric rehabilitation should be replaced by the "supported inclusion"-approach. © Georg Thieme Verlag KG Stuttgart · New York.

Teacher Professional Development: Who Is the Learner?

ERIC Educational Resources Information Center

Petrie, Kirsten; McGee, Clive

2012-01-01

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2016-01-01

The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

Foreign Language Teachers' Professional Development in Information Age

NASA Astrophysics Data System (ADS)

Fan, Xiying; Wu, Gang

Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

Program Development for Primary School Teachers' Critical Thinking

ERIC Educational Resources Information Center

Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

2017-01-01

The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

PBS TeacherLine National Survey of Teacher Professional Development, 2005-2006

ERIC Educational Resources Information Center

Hezel Associates (NJ1), 2007

2007-01-01

PBS TeacherLine, an initiative funded under the U.S. Department of Education's Ready To Teach program, is designed to provide high-quality online professional development for K-12 teachers. Through the first five-year grant cycle, ending in 2005, PBS TeacherLine produced approximately 100 online facilitated courses in reading, mathematics,…

Teachers' Development Model to Authentic Assessment by Empowerment Evaluation Approach

ERIC Educational Resources Information Center

Charoenchai, Charin; Phuseeorn, Songsak; Phengsawat, Waro

2015-01-01

The purposes of this study were 1) Study teachers authentic assessment, teachers comprehension of authentic assessment and teachers needs for authentic assessment development. 2) To create teachers development model. 3) Experiment of teachers development model. 4) Evaluate effectiveness of teachers development model. The research is divided into 4…

Making Their Own Path: Preservice Teachers' Development of Purpose in Social Studies Teacher Education

ERIC Educational Resources Information Center

Hawley, Todd S.; Crowe, Alicia R.

2016-01-01

Despite a solid body of research on rationale development in social studies teacher education, little research exists exploring how social studies preservice teachers' purposes develop over time. This article presents four examples of social studies preservice teachers as they grappled with developing a purpose for teaching social studies.…

Teacher labor markets in developed countries.

PubMed

Ladd, Helen F

2007-01-01

Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification

Patients' experiences with continuum of care across hospitals. A multilevel analysis of Consumer Quality Index Continuum of Care.

PubMed

Kollen, Boudewijn J; Groenier, Klaas H; Berendsen, Annette J

2011-05-01

Communication between professionals is essential because it contributes to an optimal continuum of care. Whether patients experience adequate continuum of care is uncertain. To address this, a questionnaire was developed to elucidate this care process from a patients' perspective. In this study, the instrument's ability to measure differences in "Consumer Quality Index Continuum of Care" scores between hospitals was investigated. The questionnaire was mailed to a random sample of 2159 patients and comprised of 22 items divided over four domains, GP approach, GP referral, specialist and collaboration. Multilevel analysis was conducted to identify case-mix and determine this questionnaire's ability to measure differences in domain scores between hospitals. Based on a 65% response rate, 1404 questionnaires were available for analysis. Case-mix of patient characteristics across hospitals could not be demonstrated. Some differences in scores between hospitals were observed. At most two in eight hospitals showed different domain scores. The ability of this questionnaire to measure differences in continuum of care scores between hospitals is limited. The outcome of this survey suggests that hospitals provide a similar level of continuum of care from a patient's perspective. This questionnaire is especially useful for measuring differences between patients. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Linking Pupil and Teacher Competence in Reading and Mathematics in Vietnam

ERIC Educational Resources Information Center

Griffin, Patrick

2008-01-01

This article reports results derived from the national study of Grade 5 in Vietnamese primary schools in which teachers and pupils took tests in reading and mathematics. The test data were calibrated so that teacher and pupil results could be mapped onto the same continuum. Results showed that the overlapping tests for teachers and pupils were…

Teachers as Researchers: Supporting Professional Development.

ERIC Educational Resources Information Center

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

Consistent Continuum Particle Modeling of Hypersonic Flows and Development of HybridSimulation Capability

DTIC Science & Technology

2017-07-01

Directorate 3550 Aberdeen Avenue SE Kirtland AFB, NM 87117-5776 AFRL /RVBYE 11. SPONSOR/MONITOR’S REPORT NUMBER(S) AFRL -RV-PS-TR-2017-0152 12. DISTRIBUTION...Belvoir, VA 22060-6218 AFRL /RVIL Kirtland AFB, NM 87117-5776 Official Record Copy AFRL /RVBYE/Dr. Raymond Bemish 1 cy Approved for public release... AFRL -RV-PS- TR-2017-0152 AFRL -RV-PS- TR-2017-0152 CONSISTENT CONTINUUM-PARTICLE MODELING OF HYPERSONIC FLOWS AND DEVELOPMENT OF HYBRID

77 FR 44653 - Continuum of Care Homeless Assistance Grant Application-Technical Submission

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-30

... DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT [Docket No. FR-5603-N-50] Continuum of Care Homeless... obtain more detailed technical information not contained in the original Continuum of Care Homeless...: Continuum of Care Homeless Assistance Grant Application--Technical Submission. OMB Approval Number: 2506...

The Novice-Expert Continuum in Astronomy Knowledge

NASA Astrophysics Data System (ADS)

Bryce, T. G. K.; Blown, E. J.

2012-03-01

The nature of expertise in astronomy was investigated across a broad spectrum of ages and experience in China and New Zealand. Five hypotheses (capable of quantification and statistical analysis) were used to probe types of expertise identified by previous researchers: (a) domain-specific knowledge-skill in the use of scientific vocabulary and language and recognising relationships between concepts in linguistic and schematic forms; (b) higher-order theory in terms of conceptual structure and enriched scientific knowledge and reasoning; with an expectation of cultural similarity. There were 993 participants in all, age 3-80 years, including 68 junior school pupils; 68 pre-school pupils; 112 middle-school students; 109 high-school students; 79 physics undergraduates; 60 parents; 136 pre-service primary teachers; 131 pre-service secondary teachers; 72 primary teachers; 78 secondary teachers; 50 amateur astronomers and astronomy educators; and 30 astronomers and physicists; with approximately equal numbers of each group in both cultures; and of boys and girls in the case of children. For them, the methodology utilised Piagetian interviews with three media (verbal language, drawing, play-dough modelling), and for adults a questionnaire inviting responses in writing and drawing was used. The data from each group were categorised into ordinal scales and then analysed by means of Kolmogorov-Smirnov two-sample tests. The findings supported the hypotheses with evidence of all forms of expertise increasing with experience in both cultures (α level 0.05). The relative gains, overlaps and deficits in expertise across the novice-expert continuum are explored in detail.

Informal teacher communities enhancing the professional development of medical teachers: a qualitative study.

PubMed

van Lankveld, Thea; Schoonenboom, Judith; Kusurkar, Rashmi; Beishuizen, Jos; Croiset, Gerda; Volman, Monique

2016-04-14

Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher communities in enhancing informal peer learning among undergraduate medical teachers. Teacher communities are groups of teachers who voluntarily gather on a regular basis to develop and share knowledge. Outside of medical education, these informal teacher communities have proved to be an effective means of enhancing peer learning of academic teachers. The processes underlying this outcome are, however, not known. This study therefore aims to explore the processes that make informal teacher communities effective in supporting peer learning of teachers. A qualitative study was performed at a Dutch medical school, where a student-centred undergraduate curriculum had recently been introduced. As part of this curriculum, tutors are segregated into separate specialty areas and thus have only limited opportunities for informal learning with other tutors. The authors followed two informal teacher communities aimed at supporting these tutors. They observed the interactions within the teacher communities and held semi-structured interviews with ten of the participants. The observation notes and interview data were analysed using thematic analysis. The informal teacher communities allowed the tutors to engage in a dialogue with colleagues and share questions, solutions, and interpretations. The teacher communities also provided opportunities to explicate tacit expertise, which helped the tutors to develop an idea of their role and form a frame of reference for their own experiences. Furthermore, the communities enhanced the tutors' sense of belonging. The tutors felt more secure in their role and they felt valued by the organisation due to the teacher communities. This study shows that informal teacher communities not only support the professional

TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates

ERIC Educational Resources Information Center

Akman, Özkan; Güven, Cemal

2015-01-01

The purpose of this research is to develop a scale for analyzing the technological pedagogical and content knowledge (TPACK) and self-efficacy perceptions of the social sciences teachers and teacher candidates. During the development process, an item pool has been generated by evaluating the studies made in the literature. Also, after opinions…

The Engineering Design Process: Conceptions Along the Learning-to-Teach Continuum

NASA Astrophysics Data System (ADS)

Iveland, Ashley

In this study, I sought to identify differences in the views and understandings of engineering design among individuals along the learning-to-teach continuum. To do so, I conducted a comprehensive review of literature to determine the various aspects of engineering design described in the fields of professional engineering and engineering education. Additionally, I reviewed literature on the methods used in teaching engineering design at the secondary (grade 7-12) level - to describe the various models used in classrooms, even before the implementation of the Next Generation Science Standards (NGSS Lead States, 2013). Last, I defined four groups along the learning-to-teach continuum: prospective, preservice, and practicing teachers, as well as teacher educators. The context of this study centered around a California public university, including an internship program where undergraduates engaged with practicing mentor teachers in science and engineering teaching at local high schools, and a teacher education program where secondary science preservice teachers and the teacher educators who taught them participated. Interviews were conducted with all participants to gain insights into their views and understandings of engineering design. Prospective and preservice teachers were interviewed multiple times throughout the year and completed concept maps of the engineering design process multiple times as well; practicing teachers and teacher educators were interviewed once. Three levels of analyses were conducted. I identified 30 aspects of engineering discussed by participants. Through phenomenographic methods, I also constructed six conceptual categories for engineering design to organize those aspects most commonly discussed. These categories were combined to demonstrate a participant's view of engineering design (e.g., business focused, human centered, creative, etc.) as well as their complexity of understanding of engineering design overall (the more categories

Learning, Motivation, and Transfer: Successful Teacher Professional Development

ERIC Educational Resources Information Center

McDonald, Lex

2012-01-01

In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

Teacher Professional Development that Makes an Impact

NASA Astrophysics Data System (ADS)

Borrego, H.; Ellins, K. K.

2012-12-01

Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education

Transformation and Framework of Teacher Professional Development in Taiwan

ERIC Educational Resources Information Center

Huang, Bo-Ruey

2016-01-01

This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

Goal Setting as Teacher Development Practice

ERIC Educational Resources Information Center

Camp, Heather

2017-01-01

This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…

Professional Environment for Teacher Professional Development

ERIC Educational Resources Information Center

Zascerinska, Jelena

2010-01-01

Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy

ERIC Educational Resources Information Center

Tupou, Samuel F.

2013-01-01

This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to…

Developing as Teacher Educator-Researchers

ERIC Educational Resources Information Center

Patrizio, Kami M.; Ballock, Ellen; McNary, Scot W.

2011-01-01

This self-study explores the role of collaboration in the development of three new faculty members as teacher educator-researchers. The research finds that protocol-structured dialogue about artifacts of classroom practice promotes understanding of the complex relationships among teachers, student, content, and context. We also report on the…

Developing Inclusive Pre-Service and In-Service Teacher Education: Insights from Zanzibar Primary School Teachers

ERIC Educational Resources Information Center

Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo

2017-01-01

Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were…

Professional Development Needs of Primary EFL Teachers: Perspectives of Teachers and Teacher Educators

ERIC Educational Resources Information Center

Zein, Mochamad Subhan

2017-01-01

This study investigates the professional development (PD) needs of primary English as a foreign language (EFL) teachers whose professional field has received significant interest at the global level in the past two decades. The study takes a different stance from previous research that exclusively generated data from teachers because it sought the…

Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

ERIC Educational Resources Information Center

Shawer, Saad F.

2010-01-01

This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and…

Continuum of Counseling Goals: A Framework for Differentiating Counseling Strategies.

ERIC Educational Resources Information Center

Bruce, Paul

1984-01-01

Presents counseling goals in a developmental continuum similar in concept to Maslow's hierarchy of needs. Discusses ego development goals, socialization goals, developmental goals, self-esteem goals, and self-realization goals and describes characteristics and implications of the continuum. (JAC)

Linking Job-Embedded Professional Development and Mandated Teacher Evaluation: Teacher as Learner

ERIC Educational Resources Information Center

Derrington, Mary Lynne; Kirk, Julia

2017-01-01

This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of…

The Development of an Educational Continuum to Meet Agricultural Workforce Needs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burleson, Sarah; Rubenstein, Eric; Thoron, Andrew

2012-02-07

The poster explains the basic issues of a development of an educational continuum to meet agricultural workforce needs of Hendry County. The community needs include primarily jobs within the community, training of local biofuels workforce, education for profession-bound students, services for biofuels entrepreneurs, private farming system alternatives and an improvement of overall education system. These needs are to be met in Hendry County on various levels by its secondary education institutions, Edison State College and University of Florida. Each of these parties has a specific role in the overall education and training process, while the outcome of each is amore » local educated and trained workforce.« less

Child Development. Teacher's Instructional Guide.

ERIC Educational Resources Information Center

Cheatham, Joyce

This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year child development programs for Texas high school students. The following are among the items included: (1) introductory…

Mentoring. Developing Successful New Teachers.

ERIC Educational Resources Information Center

Bey, Teresa M., Ed.; Holmes, C. Thomas, Ed.

This monograph contains an introduction, a recapitulation, and four papers on the concept of mentoring as an effective component of the induction program. The first paper, "Support for New Teachers" (Sandra J. Odell), develops the idea that a mentor must be an excellent classroom teacher, possess wisdom and skill in listening and questioning, and…

A study of the continuum of integration of mathematics content with science concepts at the middle school level in West Virginia

NASA Astrophysics Data System (ADS)

Meisel, Edna Marie

The purpose of this study was to examine the practices and perceptions of regular education seventh grade middle school mathematics teachers in West Virginia concerning the integration of mathematics objectives with science concepts. In addition, this study also emphasized the use of integrated curriculum continuum models to study mathematics teachers' practices and perceptions for teaching mathematics objectives in connection with science concepts. It was argued that the integrated curriculum continuum model can be used to help educators begin to form a common definition of integrated curriculum. The population was described as the regular education seventh grade middle school mathematics teachers in West Virginia. The entire population (N = 173) was used as the participants in this study. Data was collected using an integrated curriculum practices and perceptions survey constructed by the researcher. This was a descriptive study that incorporated the Chi Square statistic to show trends in teacher practices and perceptions. Also, an ex post facto design, that incorporated the Mann-Whitney U statistic, was used to compare practices and perceptions between teachers grouped according to factors that influence teaching practices and perceptions. These factors included teaching certificate endorsement and teacher professional preparation. Results showed that the regular education seventh grade middle school mathematics teachers of West Virginia are teaching mathematics objectives mainly at a discipline-based level with no formal attempt for integration with science concepts. However, these teachers perceived that many of the mathematics objectives should be taught at varying levels of integration with science concepts. It was also shown that teachers who experienced professional preparation courses that emphasized integrated curriculum courses did teach many of the mathematics objectives at higher levels of integration with science than those teachers who did not

Vocational Teacher Professional Development. Practice Application Brief No. 11.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Teacher shortages, new technologies, and vocational certification demands are directing attention to the need for professional development of vocational education (VE) teachers. VE teachers can use various strategies to enhance their performance and effectiveness through professional development. Worksite experiences give VE teachers opportunities…

A sensitive continuum analysis method for gamma ray spectra

NASA Technical Reports Server (NTRS)

Thakur, Alakh N.; Arnold, James R.

1993-01-01

In this work we examine ways to improve the sensitivity of the analysis procedure for gamma ray spectra with respect to small differences in the continuum (Compton) spectra. The method developed is applied to analyze gamma ray spectra obtained from planetary mapping by the Mars Observer spacecraft launched in September 1992. Calculated Mars simulation spectra and actual thick target bombardment spectra have been taken as test cases. The principle of the method rests on the extraction of continuum information from Fourier transforms of the spectra. We study how a better estimate of the spectrum from larger regions of the Mars surface will improve the analysis for smaller regions with poorer statistics. Estimation of signal within the continuum is done in the frequency domain which enables efficient and sensitive discrimination of subtle differences between two spectra. The process is compared to other methods for the extraction of information from the continuum. Finally we explore briefly the possible uses of this technique in other applications of continuum spectra.

Continuum Fatigue Damage Modeling for Use in Life Extending Control

NASA Technical Reports Server (NTRS)

Lorenzo, Carl F.

1994-01-01

This paper develops a simplified continuum (continuous wrp to time, stress, etc.) fatigue damage model for use in Life Extending Controls (LEC) studies. The work is based on zero mean stress local strain cyclic damage modeling. New nonlinear explicit equation forms of cyclic damage in terms of stress amplitude are derived to facilitate the continuum modeling. Stress based continuum models are derived. Extension to plastic strain-strain rate models are also presented. Application of these models to LEC applications is considered. Progress toward a nonzero mean stress based continuum model is presented. Also, new nonlinear explicit equation forms in terms of stress amplitude are also derived for this case.

Teacher Educators' Professional Development: Towards a Typology of Teacher Educators' Researcherly Disposition

ERIC Educational Resources Information Center

Tack, Hanne; Vanderlinde, Ruben

2014-01-01

Since the beginning of the twenty-first century, the need for teacher educators'--or those who teach the teachers--professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a teacher…

Teacher Research as Professional Development for P-12 Music Teachers

ERIC Educational Resources Information Center

Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

2014-01-01

The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

Teachers Helping Teachers: A Professional Development Model That Promotes Teacher Leadership

ERIC Educational Resources Information Center

Ghamrawi, Norma

2013-01-01

This mixed methods study reports on the outcomes of a professional development model (PDM) developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist…

Measuring Teachers' Knowledge of Vocabulary Development and Instruction

ERIC Educational Resources Information Center

Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany

2016-01-01

This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

The Development of Teacher Perspectives: Final Report.

ERIC Educational Resources Information Center

Tabachnick, B. Robert; Zeichner, Kenneth M.

This longitudinal study of the development of perspectives toward teaching consists of three major phases: (1) an examination of the impact of the student teaching experience on the development of teacher perspectives; (2) an examination of the continuing development of teacher perspectives during the first year of teaching; and (3) further…

Managing Current Developments in SEN and Inclusion: Developing Confidence in New Teachers

ERIC Educational Resources Information Center

Richards, Gill

2010-01-01

Developments in special and inclusive education have lead to increasing challenges for teachers. Initial Teacher Education has struggled to keep pace with these developments and equip all newly qualified teachers with the skills required to meet the needs of children with SEN. This paper reflects upon recent national initiatives designed to…

77 FR 33229 - Notice of Proposed Information Collection for Public Comment; Continuum of Care Homeless...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-05

... Information Collection for Public Comment; Continuum of Care Homeless Assistance Grant Application--Continuum of Care Application AGENCY: Office of Assistant Secretary for Community Planning and Development... collection for public comment entitled Continuum of Care of Homeless Assistance Grant Application- Continuum...

Motivating teachers in the developing world: Insights from research with English language teachers in Oman

NASA Astrophysics Data System (ADS)

Wyatt, Mark

2013-07-01

According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood from perspectives both theoretical and comparative. Thus an analysis is required of the changes that have taken place particularly in countries whose education systems have developed rapidly in recent decades. Case studies of motivated teacher behaviour in such national contexts might be of relevance to educational reformers. Drawing upon the tenets of self-determination theory (SDT), this article begins by discussing the nature of the reported teacher motivation crisis in the developing world more generally. It then focuses on the Sultanate of Oman, highlighting recent historical developments there. Having thus set the scene, the author considers the extent to which negative environmental influences on teacher motivation in Oman have been addressed and then looks for evidence of intrinsic motivation in case studies of Omani English teachers. Returning to the developing world more generally, conclusions focus on how teachers' psychological needs for competence, autonomy and relatedness can be met through educational policies that reduce negative influences on teacher motivation and provide both inspiring professional development opportunities and work environments characterised by respect.

RE Student Teachers' Professional Development: Results, Reflections and Implications

ERIC Educational Resources Information Center

Ubani, Martin

2016-01-01

This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism…

Applying Constructionist Principles to Online Teacher Professional Development

ERIC Educational Resources Information Center

Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

2011-01-01

This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was…

Pupil Control Ideology among Prospective South African and Indian Teachers

ERIC Educational Resources Information Center

Cherian, L.

2011-01-01

The purpose of teacher training programmes is to instil a humanistic ideology into the school curriculum. Unfortunately however, this is not always able to change the culture of a school. The Pupil Control Ideology (PCI) scale was designed to measure the pupil control orientation of the respondents (teachers) on a humanistic-custodial continuum.…

Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania

ERIC Educational Resources Information Center

Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

2016-01-01

This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in…

Supporting Teachers' Understandings of Function through Online Professional Development

ERIC Educational Resources Information Center

Silverman, Jason

2017-01-01

This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of…

Identity Development: What I Notice about Myself as a Teacher

ERIC Educational Resources Information Center

Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel

2018-01-01

Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of…

Teachers Know Best: Teachers' Views on Professional Development

ERIC Educational Resources Information Center

Bill & Melinda Gates Foundation, 2014

2014-01-01

To gain insights into the roadblocks to implementing effective professional development, the Bill & Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and…

Continuum limbed robots for locomotion

NASA Astrophysics Data System (ADS)

Mutlu, Alper

This thesis focuses on continuum robots based on pneumatic muscle technology. We introduce a novel approach to use these muscles as limbs of lightweight legged robots. The flexibility of the continuum legs of these robots offers the potential to perform some duties that are not possible with classical rigid-link robots. Potential applications are as space robots in low gravity, and as cave explorer robots. The thesis covers the fabrication process of continuum pneumatic muscles and limbs. It also provides some new experimental data on this technology. Afterwards, the designs of two different novel continuum robots - one tripod, one quadruped - are introduced. Experimental data from tests using the robots is provided. The experimental results are the first published example of locomotion with tripod and quadruped continuum legged robots. Finally, discussion of the results and how far this technology can go forward is presented.

An analysis of zoo and aquarium provided teacher professional development

NASA Astrophysics Data System (ADS)

Kubarek-Sandor, Joy

Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

Collaboration between Teacher Educators and Schools to Enhance Development

ERIC Educational Resources Information Center

Postholm, May Britt

2016-01-01

The article focuses on school-based development and how collaboration between teacher educators and leaders and teachers can promote development in teacher education, in school and in the collaboration site in school where both parties meet. The data were collected in Norway through qualitative interviews with groups of teachers and leaders at…

Networked Teacher Professional Development: The Case of Globaloria

ERIC Educational Resources Information Center

Whitehouse, Pamela

2011-01-01

The purpose of this paper is to explore a teacher professional development program embedded in a networked learning environment, and to offer an emerging model and analytic matrix of 21st century teacher professional development. The Globaloria program is based on theories of learning by design and facilitates teachers and students as they create…

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

NASA Astrophysics Data System (ADS)

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Development of a Continuum of Services for Children and Adults with Autism and Other Severe Behavior Disorders.

ERIC Educational Resources Information Center

Luce, Stephen C.; And Others

1992-01-01

Key elements of a continuum of services for individuals with autism and other severe behavior disorders are described, focusing on development of a strong central organization; funding; staff recruitment, training, supervision, and evaluation; program evaluation; outreach parent training; home-based early intervention; vocational training;…

Frequency chirpings in Alfven continuum

NASA Astrophysics Data System (ADS)

Wang, Ge; Berk, Herb; Breizman, Boris; Zheng, Linjin

2017-10-01

We have used a self-consistent mapping technique to describe both the nonlinear wave-energetic particle resonant interaction and its spatial mode structure that depends upon the resonant energetic particle pressure. At the threshold for the onset of the energetic particle mode (EPM), strong chirping emerges in the lower continuum close to the TAE gap and then, driven by strong continuum damping, chirps rapidly to lower frequencies in the Alfven continuum. An adiabatic theory was developed that accurately replicated the results from the simulation where the nonlinearity was only due to the EPM resonant particles. The results show that the EPM-trapped particles have their action conserved during the time of rapid chirping. This adiabaticity enabled wave trapped particles to be confined within their separatrix, and produce even larger resonant structures, that can produce a large amplitude mode far from linearly predicted frequencies. In the present work we describe the effect of additional MHD nonlinearity to this calculation. We studied how the zonal flow component and its nonlinear feedback to the fundamental frequency and found that the MHD nonlinearity doesn't significantly alter the frequency chirping response that is predicted by the calculation that neglects the MHD nonlinearity.

The Role of Teacher Work Samples in Developing Effective and Reflective Physical Education Teachers

ERIC Educational Resources Information Center

Sutherland, Sue; Goodway, Jackie

2010-01-01

For eight years, Ohio State University (OSU) has systematically infused teacher work samples (TWS) into their physical education teacher education (PETE) undergraduate curriculum in order to develop effective and reflective teachers. Teacher work samples are made up of five main parts: (1) community mapping, (2) unit planning, (3) data collection…

A CONTINUUM HARD-SPHERE MODEL OF PROTEIN ADSORPTION

PubMed Central

Finch, Craig; Clarke, Thomas; Hickman, James J.

2012-01-01

Protein adsorption plays a significant role in biological phenomena such as cell-surface interactions and the coagulation of blood. Two-dimensional random sequential adsorption (RSA) models are widely used to model the adsorption of proteins on solid surfaces. Continuum equations have been developed so that the results of RSA simulations can be used to predict the kinetics of adsorption. Recently, Brownian dynamics simulations have become popular for modeling protein adsorption. In this work a continuum model was developed to allow the results from a Brownian dynamics simulation to be used as the boundary condition in a computational fluid dynamics (CFD) simulation. Brownian dynamics simulations were used to model the diffusive transport of hard-sphere particles in a liquid and the adsorption of the particles onto a solid surface. The configuration of the adsorbed particles was analyzed to quantify the chemical potential near the surface, which was found to be a function of the distance from the surface and the fractional surface coverage. The near-surface chemical potential was used to derive a continuum model of adsorption that incorporates the results from the Brownian dynamics simulations. The equations of the continuum model were discretized and coupled to a CFD simulation of diffusive transport to the surface. The kinetics of adsorption predicted by the continuum model closely matched the results from the Brownian dynamics simulation. This new model allows the results from mesoscale simulations to be incorporated into micro- or macro-scale CFD transport simulations of protein adsorption in practical devices. PMID:23729843

Micropolar continuum modelling of bi-dimensional tetrachiral lattices

PubMed Central

Chen, Y.; Liu, X. N.; Hu, G. K.; Sun, Q. P.; Zheng, Q. S.

2014-01-01

The in-plane behaviour of tetrachiral lattices should be characterized by bi-dimensional orthotropic material owing to the existence of two orthogonal axes of rotational symmetry. Moreover, the constitutive model must also represent the chirality inherent in the lattices. To this end, a bi-dimensional orthotropic chiral micropolar model is developed based on the theory of irreducible orthogonal tensor decomposition. The obtained constitutive tensors display a hierarchy structure depending on the symmetry of the underlying microstructure. Eight additional material constants, in addition to five for the hemitropic case, are introduced to characterize the anisotropy under Z2 invariance. The developed continuum model is then applied to a tetrachiral lattice, and the material constants of the continuum model are analytically derived by a homogenization process. By comparing with numerical simulations for the discrete lattice, it is found that the proposed continuum model can correctly characterize the static and wave properties of the tetrachiral lattice. PMID:24808754

The Development of Community Competence in the Teacher Education Curriculum

ERIC Educational Resources Information Center

Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

Curriculum Development: Teacher Involvement in Curriculum Development

ERIC Educational Resources Information Center

Alsubaie, Merfat Ayesh

2016-01-01

In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

The continuum of spreading depolarizations in acute cortical lesion development: Examining Leão’s legacy

PubMed Central

Shuttleworth, C William; Kirov, Sergei A; Ayata, Cenk; Hinzman, Jason M; Foreman, Brandon; Andrew, R David; Boutelle, Martyn G; Brennan, KC; Carlson, Andrew P; Dahlem, Markus A; Drenckhahn, Christoph; Dohmen, Christian; Fabricius, Martin; Farkas, Eszter; Feuerstein, Delphine; Graf, Rudolf; Helbok, Raimund; Lauritzen, Martin; Major, Sebastian; Oliveira-Ferreira, Ana I; Richter, Frank; Rosenthal, Eric S; Sakowitz, Oliver W; Sánchez-Porras, Renán; Santos, Edgar; Schöll, Michael; Strong, Anthony J; Urbach, Anja; Westover, M Brandon; Winkler, Maren KL; Witte, Otto W; Woitzik, Johannes; Dreier, Jens P

2016-01-01

A modern understanding of how cerebral cortical lesions develop after acute brain injury is based on Aristides Leão’s historic discoveries of spreading depression and asphyxial/anoxic depolarization. Treated as separate entities for decades, we now appreciate that these events define a continuum of spreading mass depolarizations, a concept that is central to understanding their pathologic effects. Within minutes of acute severe ischemia, the onset of persistent depolarization triggers the breakdown of ion homeostasis and development of cytotoxic edema. These persistent changes are diagnosed as diffusion restriction in magnetic resonance imaging and define the ischemic core. In delayed lesion growth, transient spreading depolarizations arise spontaneously in the ischemic penumbra and induce further persistent depolarization and excitotoxic damage, progressively expanding the ischemic core. The causal role of these waves in lesion development has been proven by real-time monitoring of electrophysiology, blood flow, and cytotoxic edema. The spreading depolarization continuum further applies to other models of acute cortical lesions, suggesting that it is a universal principle of cortical lesion development. These pathophysiologic concepts establish a working hypothesis for translation to human disease, where complex patterns of depolarizations are observed in acute brain injury and appear to mediate and signal ongoing secondary damage. PMID:27328690

Modeling of Continuum Manipulators Using Pythagorean Hodograph Curves.

PubMed

Singh, Inderjeet; Amara, Yacine; Melingui, Achille; Mani Pathak, Pushparaj; Merzouki, Rochdi

2018-05-10

Research on continuum manipulators is increasingly developing in the context of bionic robotics because of their many advantages over conventional rigid manipulators. Due to their soft structure, they have inherent flexibility, which makes it a huge challenge to control them with high performances. Before elaborating a control strategy of such robots, it is essential to reconstruct first the behavior of the robot through development of an approximate behavioral model. This can be kinematic or dynamic depending on the conditions of operation of the robot itself. Kinematically, two types of modeling methods exist to describe the robot behavior; quantitative methods describe a model-based method, and qualitative methods describe a learning-based method. In kinematic modeling of continuum manipulator, the assumption of constant curvature is often considered to simplify the model formulation. In this work, a quantitative modeling method is proposed, based on the Pythagorean hodograph (PH) curves. The aim is to obtain a three-dimensional reconstruction of the shape of the continuum manipulator with variable curvature, allowing the calculation of its inverse kinematic model (IKM). It is noticed that the performances of the PH-based kinematic modeling of continuum manipulators are considerable regarding position accuracy, shape reconstruction, and time/cost of the model calculation, than other kinematic modeling methods, for two cases: free load manipulation and variable load manipulation. This modeling method is applied to the compact bionic handling assistant (CBHA) manipulator for validation. The results are compared with other IKMs developed in case of CBHA manipulator.

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

ERIC Educational Resources Information Center

Huang, Ju; Xu, Shijing

2015-01-01

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…

The Investigation of Teachers' Metaphoric Perceptions about Professional Development

ERIC Educational Resources Information Center

Yurtseven, Nihal

2017-01-01

Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

Developing Practice: Teaching Teachers Today for Tomorrow

ERIC Educational Resources Information Center

Mays, Tony John

2011-01-01

This paper argues that the development of classroom practice is central to the purpose of the IPET (initial professional education and training) of teachers. Notwithstanding the growing use of ICTs (information and communication technologies), both in teacher development and school classrooms, the normative modeling of appropriate contact-based…

Theoretical Calculation and Validation of the Water Vapor Continuum Absorption

NASA Technical Reports Server (NTRS)

Ma, Qiancheng; Tipping, Richard H.

1998-01-01

The primary objective of this investigation is the development of an improved parameterization of the water vapor continuum absorption through the refinement and validation of our existing theoretical formalism. The chief advantage of our approach is the self-consistent, first principles, basis of the formalism which allows us to predict the frequency, temperature and pressure dependence of the continuum absorption as well as provide insights into the physical mechanisms responsible for the continuum absorption. Moreover, our approach is such that the calculated continuum absorption can be easily incorporated into satellite retrieval algorithms and climate models. Accurate determination of the water vapor continuum is essential for the next generation of retrieval algorithms which propose to use the combined constraints of multispectral measurements such as those under development for EOS data analysis (e.g., retrieval algorithms based on MODIS and AIRS measurements); current Pathfinder activities which seek to use the combined constraints of infrared and microwave (e.g., HIRS and MSU) measurements to improve temperature and water profile retrievals, and field campaigns which seek to reconcile spectrally-resolved and broad-band measurements such as those obtained as part of FIRE. Current widely used continuum treatments have been shown to produce spectrally dependent errors, with the magnitude of the error dependent on temperature and abundance which produces errors with a seasonal and latitude dependence. Translated into flux, current water vapor continuum parameterizations produce flux errors of order 10 W/sq m, which compared to the 4 W/sq m magnitude of the greenhouse gas forcing and the 1-2 W/sq m estimated aerosol forcing is certainly climatologically significant and unacceptably large. While it is possible to tune the empirical formalisms, the paucity of laboratory measurements, especially at temperatures of interest for atmospheric applications, preclude

Theoretical Calculation and Validation of the Water Vapor Continuum Absorption

NASA Technical Reports Server (NTRS)

Ma, Qiancheng; Tipping, Richard H.

1998-01-01

The primary objective of this investigation is the development of an improved parameterization of the water vapor continuum absorption through the refinement and validation of our existing theoretical formalism. The chief advantage of our approach is the self-consistent, first principles, basis of the formalism which allows us to predict the frequency, temperature and pressure dependence of the continuum absorption as well as provide insights into the physical mechanisms responsible for the continuum absorption. Moreover, our approach is such that the calculated continuum absorption can be easily incorporated into satellite retrieval algorithms and climate models. Accurate determination of the water vapor continuum is essential for the next generation of retrieval algorithms which propose to use the combined constraints of multi-spectral measurements such as those under development for EOS data analysis (e.g., retrieval algorithms based on MODIS and AIRS measurements); current Pathfinder activities which seek to use the combined constraints of infrared and microwave (e.g., HIRS and MSU) measurements to improve temperature and water profile retrievals, and field campaigns which seek to reconcile spectrally-resolved and broad-band measurements such as those obtained as part of FIRE. Current widely used continuum treatments have been shown to produce spectrally dependent errors, with the magnitude of the error dependent on temperature and abundance which produces errors with a seasonal and latitude dependence. Translated into flux, current water vapor continuum parameterizations produce flux errors of order 10 W/ml, which compared to the 4 W/m' magnitude of the greenhouse gas forcing and the 1-2 W/m' estimated aerosol forcing is certainly climatologically significant and unacceptably large. While it is possible to tune the empirical formalisms, the paucity of laboratory measurements, especially at temperatures of interest for atmospheric applications, preclude tuning

Head Start Classroom Teachers' and Assistant Teachers' Perceptions of Professional Development Using a Learn Framework

ERIC Educational Resources Information Center

Nasser, Ilham; Kidd, Julie K.; Burns, M. Susan; Campbell, Trina

2015-01-01

This study investigates early childhood education teachers' and assistant teachers' views about a year-long professional development model that focuses on developing intentional teaching. The study shares the results of interviews conducted with the teachers at the end of the implementation of a one-year experimental professional model in Head…

Developments and Control of Biocompatible Conducting Polymer for Intracorporeal Continuum Robots.

PubMed

Chikhaoui, Mohamed Taha; Benouhiba, Amine; Rougeot, Patrick; Rabenorosoa, Kanty; Ouisse, Morvan; Andreff, Nicolas

2018-04-30

Dexterity of robots is highly required when it comes to integration for medical applications. Major efforts have been conducted to increase the dexterity at the distal parts of medical robots. This paper reports on developments toward integrating biocompatible conducting polymers (CP) into inherently dexterous concentric tube robot paradigm. In the form of tri-layer thin structures, CP micro-actuators produce high strains while requiring less than 1 V for actuation. Fabrication, characterization, and first integrations of such micro-actuators are presented. The integration is validated in a preliminary telescopic soft robot prototype with qualitative and quantitative performance assessment of accurate position control for trajectory tracking scenarios. Further, CP micro-actuators are integrated to a laser steering system in a closed-loop control scheme with displacements up to 5 mm. Our first developments aim toward intracorporeal medical robotics, with miniaturized actuators to be embedded into continuum robots.

Teachers' Professional Development. Teachers in Society Series.

ERIC Educational Resources Information Center

Hughes, Phillip, Ed.

This book is the first in a series on teachers and teaching, a result of the Australian Council for Educational Research program of research on teachers. The theme, teachers in society, has been constructed around three broad areas: the context of teaching, teacher education, and teachers' work. The book is divided into 8 chapters as follows: (l)…

How Teachers Become Leaders: An Internationally Validated Theoretical Model of Teacher Leadership Development

ERIC Educational Resources Information Center

Poekert, Philip; Alexandrou, Alex; Shannon, Darbianne

2016-01-01

Teacher leadership is increasingly being touted as a practical response to guide teacher learning in school improvement and policy reform efforts. However, the field of research on teacher leadership in relation to post-compulsory educational development has been and remains largely atheoretical to date. This empirical study proposes a grounded…

Modal kinematics for multisection continuum arms.

PubMed

Godage, Isuru S; Medrano-Cerda, Gustavo A; Branson, David T; Guglielmino, Emanuele; Caldwell, Darwin G

2015-05-13

This paper presents a novel spatial kinematic model for multisection continuum arms based on mode shape functions (MSF). Modal methods have been used in many disciplines from finite element methods to structural analysis to approximate complex and nonlinear parametric variations with simple mathematical functions. Given certain constraints and required accuracy, this helps to simplify complex phenomena with numerically efficient implementations leading to fast computations. A successful application of the modal approximation techniques to develop a new modal kinematic model for general variable length multisection continuum arms is discussed. The proposed method solves the limitations associated with previous models and introduces a new approach for readily deriving exact, singularity-free and unique MSF's that simplifies the approach and avoids mode switching. The model is able to simulate spatial bending as well as straight arm motions (i.e., pure elongation/contraction), and introduces inverse position and orientation kinematics for multisection continuum arms. A kinematic decoupling feature, splitting position and orientation inverse kinematics is introduced. This type of decoupling has not been presented for these types of robotic arms before. The model also carefully accounts for physical constraints in the joint space to provide enhanced insight into practical mechanics and impose actuator mechanical limitations onto the kinematics thus generating fully realizable results. The proposed method is easily applicable to a broad spectrum of continuum arm designs.

Relational Dynamics in Teacher Professional Development

ERIC Educational Resources Information Center

Finkelstein, Carla

2013-01-01

Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

Measuring Characteristics of Teacher Professional Development

ERIC Educational Resources Information Center

Soine, Karen M.; Lumpe, Andrew

2014-01-01

The primary purpose of the study was to create and psychometrically test an instrument which measured teachers' perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor…

The Collaborative Development of Teacher Training Skills

ERIC Educational Resources Information Center

Stillwell, Christopher

2009-01-01

This paper describes "mentor development", a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another…

Female Teachers' Perception of Reflective Teaching as a Teacher Development Tool in the Saudi Context

ERIC Educational Resources Information Center

Shukri, Nadia

2014-01-01

Teacher development in the EFL context has been well-established in Western educational institutions. However, although there are some limited studies in the Middle East, it is still under-researched in Saudi Arabia. This study investigates the EFL teachers' perceptions of reflective teaching as a tool for teacher development and its challenges in…

Rethinking Teacher Leader Development: A Study of Early Career Mathematics Teachers

ERIC Educational Resources Information Center

Huggins, Kristin Shawn; Lesseig, Kristin; Rhodes, Heidi

2017-01-01

In the era of standards-based reforms, informal teacher leadership is a critical factor in realizing instructional improvement. In this paper, we report on data from a one-year study of four early career mathematics teachers engaging in professional development around Common Core mathematical practices and leadership. Our findings highlight how…

English Language Teacher Development through Teacher Associations: The Case of NELTA

ERIC Educational Resources Information Center

Gnawali, Laxman

2016-01-01

ELT teacher associations, a common phenomenon in most countries around the world, employ different strategies in order to support the professional development of their membership. These associations usually spell out member support policies and strategies in documents such as statutes and websites, and put them into action allowing teachers to…

Teacher Identity and Numeracy: Developing an Analytic Lens for Understanding Numeracy Teacher Identity

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2013-01-01

This paper reviews recent literature on teacher identity in order to propose an operational framework that can be used to investigate the formation and development of numeracy teacher identities. The proposed framework is based on Van Zoest and Bohl's (2005) framework for mathematics teacher identity with a focus on those characteristics thought…

Why Teachers Participate in Professional Development: Lessons from a Schoolwide Teacher Study Group

ERIC Educational Resources Information Center

Bigsby, James B.; Firestone, William A.

2017-01-01

Because it is not clear that teachers will volunteer for good professional development if it is made available, this study used surveys--including social network analysis--and interviews to examine why teachers did and did not participate in one school's high-quality study group. While all teachers were motivated by intrinsic incentives, two…

Developing Modelling Lenses among Practicing Teachers

ERIC Educational Resources Information Center

Shahbari, Juhaina Awawdeh; Tabach, Michal

2016-01-01

Growing awareness of the importance of modelling activities in mathematics education has raised the question of whether teachers are prepared to facilitate the engagement of students in such activities. The current study investigates the effects of how teachers cope with modelling activities in developing their abilities to identify modelling…

Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

NASA Astrophysics Data System (ADS)

Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

2011-12-01

The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Numerical simulation of freshwater/seawater interaction in a dual-permeability karst system with conduits: the development of discrete-continuum VDFST-CFP model

NASA Astrophysics Data System (ADS)

Xu, Zexuan; Hu, Bill

2016-04-01

Dual-permeability karst aquifers of porous media and conduit networks with significant different hydrological characteristics are widely distributed in the world. Discrete-continuum numerical models, such as MODFLOW-CFP and CFPv2, have been verified as appropriate approaches to simulate groundwater flow and solute transport in numerical modeling of karst hydrogeology. On the other hand, seawater intrusion associated with fresh groundwater resources contamination has been observed and investigated in numbers of coastal aquifers, especially under conditions of sea level rise. Density-dependent numerical models including SEAWAT are able to quantitatively evaluate the seawater/freshwater interaction processes. A numerical model of variable-density flow and solute transport - conduit flow process (VDFST-CFP) is developed to provide a better description of seawater intrusion and submarine groundwater discharge in a coastal karst aquifer with conduits. The coupling discrete-continuum VDFST-CFP model applies Darcy-Weisbach equation to simulate non-laminar groundwater flow in the conduit system in which is conceptualized and discretized as pipes, while Darcy equation is still used in continuum porous media. Density-dependent groundwater flow and solute transport equations with appropriate density terms in both conduit and porous media systems are derived and numerically solved using standard finite difference method with an implicit iteration procedure. Synthetic horizontal and vertical benchmarks are created to validate the newly developed VDFST-CFP model by comparing with other numerical models such as variable density SEAWAT, couplings of constant density groundwater flow and solute transport MODFLOW/MT3DMS and discrete-continuum CFPv2/UMT3D models. VDFST-CFP model improves the simulation of density dependent seawater/freshwater mixing processes and exchanges between conduit and matrix. Continuum numerical models greatly overestimated the flow rate under turbulent flow

Polarizable Molecular Dynamics in a Polarizable Continuum Solvent

PubMed Central

Lipparini, Filippo; Lagardère, Louis; Raynaud, Christophe; Stamm, Benjamin; Cancès, Eric; Mennucci, Benedetta; Schnieders, Michael; Ren, Pengyu; Maday, Yvon; Piquemal, Jean-Philip

2015-01-01

We present for the first time scalable polarizable molecular dynamics (MD) simulations within a polarizable continuum solvent with molecular shape cavities and exact solution of the mutual polarization. The key ingredients are a very efficient algorithm for solving the equations associated with the polarizable continuum, in particular, the domain decomposition Conductor-like Screening Model (ddCOSMO), a rigorous coupling of the continuum with the polarizable force field achieved through a robust variational formulation and an effective strategy to solve the coupled equations. The coupling of ddCOSMO with non variational force fields, including AMOEBA, is also addressed. The MD simulations are feasible, for real life systems, on standard cluster nodes; a scalable parallel implementation allows for further speed up in the context of a newly developed module in Tinker, named Tinker-HP. NVE simulations are stable and long term energy conservation can be achieved. This paper is focused on the methodological developments, on the analysis of the algorithm and on the stability of the simulations; a proof-of-concept application is also presented to attest the possibilities of this newly developed technique. PMID:26516318

Scientist-Teacher Partnerships as Professional Development: An Action Research Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Willcuts, Meredith H.

The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participatedmore » in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data, collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the classroom teacher.« less

A Design Framework for Online Teacher Professional Development Communities

ERIC Educational Resources Information Center

Liu, Katrina Yan

2012-01-01

This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

The Factors that Affect Science Teachers' Participation in Professional Development

NASA Astrophysics Data System (ADS)

Roux, Judi Ann

Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities

Classroom Teacher Leadership: Service-Learning for Teacher Sense of Efficacy and Servant Leadership Development

ERIC Educational Resources Information Center

Stewart, Trae

2012-01-01

Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice…

Teachers Teaching Students from a Multicultural Background: The Case of Malaysia

ERIC Educational Resources Information Center

Rajendran, Nagappan

2005-01-01

Teacher educators like talking about the pre-service--in-service continuum as a way of expressing their views, that inevitably, they are expected to play a multifaceted role in and outside of the classroom. In this respect, what is of greater concern is that many teachers are inadequately prepared to teach ethnically diverse students. Malaysia is…

Teachers' Learning in School-Based Development

ERIC Educational Resources Information Center

Postholm, May Britt; Waege, Kjersti

2016-01-01

Background and purpose: Many researchers agree that teachers' learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the…

Teachers' Knowledge Development and Change: Untangling Beliefs and Practices

ERIC Educational Resources Information Center

Theriot, Shirley; Tice, Kathleen C.

2009-01-01

Through a case-study approach, the authors focus on understanding the complexity of teachers' knowledge development, particularly as it pertains to teachers' beliefs about literacy development and their teaching practices in literacy. Participants of the study are middle-school teachers who shared their beliefs and practices through (1) a…

Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

ERIC Educational Resources Information Center

van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, K.

2018-01-01

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may…

From Teacher Professional Development to the Classroom: How NLP Technology Can Enhance Teachers' Linguistic Awareness to Support Curriculum Development for English Language Learners

ERIC Educational Resources Information Center

Burstein, Jill; Shore, Jane; Sabatini, John; Moulder, Brad; Lentini, Jennifer; Biggers, Kietha; Holtzman, Steven

2014-01-01

This article reports on two studies using "Language Muse[superscript SM]" (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1,…

Prediction of Size Effects in Notched Laminates Using Continuum Damage Mechanics

NASA Technical Reports Server (NTRS)

Camanho, D. P.; Maimi, P.; Davila, C. G.

2007-01-01

This paper examines the use of a continuum damage model to predict strength and size effects in notched carbon-epoxy laminates. The effects of size and the development of a fracture process zone before final failure are identified in an experimental program. The continuum damage model is described and the resulting predictions of size effects are compared with alternative approaches: the point stress and the inherent flaw models, the Linear-Elastic Fracture Mechanics approach, and the strength of materials approach. The results indicate that the continuum damage model is the most accurate technique to predict size effects in composites. Furthermore, the continuum damage model does not require any calibration and it is applicable to general geometries and boundary conditions.

A Space Science Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Limaye, Sanjay S.; Pertzborn, Rosalyn A.

Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant

Cross-continuum Care Continuity: Achieving Seamless Care and Managing Comorbidities.

PubMed

Boston-Fleischhauer, Carol; Rose, Robert; Hartwig, Laurie

As healthcare systems continue to design care models responsive to payment changes and the assumption of clinical and financial risk, the need exists for a comprehensive approach to address cross-continuum care transitions. This article will highlight key learnings from the Nurse Executive Center's research on achieving care continuity. The business case for developing a cross-continuum care transition strategy will be discussed, as well as systemic enablers for the achievement of seamless care. A case study example of 1 system's solution for supporting the multiple comorbid patient population as part of its cross-continuum care transition strategy will be examined.

The Relationship between Teachers' Perceptions about Job-Embedded Professional Development and Teacher Efficacy in Implementing Technology

ERIC Educational Resources Information Center

Cooper, Calvin H., Jr.

2014-01-01

Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers' inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy. Professional…

Mediating Artifact in Teacher Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2015-01-01

This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best…

The impact of telecommunications on science teacher professional development

NASA Astrophysics Data System (ADS)

Hatton, Mary E.

National education reform places emphasis on teachers moving towards empowering themselves and accepting responsibility for their own professional growth. Successful teacher in-service programs foster professional development by providing support in the school context (Baird, Ellis and Kuerbis, 1989; Lieberman, 1990). Research on national reform indicates that many teachers rely on communities of networks to sustain the assistance they need (McLaughlin & Talbert, 1993). Communities of teachers develop relationships with one another to enhance their personal and professional development while collaborating with colleagues (Lieberman, 1990). However, teachers within a school or the same district rarely have opportunities for collegial interactions because of schedules, lack of support for such interactions, or lack of interest among colleagues. This research study evaluates teachers interacting as a community via the Internet. Internet technology overcomes geographic barriers and time constraints, which limit the effectiveness of professional development programs (Gal, 1993). The communication opportunities in a network, together with the coordination of program staff, create an environment that provides teachers with support following a summer program (Gal, 1993). This case study examines the structure and change in three groups of science teachers who attended summer institutes and maintained interactions through a commercial network. The activities and interactions among members in the group, and the ways in which the members interacted with one another to create a community were studied. The network provided opportunities to interact with colleagues, both privately and publicly. Dialogue from these interactions were analyzed to determine patterns of teacher discourse that evolved following an in-service program. Teachers requested support for using program materials, shared experiences, shared resources, interacted socially, and reflected on their practice. This

Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

ERIC Educational Resources Information Center

Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

2016-01-01

Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

How to Become a Broker: The Role of Teacher Educators in Developing Collaborative Teacher Research Teams

ERIC Educational Resources Information Center

Willegems, Vicky; Consuegra, Els; Struyven, Katrien; Engels, Nadine

2016-01-01

This study explores how teacher educators involved in developing collaborative teacher research teams of pre-service and in-service teachers perceive their new role. Ten teacher educators in 9 teams were involved in a 1-year teacher research cycle. Thematic analysis was performed on the transcriptions of audio-taped group sessions, video diaries…

Methodological Issues in Researching Teacher Education in Developing Countries.

ERIC Educational Resources Information Center

Sharpes, Donald K.

Social science concepts have an impact on the study of teacher education in developing countries, and teacher education is a primary social force woven throughout the study of national development. A recommended approach to research on teacher education combines a study of how education influences, and in turn is influenced by, other developmental…

The Continuum of Health Professions

PubMed Central

Jensen, Clyde B.

2015-01-01

The large number of health care professions with overlapping scopes of practice is intimidating to students, confusing to patients, and frustrating to policymakers. As abundant and diverse as the hundreds of health care professions are, they possess sufficient numbers of common characteristics to warrant their placement on a common continuum of health professions that permits methodical comparisons. From 2009–2012, the author developed and delivered experimental courses at 2 community colleges for the purposes of creating and validating a novel method for comparing health care professions. This paper describes the bidirectional health professions continuum that emerged from these courses and its potential value in helping students select a health care career, motivating health care providers to seek interprofessional collaboration, assisting patients with the selection of health care providers, and helping policymakers to better understand the health care professions they regulate. PMID:26770147

Professional Development Needs of Online Teachers

ERIC Educational Resources Information Center

Roy, Mamta; Boboc, Marius

2016-01-01

Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

The First Generation of the Implementation of Teachers Teaching Teachers, An Indiana Staff Development Model.

ERIC Educational Resources Information Center

Swan, Edward T.; And Others

This study evaluated the success of Teachers Teaching Teachers, an Indiana staff development model in its first implementation. The project consisted of a cadre of teachers from one school system who trained teachers from four other school systems. Participants were evaluated on nine Likert-type pre- and post-measures at each of the four training…

Changing public stigma with continuum beliefs.

PubMed

Corrigan, Patrick W; Schmidt, Annie; Bink, Andrea B; Nieweglowski, Katherine; Al-Khouja, Maya A; Qin, Sang; Discont, Steve

2017-10-01

Given the egregious effect of public stigma on the lives of people with mental illness, researchers have sought to unpack and identify effective components of anti-stigma programs. We expect to show that continuum messages have more positive effect on stigma and affirming attitudes (beliefs that people with mental illness recover and should be personally empowered) than categorical perspectives. The effect of continuum beliefs will interact with contact strategies. A total of 598 research participants were randomly assigned to online presentations representing one of the six conditions: three messages (continuum, categorical, or neutral control) by two processes (education or contact). Participants completed measures of continuum beliefs (as a manipulation check), stigma and affirming attitudes after viewing the condition. Continuum messages had significantly better effect on views that people with mental illness are "different," a finding that interacted with contact. Continuum messages also had better effects on recovery beliefs, once again an effect that interacted significantly with contact. Implications of these findings for improving anti-stigma programs are discussed.

Scientist-teacher interactions: Catalysts for developing transformational classrooms

NASA Astrophysics Data System (ADS)

McCarty, Robbie Von

Professional development leading to standards-based teaching practices in U.S. schools is a remarkably subtle and lengthy process. Research indicates that there are many effective tools for teaching through inquiry available to teachers (Lawson, Abraham, & Renner, 1989), but also that teachers continue to present traditional positivistic views of science (Hashweh, 1985; Maor & Taylor, 1995; Zucker, Young, & Luczak, 1996) and appear to view constructivism as a "method" of teaching rather than a way of thinking about learning (Tobin, Tippins, & Gallard, 1984). Teachers are expected to create enriched environments where students can develop the thinking skills of scientists (Roth & Roychoudhury, 1993) but the majority of teachers have never experienced such environments; the involvement of scientists in science education is encouraged by the NRC, AAAS, and NSTA. Teachers and students are expected to act as coresearchers, where negotiation, debate, consensus, and reflection are key. It is believed that scientist and teachers interacting as co-researchers could assist teachers in developing attitudes of freedom in exploration: the essence of science and a mindset that constructivism is a referent, or tool for critical reflection (Tobin, Tippins & Gallard, 1994). This study seeks to identify aspects of scientist-teacher interactions in the field that could serve as catalysts for developing transformational classrooms. Multiple data sources were collected for this study: audiotapes and transcripts of laboratory interactions and informal interviews, written narratives from applications and funding documents, field notes, and personal communications. Data were simultaneously collected, analyzed and coded as a perpetual review of the literature was conducted as in the grounded theory methodology defined by Glaser (1967) and later by Strauss & Corbin (1990). Findings indicate all four teachers valued field experiences in personal ways, developed new understandings of

Developing a Reflective Thinking Tendency Scale for Teachers and Student Teachers

ERIC Educational Resources Information Center

Semerci, Cetin

2007-01-01

This paper aims to develop the Reflective Thinking Tendency Scale (RTTS) for teachers and student teachers. Survey was the research method used in the study. In this research, there were 599 cases and 456 of these cases were the students of the departments of the Turkish language teaching and primary school teaching within grades of 2nd, 3rd and…

Beyond Superheroes and Advocacy: The Pathway of Teacher Leadership Development

ERIC Educational Resources Information Center

Smylie, Mark A.; Eckert, Jonathan

2018-01-01

This article introduces new perspectives, principles and recommendations for the successful development of teacher leadership. It draws from literature on teacher leadership, work redesign, and on-the-job leadership development to explore key insights and questions for teacher leadership development, and it presents a conceptual-theoretical model…

Professional Development Urban Schools: What Do Teachers Say?

ERIC Educational Resources Information Center

Green, Tanya R.; Allen, Mishaleen

2015-01-01

This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

The Effect of Professional Development on Teacher Efficacy and Teachers' Self-Analysis of Their Efficacy Change

ERIC Educational Resources Information Center

Yoo, Julia H.

2016-01-01

The current study examined the effect of an online professional development learning experience on teachers' self-efficacy through 148 (Male = 22; Female = 126) K-12 teachers and school educators. The Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally,…

Developing Collaborative Approaches to Enhance the Professional Development of Primary Mathematics Teachers

ERIC Educational Resources Information Center

McNeill, Jane; Butt, Graham; Armstrong, Andy

2016-01-01

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing…

Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies

ERIC Educational Resources Information Center

King, Fiona

2016-01-01

Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher…

Development of Classroom Management Scale for Science Teachers

ERIC Educational Resources Information Center

Temli-Durmus, Yeliz

2016-01-01

Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management…

Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development

ERIC Educational Resources Information Center

Golombek, Paula R.; Johnson, Karen E.

2017-01-01

We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers'…

Mediating Artifact in Teacher Professional Development

NASA Astrophysics Data System (ADS)

Svendsen, Bodil

2015-07-01

This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

ERIC Educational Resources Information Center

Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

2017-01-01

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

Teacher Development: A Real Need for English Departments in Vietnam.

ERIC Educational Resources Information Center

Hiep, Pham Hoa

2001-01-01

Examines English-as-a-Foreign-Language (EFL) teacher training and teacher development in Vietnam. Suggests ways to promote professional development among EFL teachers in Vietnam, which may be applicable to similar situations in other countries. (Author/VWL)

Microstructural comparison of the kinematics of discrete and continuum dislocations models

NASA Astrophysics Data System (ADS)

Sandfeld, Stefan; Po, Giacomo

2015-12-01

The Continuum Dislocation Dynamics (CDD) theory and the Discrete Dislocation Dynamics (DDD) method are compared based on concise mathematical formulations of the coarse graining of discrete data. A numerical tool for converting from a discrete to a continuum representation of a given dislocation configuration is developed, which allows to directly compare both simulation approaches based on continuum quantities (e.g. scalar density, geometrically necessary densities, mean curvature). Investigating the evolution of selected dislocation configurations within analytically given velocity fields for both DDD and CDD reveals that CDD contains a surprising number of important microstructural details.

Infusing Neuroscience into Teacher Professional Development

PubMed Central

Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank

2015-01-01

Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers. PMID:26139861

Case-based Long-term Professional Development of Science Teachers

NASA Astrophysics Data System (ADS)

Dori, Yehudit J.; Herscovitz, Orit

2005-10-01

Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.

The Influence of Teacher Education on Mentor Teachers' Role Perception in Professional Development Schools

ERIC Educational Resources Information Center

Klieger, Aviva; Oster-Levinz, Anat

2015-01-01

Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…

Evaluating Mathematics Teachers' Professional Development Motivations and Needs

ERIC Educational Resources Information Center

Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

2016-01-01

While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

Development and Validation of a Measure of Elementary Teachers' Science Content Knowledge in Two Multiyear Teacher Professional Development Intervention Projects

ERIC Educational Resources Information Center

Maerten-Rivera, Jaime Lynn; Huggins-Manley, Anne Corinne; Adamson, Karen; Lee, Okhee; Llosa, Lorena

2015-01-01

Using data collected from two multiyear teacher professional development projects employing randomized control trials, this study describes the development and validation of a paper-based test of elementary teachers' science content knowledge (SCK). Evidence of construct validity is presented, including evidence on internal structural…

An Examination of Teacher Leaders' and Teachers' Perceptions of the Trainer of Trainer Model of Professional Development

ERIC Educational Resources Information Center

Hobbs, Shandar Nicole Armstrong

2017-01-01

The practice of using teacher leaders to support and develop teachers from within the educational organization is gaining support from research. The Trainer of Trainers (TOT) model of professional development is one practice used to develop educators. This study focused on the perceptions of teacher leaders within the TOT model. Teachers'…

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

Relational Agency and Teacher Development: A CHAT Analysis of a Collaborative Professional Inquiry Project with Biology Teachers

ERIC Educational Resources Information Center

McNicholl, Jane

2013-01-01

Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers'…

The Black Teacher Project: How Racial Affinity Professional Development Sustains Black Teachers

ERIC Educational Resources Information Center

Mosely, Micia

2018-01-01

The Black Teacher Project (BTP) is an organization that supports, develops and sustains Black teachers for schools in the United States. The organization is building a Black teaching force that reflects the diversity and excellence of Black people in the United States. In our pilot year, BTP offered racial affinity-based professional development…

Teacher Professional Learning: Developing with the Aid of Technology

ERIC Educational Resources Information Center

Kyprianou, Marianna; Nikiforou, Eleni

2016-01-01

Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

Professional development and teacher impacts: The NSF GK-12 experience

NASA Astrophysics Data System (ADS)

Camasta, Susan Fullett

Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.

The Teachers' Perspective on Teacher Professional Development Evaluation

ERIC Educational Resources Information Center

Chen, Yu-Fen

2013-01-01

This study constructs indicators and weights that can be used in the professional development evaluation (PDE) of elementary school teachers. The indicators were constructed using data collected from literature reviews, interviews with experts, and questionnaire surveys. The Fuzzy Analytic Hierarchy Process (FAPH) was used to analyze the collected…

Modes of interconnected lattice trusses using continuum models, part 1

NASA Technical Reports Server (NTRS)

Balakrishnan, A. V.

1991-01-01

This represents a continuing systematic attempt to explore the use of continuum models--in contrast to the Finite Element Models currently universally in use--to develop feedback control laws for stability enhancement of structures, particularly large structures, for deployment in space. We shall show that for the control objective, continuum models do offer unique advantages. It must be admitted of course that developing continuum models for arbitrary structures is no easy task. In this paper we take advantage of the special nature of current Large Space Structures--typified by the NASA-LaRC Evolutionary Model which will be our main concern--which consists of interconnected orthogonal lattice trusses each with identical bays. Using an equivalent one-dimensional Timoshenko beam model, we develop an almost complete continuum model for the evolutionary structure. We do this in stages, beginning only with the main bus as flexible and then going on to make all the appendages also flexible-except for the antenna structure. Based on these models we proceed to develop formulas for mode frequencies and shapes. These are shown to be the roots of the determinant of a matrix of small dimension compared with mode calculations using Finite Element Models, even though the matrix involves transcendental functions. The formulas allow us to study asymptotic properties of the modes and how they evolve as we increase the number of bodies which are treated as flexible. The asymptotics, in fact, become simpler.

Trainning of Special Education Teachers about Curriculum Development

ERIC Educational Resources Information Center

Ozcan, Deniz; Uzunboylu, Huseyin

2015-01-01

The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods…

Prospective Elementary Teachers' Development of Fraction Number Sense

ERIC Educational Resources Information Center

Utley, Juliana; Reeder, Stacy

2012-01-01

Can prospective elementary teachers "unlearn" harmful algorithms used with fractions as they are invited to develop fraction number sense? This study examined the development of prospective elementary teachers' fraction number sense during an intermediate (grades 5-8) mathematics methods course. During this course, participants' were involved in a…

Portfolio Development in Teacher Education and Educational Leadership.

ERIC Educational Resources Information Center

Biddle, James

The Ohio Consortium for Portfolio Development was established in 1988 as an interinstitutional research effort to integrate portfolio development into teacher education. A subphase focused on portfolio use by entry year teachers in a metropolitan school system. Personnel at Wright State University, Central State University, and the University of…

Teacher Perspectives on Literacy and Mathematics Professional Development

ERIC Educational Resources Information Center

Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert

2018-01-01

This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following…

Reforming Professional Development: Focusing on Teachers' Practices

ERIC Educational Resources Information Center

Leach, Laura M.

2012-01-01

The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional…

Harnessing OER to Develop Teachers: The Guyana Experience

ERIC Educational Resources Information Center

Butcher, Neil; Moore, Andrew; Hoosen, Sarah

2014-01-01

The Ministry of Education in Guyana has prioritised increasing the number of qualified teachers by providing opportunities to both pre- and in-service teachers to gain relevant qualifications. This paper describes the process used to redesign the teacher training curriculum in Guyana to achieve the goals of a newly-developed ICT Professional…

Hot Tips for Teachers. Staff Development Series. [Videotape].

ERIC Educational Resources Information Center

TV Ontario, Toronto.

This 15-minute videotape offers a motivational staff development program for teachers. Four segments focus on: (1) preparing for the teacher's absence (e.g., knowing the school's policy and protocol, preparing a safety kit for the substitute teacher, and keeping a box of learning materials available for the substitute); (2) effective learning…

Cases for Teacher Development: Preparing for the Classroom

ERIC Educational Resources Information Center

Goldblatt, Patricia F., Ed.; Smith, Deirdre, Ed.

2005-01-01

With the recent and increasing attention to accountability and standards, teacher preparation programs are more than ever in need of tools that vicariously acquaint future teachers with the difficult situations they will face. This book is the perfect catalyst for this sort of teacher development. The cases encourage students to immerse themselves…

Using Interactive Video to Develop Preservice Teachers' Classroom Awareness

ERIC Educational Resources Information Center

Fadde, Peter; Sullivan, Patricia

2013-01-01

This study investigates the use of interactive video in teacher education as a way of laying the cognitive groundwork for developing teacher self-reflection. Two interactive video approaches were designed to help early preservice teachers (novices) align what they observed in classroom teaching videos of other preservice teachers with what…

Do less effective teachers choose professional development does it matter?

PubMed

Barrett, Nathan; Butler, J S; Toma, Eugenia F

2012-10-01

In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns.

The AirWaterGas Teacher Professional Development Program: Lessons Learned by Pairing Scientists and Teachers to Develop Curriculum on Global Climate Change and Regional Unconventional Oil and Gas Development

NASA Astrophysics Data System (ADS)

Gardiner, L. S.; Hatheway, B.; Rogers, J. D.; Casey, J. G.; Lackey, G.; Birdsell, D.; Brown, K.; Polmear, M.; Capps, S.; Rosenblum, J.; Sitterley, K.; Hafich, K. A.; Hannigan, M.; Knight, D.

2015-12-01

The AirWaterGas Teacher Professional Development Program, run by the UCAR Center for Science Education, brought together scientists and secondary science teachers in a yearlong program culminating in the development of curriculum related to the impacts of unconventional oil and gas development. Graduate students and research scientists taught about their research area and its relationship to oil and gas throughout three online courses during the 2015-16 school year, during which teachers and scientists engaged in active online discussions. Topics covered included climate change, oil and gas infrastructure, air quality, water quality, public health, and practices and policies relating to oil and gas development. Building upon their initial online interactions and a face-to-face meeting in March, teachers were paired with appropriate AirWaterGas team members as science advisors during a month-long residency in Boulder, Colorado. During the residency, graduate student scientists provided resources and feedback as teachers developed curriculum projects in collaboration with each other and UCAR science educators. Additionally, teachers and AirWaterGas researchers shared experiences on an oil and gas well site tour, and a short course on drilling methods with a drilling rig simulator. Here, we share lessons learned from both sides of the aisle, including initial results from program assessment conducted with the participating teachers.

Teacher Learning in a Mathematics and Science Inquiry Professional Development Program: First Steps in Emergent Teacher Leadership

ERIC Educational Resources Information Center

Yow, Jan A.; Lotter, Christine

2016-01-01

This study investigates the role of an inquiry professional development institute in empowering middle school mathematics and science teachers to develop as teacher leaders. Teachers and coaches jointly attended content sessions and participated in practice teaching sessions with students. The coaches led reflection sessions following the practice…

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

NASA Astrophysics Data System (ADS)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

Teacher change in implementing a research-developed representation construction pedagogy

NASA Astrophysics Data System (ADS)

Hubber, Peter; Chittleborough, Gail

2016-05-01

The Representations in Learning Science (RiLS) project developed a representation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers' pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at wider scale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year-8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year-8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke and Hollingworth, Teach. Educ., 18 (2001) 947) was used to analyse the teachers' experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research-developed pedagogy.

Professional Identity Creation: Examining the Development of Beginning Preservice Teachers' Understanding of Their Work as Teachers

ERIC Educational Resources Information Center

Sutherland, Louise; Howard, Sarah; Markauskaite, Lina

2010-01-01

The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their…

Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity

ERIC Educational Resources Information Center

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

2011-01-01

This article focuses on three features of professional development (PD) programs that play an important role in developing leadership skills and building teachers' capacity: (1) fostering a professional learning community, (2) developing teachers' mathematical knowledge for teaching, and (3) adapting PD to support local needs and interests. We…

Preservice Teachers' Identity Development during the Teaching Internship

ERIC Educational Resources Information Center

Nghia, Tran Le Huu; Tai, Huynh Ngoc

2017-01-01

This article reports the analysis of two preservice teachers' narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way,…

Teacher Activist Organizations and the Development of Professional Agency

ERIC Educational Resources Information Center

Quinn, Rand; Carl, Nicole Mittenfelner

2015-01-01

Teacher professional agency refers to the ability of teachers to control their work within structural constraints. In this paper, we show how teacher activist organizations can assist in the development of professional agency. We focus on a teacher activist organization in a large urban district in the United States and identify three…

Developing Technology Teachers: Questioning the Industrial Tool Use Model

ERIC Educational Resources Information Center

Hansen, John W.; Lovedahl, Gerald G.

2004-01-01

In this article, the author questions the role of technology teacher preparation programs that are based on an "industrial tool use" model to develop technology education teachers. It is the position of the authors that the manner by which technology education teachers are prepared may need revision and that technology teacher educators…

Female Teachers' Professional Development through Action Research Practice

ERIC Educational Resources Information Center

Hassen, Rukya

2016-01-01

This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The…

The Voice of Curriculum Developers in Teacher Guides

ERIC Educational Resources Information Center

Ahl, Linda; Koljonen, Tuula; Helenius, Ola

2017-01-01

By combining linguistic analysis with metaphors for mediating between a body of knowledge and teaching practice, we exemplify curriculum developers' voices in teacher guides. We discuss two types of voices, that of the Expert, who talks through the teacher and restricts the pedagogical agency of the teacher, and that of the Philosopher, who speaks…

A Strength-Based Approach to Teacher Professional Development

ERIC Educational Resources Information Center

Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

2015-01-01

Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

E-Portfolios in Teacher Development: The Better Option?

ERIC Educational Resources Information Center

Xerri, Daniel; Campbell, Caroline

2016-01-01

Following the introduction of print portfolios for teacher development in the ELT sector in Malta, this article discusses the findings of a small-scale study that highlighted teachers' views in relation to the possible future implementation of e-portfolios. It shows that while aware of the benefits of this tool, teachers have concerns about their…

Action Research to Support Teachers' Classroom Materials Development

ERIC Educational Resources Information Center

Edwards, Emily; Burns, Anne

2016-01-01

Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers,…

Children's Social Development: Information for Teachers and Parents.

ERIC Educational Resources Information Center

Asher, Steven R.; And Others

This compilation of information for teachers and parents translates important aspects of research regarding children's social development and peer relationships into strategies that can be used by parents and teachers to understand and help children who need to develop more effective ways to deal with peers. The publication includes three topical…

Teachers' Beliefs about Using a Professional Development Plan

ERIC Educational Resources Information Center

Janssen, Sandra; Kreijns, Karel; Bastiaens, Theo J.; Stijnen, Sjef; Vermeulen, Marjan

2013-01-01

Professional development plans (PDPs) have recently been introduced in Dutch schools to support teachers' professional development. However, teachers' beliefs regarding the use of PDPs have not been systematically researched, whereas research on the use of PDPs indicates that the implementation is not always successful and depends on how use is…

Developing Intercultural Teachers: The Mumbai Global Experience Project

ERIC Educational Resources Information Center

Johnson, Richard

2009-01-01

Interculturalism is a major theme that needs to inform the teaching and learning of all subjects in teacher education courses. Moreover, the practicum is an area where there needs to be more attention given to developing the attributes of an intercultural teacher. In 2008 I took a group of thirteen teacher education students on a three-week…

Developing Education Research Competencies in Mathematics Teachers through TRAIL: Teacher-Researcher Alliance for Investigating Learning

ERIC Educational Resources Information Center

Koichu, Boris; Pinto, Alon

2018-01-01

This theoretical article explores an issue of developing education research competencies in mathematics teachers through their involvement in mathematics education research. We first argue that the development of education research competencies is beneficial for the teachers' professional growth. We then identify opportunities for mathematics…

Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Chai, Ching Sing; Lim, Wei Ying

2017-01-01

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers' technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers' prolonged engagement with peers and researchers in design teams. Supported by…

Career Development and Satisfaction among Secondary School Teachers.

ERIC Educational Resources Information Center

Prick, Leo G. M.

The original report of this investigation into career development among secondary school teachers was published in Dutch and contained two parts. The first part was a coherent survey of literature about adult (career) development which formed a necessary condition for a justified division into different age groups of teachers involved in the…

Developing an ELT Context-Specific Teacher Efficacy Instrument

ERIC Educational Resources Information Center

Akbari, Ramin; Tavassoli, Kobra

2014-01-01

Teacher efficacy is a topic of significance in mainstream education and various instruments have been developed to measure this construct. The available instruments however, are general both in terms of their subject matter and context. To compensate for this generality, the present study aims to develop a new teacher efficacy instrument whose…

Teacher Career Motivation and Professional Development in Special and Inclusive Education: Perspectives from Chinese Teachers

ERIC Educational Resources Information Center

Feng, Yan

2012-01-01

Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives in this respect. A sample of teachers at seven mainstream…

The Arctic Climate Modeling Program: Professional Development for Rural Teachers

ERIC Educational Resources Information Center

Bertram, Kathryn Berry

2010-01-01

The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

Teachers as Learners: Implications of Adult Education for Professional Development

ERIC Educational Resources Information Center

Beavers, Amy

2009-01-01

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…

Community-Based Teacher Professional Development in Remote Areas in Indonesia

ERIC Educational Resources Information Center

Harjanto, Ignatius; Lie, Anita; Wihardini, Diah; Pryor, Laura; Wilson, Mark

2018-01-01

The Indonesian government has been struggling to improve the quality of teachers in its public and private schools. Several programmes of teacher education and teacher certification have been designed to enhance teacher quality. However, the programmes do not yet develop effective teachers. Supporting the government programmes, the Tanoto…

Differences across Academic Subjects in Teachers' Attitudes about Professional Development

ERIC Educational Resources Information Center

Torff, Bruce; Byrnes, Katherine

2011-01-01

A survey study examined how attitudes about professional development (PD) vary among teachers of different subjects. Elementary teachers were more supportive of PD than health and physical education, social studies, and science teachers; special education teachers were more supportive of PD than social studies and science teachers; and five…

Saudi Arabian Science Teachers and Supervisors' Views of Professional Development Needs

ERIC Educational Resources Information Center

Mansour, Nasser; Alshamrani, Saeed M.; Aldahmash, Abdulwali H.; Alqudah, Basil M.

2013-01-01

Problem Statement: Teacher professional development is a prominent feature in the educational landscapes of both developed and developing countries. Teacher development can be conceptualised as a mechanism for driving change in educational systems and/or as a strategy for empowering teachers to improve their professional knowledge and pedagogy. To…

The Role of the Principal in New Teacher Development under the California Beginning Teacher Support & Assessment Program

ERIC Educational Resources Information Center

Pratt, Denise Marie

2010-01-01

There are several types of teacher induction programs that have been in existence for over the last ten years, such as university and school district in-house programs that have primarily carried the responsibility of developing new teachers. The responsibility of these structures in training and developing these beginning teachers has been…

A Structured Professional Development Approach to Unit Study: The Experiences of 200 Teachers in a National Teacher Development Project.

ERIC Educational Resources Information Center

McColskey, Wendy; Parke, Helen; Furtak, Erin; Butler, Susan

This article addresses what was learned through the National Computational Science Leadership Program about involving teachers in planning high quality units of instruction around computational science investigations. Two cohorts of roughly 25 teacher teams nationwide were given opportunities to develop "replacement units." The goal was to support…

On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

ERIC Educational Resources Information Center

Sobkin, V. S.; Adamchuk, D. V.

2015-01-01

The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

Quality professional development for secondary science teachers

NASA Astrophysics Data System (ADS)

Mchazlett, Dwight Henry, Jr.

This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.

Mathematics Teachers' Professional Development Program--Needs and Expectations

ERIC Educational Resources Information Center

Levi-Keren, Michal; Patkin, Dorit

2016-01-01

This paper presents the major findings and recommendations from a formative evaluation of the first of a 2-year in-service training program. This program was designed for the professional development of math teachers. It was developed following an educational reform, which was meant to enhance the teachers' ability to generate changes in their…

Identity Development of Preservice Elementary Teachers of Mathematics from Teacher Education Program to Student Teaching

ERIC Educational Resources Information Center

Kang, Hyun Jung

2012-01-01

Drawing on Lave and Wenger (1991) this study explores how preservice elementary teachers develop themselves as teachers of mathematics, in particular, from the time of their teacher education courses to their field experiences. This study also researches the critical experiences that contributed to the construction of their identities and their…

The Citizen/Teacher Curriculum Council: A Curriculum Development Involvement Strategy.

ERIC Educational Resources Information Center

Peters, Richard O.

In most school systems today, curriculum development is the work of specialists who function as consultants to classroom teachers, administrators, and school boards. An alternative is the Citizen/Teacher Curriculum Council (C/TCC) approach, which calls for direct involvement of community members and classroom teachers in curriculum development.…

Developing Preservice Literacy Teachers' Observation Skills: Two Stories, Two Technologies

ERIC Educational Resources Information Center

Baker, Elizabeth A.; Wedman, Judy M.

2007-01-01

Systematic observation is a foundational skill teachers use in order to document children's reading development and plan developmentally appropriate instruction. However, a variety of challenges make it difficult for teacher educators to help preservice teachers develop systematic observation skills. The purpose of this study is to tell two…

Teacher Development with Mobiles: Comparative Critical Factors

ERIC Educational Resources Information Center

Royle, Karl; Stager, Sarah; Traxler, John

2014-01-01

This paper addresses ways that mobile technologies can be used in teacher development, and focuses on mobile technologies. In particular, it addresses issues of context. It outlines and explores accepted practice and illustrates how mobility invites change and reappraisal of the teacher education process. It places this against a backdrop of…

Conceptualising Self-Generating Online Teacher Professional Development

ERIC Educational Resources Information Center

Prestridge, Sarah

2017-01-01

In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project…

Career Development and Professional Attrition of Novice ESL Teachers of Adults

ERIC Educational Resources Information Center

Valeo, Antonella; Faez. Farahnaz

2013-01-01

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL…

Inquiry identity and science teacher professional development

NASA Astrophysics Data System (ADS)

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-06-01

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

Mid-IR super-continuum generation

NASA Astrophysics Data System (ADS)

Islam, Mohammed N.; Xia, Chenan; Freeman, Mike J.; Mauricio, Jeremiah; Zakel, Andy; Ke, Kevin; Xu, Zhao; Terry, Fred L., Jr.

2009-02-01

A Mid-InfraRed FIber Laser (MIRFIL) has been developed that generates super-continuum covering the spectral range from 0.8 to 4.5 microns with a time-averaged power as high as 10.5W. The MIRFIL is an all-fiber integrated laser with no moving parts and no mode-locked lasers that uses commercial off-the-shelf parts and leverages the mature telecom/fiber optics platform. The MIRFIL power can be easily scaled by changing the repetition rate and modifying the erbium-doped fiber amplifier. Some of the applications using the super-continuum laser will be described in defense, homeland security and healthcare. For example, the MIRFIL is being applied to a catheter-based medical diagnostic system to detect vulnerable plaque, which is responsible for most heart attacks resulting from hardening-of-the-arteries or atherosclerosis. More generally, the MIRFIL can be a platform for selective ablation of lipids without damaging normal protein or smooth muscle tissue.

Professional Development: Implications for Illinois Career and Technical Education Teachers

ERIC Educational Resources Information Center

Drage, Karen

2010-01-01

Teacher turnover inhibits student achievement, and professional development can reduce the onset of teachers leaving the profession (The Center for Comprehensive School, 2007). No Child Left Behind and the new Perkins Act have redefined teacher professional development. In Illinois, according to the Illinois State Board of Education (n.d.),…

Exploring Change in EFL Teachers' Perceptions of Professional Development

ERIC Educational Resources Information Center

Mohammadi, Mohammad; Moradi, Khaled

2017-01-01

Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…

The continuum of behavior guidance.

PubMed

Nelson, Travis

2013-01-01

Behavior guidance is a continuum of techniques, basic and advanced, fundamental to the provision of quality dental care for pediatric patients. This practice must be individualized, pairing the correct method of behavior guidance with each child. To select the appropriate technique, the clinician must have a thorough understanding of each aspect of the continuum and anticipate parental expectations, child temperament, and the technical procedures necessary to complete care. By effectively using techniques within the continuum of behavior guidance, a healing relationship with the family is maintained while addressing dental disease and empowering the child to receive dental treatment throughout their lifetime. Copyright © 2013 Elsevier Inc. All rights reserved.

Secondary science teachers' view toward and classroom translation of sustained professional development

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

Lebanese Teachers' Views on "Continuing Professional Development"

ERIC Educational Resources Information Center

Nabhani, Mona; Bahous, Rima

2010-01-01

This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

A Pedagogical Framework for Developing Innovative Science Teachers with ICT

ERIC Educational Resources Information Center

Rogers, Laurence; Twidle, John

2013-01-01

Background: The authors have conducted a number of research projects into the use of ICT in science teaching and most recently have collaborated with five European partners in teacher education to develop resources to assist teacher trainers in delivering courses for the professional development of science teachers. Purpose: 1. To describe the…

Changes in Pre-Service Teachers Perceptions' of Teacher Qualities: Development from Egocentric to Student Centric

ERIC Educational Resources Information Center

Sheridan, Lynn D.

2013-01-01

This study looks at pre-service teachers' developing perceptions with a view to supporting teacher education practices. In determining and guiding program structures it is the opinions of the experts that are most often heard. Absent from this debate is an understanding of the changing perceptions of the pre-service teacher as they progress…

Developing New Teacher Inquiry and Criticality: The Role of Online Discussions

ERIC Educational Resources Information Center

Unwin, Adam

2015-01-01

This work concerns the professional development of UK teachers in their first year of teaching. It is interested in how the online discussions (ODs) these teachers undertook as part of the Master of Teaching contributed to this development process. The teachers worked in online tutor groups made up of teachers from different schools, phases…

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

ERIC Educational Resources Information Center

Diaconu, Dana Viorica; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-01-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one…

A Micro-Mechanism-Based Continuum Corrosion Fatigue Damage Model for Steels

NASA Astrophysics Data System (ADS)

Sun, Bin; Li, Zhaoxia

2018-05-01

A micro-mechanism-based corrosion fatigue damage model is developed for studying the high-cycle corrosion fatigue of steel from multi-scale viewpoint. The developed physical corrosion fatigue damage model establishes micro-macro relationships between macroscopic continuum damage evolution and collective evolution behavior of microscopic pits and cracks, which can be used to describe the multi-scale corrosion fatigue process of steel. As a case study, the model is used to predict continuum damage evolution and number density of the corrosion pit and short crack of steel component in 5% NaCl water under constant stress amplitude at 20 kHz, and the numerical results are compared with experimental results. It shows that the model is effective and can be used to evaluate the continuum macroscopic corrosion fatigue damage and study microscopic corrosion fatigue mechanisms of steel.

A Micro-Mechanism-Based Continuum Corrosion Fatigue Damage Model for Steels

NASA Astrophysics Data System (ADS)

Sun, Bin; Li, Zhaoxia

2018-04-01

A micro-mechanism-based corrosion fatigue damage model is developed for studying the high-cycle corrosion fatigue of steel from multi-scale viewpoint. The developed physical corrosion fatigue damage model establishes micro-macro relationships between macroscopic continuum damage evolution and collective evolution behavior of microscopic pits and cracks, which can be used to describe the multi-scale corrosion fatigue process of steel. As a case study, the model is used to predict continuum damage evolution and number density of the corrosion pit and short crack of steel component in 5% NaCl water under constant stress amplitude at 20 kHz, and the numerical results are compared with experimental results. It shows that the model is effective and can be used to evaluate the continuum macroscopic corrosion fatigue damage and study microscopic corrosion fatigue mechanisms of steel.

Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers

ERIC Educational Resources Information Center

Hauck, Nancy

2012-01-01

The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.…

Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers

ERIC Educational Resources Information Center

Mansfield, Caroline F.; Volet, Simone E.

2010-01-01

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development…

Experiences of Pioneers Facilitating Teacher Networks for Professional Development

ERIC Educational Resources Information Center

Hanraets, Irene; Hulsebosch, Joitske; de Laat, Maarten

2011-01-01

This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice-based learning space driven by teacher needs. As such, it presents an additional channel (besides more formal traditional professional…

Inspiring Climate Education Excellence(ICEE): Developing Elearning professional development modules - secondary science teachers

NASA Astrophysics Data System (ADS)

Kellagher, E.; Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Cires Education Outreach

2011-12-01

Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop content knowledge and knowledge of effective teaching strategies in climate education among secondary science teachers. ICEE resources are aligned with the Essential Principles of Climate Science. Building upon a needs assessment and face to face workshop, ICEE resources include iTunesU videos, an ICEE 101 resource site with videos and peer-reviewed learning activities, and a moderated online forum. Self-directed modules and an online course are being developed around concepts and topics in which teachers express the most interest and need for instruction. ICEE resources include attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and are informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign.

Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200

ERIC Educational Resources Information Center

Rotermund, Susan; DeRoche, John; Ottem, Randolph

2017-01-01

This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional…

Predictors of Teacher Intervention in Indirect Bullying at School and Outcome of a Professional Development Presentation for Teachers

ERIC Educational Resources Information Center

Dedousis-Wallace, Anna; Shute, Rosalyn; Varlow, Megan; Murrihy, Rachael; Kidman, Tony

2014-01-01

This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health…

Quasi-Continuum Reduction of Field Theories: A Route to Seamlessly Bridge Quantum and Atomistic Length-Scales with Continuum

DTIC Science & Technology

2016-04-01

AFRL-AFOSR-VA-TR-2016-0145 Quasi-continuum reduction of field theories: A route to seamlessly bridge quantum and atomistic length-scales with...field theories: A route to seamlessly bridge quantum and atomistic length-scales with continuum Principal Investigator: Vikram Gavini Department of...calculations on tens of thousands of atoms, and enable continuing efforts towards a seamless bridging of the quantum and continuum length-scales

Solar radio continuum storms

NASA Technical Reports Server (NTRS)

1974-01-01

Radio noise continuum emission observed in metric and decametric wave frequencies is discussed. The radio noise is associated with actively varying sunspot groups accompanied by the S-component of microwave radio emissions. It is shown that the S-component emission in microwave frequencies generally occurs several days before the emission of the noise continuum storms of lower frequencies. It is likely that energetic electrons, 10 to 100 Kev, accelerated in association with the variation of sunspot magnetic fields, are the sources of the radio emissions. A model is considered to explain the relation of burst storms on radio noise. An analysis of the role of energetic electrons on the emissions of both noise continuum and type III burst storms is presented. It is shown that instabilities associated with the electrons and their relation to their own stabilizing effects are important in interpreting both of these storms.

Self-Directed Professional Development--Hope for Teachers Working in Deprived Environments?

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel; Lubben, Fred

2009-01-01

Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions…

Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Croft, S. K.; Garmany, C. D.; Walker, C. E.

2005-12-01

The Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory have been evolving for nearly ten years. Our current program is actually a team of programs aiding teachers in doing research with small telescopes, large research-grade telescopes, astronomical data archives, and the Spitzer Space Telescope. Along the way, as these programs evolved, a number of basic questions were continuously discussed by the very talented program team. These questions included: 1) What is real research and why should we encourage it? 2) How can it be successfully brought to the classroom? 3) What is the relative importance of teacher content knowledge versus science process knowledge? 4) How frustrating should an authentic research experience be? 5) How do we measure the success of our professional development program? 6) How should be evaluate and publish student work? 7) How can teachers work together on a team to pursue research? 8) What is the model for interaction of teachers and researchers - equal partners versus the graduate student/apprentice model? 9) What is the ideal mix of skills for a professional development team at NOAO? 10) What role can distance learning play in professional preparation? 11) What tools are needed for data analysis? 12) How can we stay funded? Our evolving program has also been used as a test bed to examine new models of teacher's professional development that may aid our outreach efforts in the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research

Hybrid Teacher Leaders and the New Professional Development Ecology

ERIC Educational Resources Information Center

Margolis, Jason

2012-01-01

This two-year study examines an emergent model for promoting classroom change amidst systemic professional development efforts--the hybrid teacher leader (HTL). Utilizing ecological and teacher social network frameworks, the relative strengths and weaknesses of educators who both teach and lead teachers are explored. In-depth qualitative data from…

Biology Teachers' Professional Development Needs for Teaching Evolution

ERIC Educational Resources Information Center

Friedrichsen, Patricia J.; Linke, Nicholas; Barnett, Ellen

2016-01-01

The social controversy surrounding the teaching of evolution puts pressure on secondary biology teachers to deemphasize or omit evolution from their curriculum. In this growing pressure, professional development can offer support to biology teachers. In this study, we surveyed secondary biology teachers in Missouri and report the data from…

Developing Attitudinal Metrics for Induction-Year Agricultural Education Teachers

ERIC Educational Resources Information Center

Rayfield, John; McKim, Billy R.; Lawrence, Shannon; Stair, Kristin

2014-01-01

This study was part of a larger regional study of induction-year agricultural education teachers in three Western states. Studies have purported that attitude toward teaching is important for understanding and helping induction-year teachers. Thus, developing an instrument to assess induction-year agricultural education teachers' attitudes toward…

Development and Validation of an English Language Teacher Learning Scale

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Malmir, Bahareh

2017-01-01

Teacher learning is of significant importance in mainstream education and a number of attempts have been made to measure the quality of teacher learning across different contexts. The available instruments, however, have been originally developed to assess teachers' perceptions of a single contributive element of teacher learning; therefore,…

The Development of Beginning Mathematics Teacher Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Lannin, John K.; Webb, Matthew; Chval, Kathryn; Arbaugh, Fran; Hicks, Sarah; Taylor, Cynthia; Bruton, Rebecca

2013-01-01

Recent research efforts (Schmidt et al. in "The preparation gap: teacher education for middle school mathematics in six countries," MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical…

Teachers' Acceptance of Absenteeism: Towards Developing a Specific Scale

ERIC Educational Resources Information Center

Shapira-Lishchinsky, Orly; Ishan, Gamal

2013-01-01

Purpose: This study aims to develop and validate a measure of a specific attitude toward teachers' absenteeism that predicts this behavior more accurately than other general measures of job attitudes. Design/methodology/approach: Participants were 443 teachers from 21 secondary schools in Israel. In the first phase, the teachers answered anonymous…

Teachers' Rooms Environmental Assessment Scale: Development and Psychometric Evaluation

ERIC Educational Resources Information Center

Arslan, Suna

2016-01-01

Teachers' rooms are important parts of educational environments, as the quality of the physical-spatial and psychosocial conditions may affect the personal and occupational developments of teachers as well as the education processes. In Study 1 (n = 245), a Teachers' Rooms-Environmental Assessment Scale (TREAS) measure of the current conditions of…

Case-Based Long-Term Professional Development of Science Teachers

ERIC Educational Resources Information Center

Dori, Yehudit J.; Herscovitz, Orit

2005-01-01

Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research…

Continuum theory of edge states of topological insulators: variational principle and boundary conditions.

PubMed

Medhi, Amal; Shenoy, Vijay B

2012-09-05

We develop a continuum theory to model low energy excitations of a generic four-band time reversal invariant electronic system with boundaries. We propose a variational energy functional for the wavefunctions which allows us to derive natural boundary conditions valid for such systems. Our formulation is particularly suited for developing a continuum theory of the protected edge/surface excitations of topological insulators both in two and three dimensions. By a detailed comparison of our analytical formulation with tight binding calculations of ribbons of topological insulators modelled by the Bernevig-Hughes-Zhang (BHZ) Hamiltonian, we show that the continuum theory with a natural boundary condition provides an appropriate description of the low energy physics.

Developing Teacher Leadership in Singapore: Multiple Pathways for Differentiated Journeys

ERIC Educational Resources Information Center

Goodwin, A. Lin; Low, Ee Ling; Ng, Pak Tee

2015-01-01

In this article, we examine quality teachers through teacher leadership development. Using Singapore as an illustrative case, we describe the redefinition of the teaching profession to include deliberate structures and multiple pathways designed to nurture teacher leaders, and the role of teacher leaders in supporting education reform. We go on to…

Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

ERIC Educational Resources Information Center

Yue, Juan-Juan; Chen, Gang; Wang, Zhen-Wei; Liu, Wei-Dong

2017-01-01

Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military…

Assessing teachers' positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire.

PubMed

Renshaw, Tyler L; Long, Anna C J; Cook, Clayton R

2015-06-01

This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed. (c) 2015 APA, all rights reserved).

Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries

ERIC Educational Resources Information Center

Gaible, Edmond; Burns, Mary

2005-01-01

This handbook is intended to help decision makers in developing-country governments and donor agencies in their efforts to utilize information and communication technologies (ICT) to improve and expand teacher professional development (TPD) activities. To the extent possible in a brief work, the handbook combines a global perspective--including…

Critiquing Teacher Professional Development: Teacher Learning within the Field of Teachers' Work

ERIC Educational Resources Information Center

Hardy, Ian

2010-01-01

This study is an empirical account of the professional development (PD) practices that constituted part of the work of a group of teachers and school-based administrators working together in a cluster of six schools in southeast Queensland, Australia, during a period of intense educational reform. The data comprise meeting transcripts and…

Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

ERIC Educational Resources Information Center

Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

2018-01-01

Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

The Master's Degree in Education as Teacher Professional Development: Re-Envisioning the Role of the Academy in the Development of Practicing Teachers

ERIC Educational Resources Information Center

Galluzzo, Gary; Isenberg, Joan P.; White, Stephen C.; Fox, Rebecca K.

2012-01-01

Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a master's level program. Gary R. Galluzzo, Joan Packer Isenberg, C. Stephen White, and Rebecca K. Fox,…

The Development of Teacher Perspectives: Social Strategies and Institutional Control in the Socialization of Beginning Teachers.

ERIC Educational Resources Information Center

Zeichner, Kenneth M.; Tabachnick, B. Robert

1985-01-01

The findings from a two-year longitudinal study of the development of teaching perspectives by four beginning teachers are reviewed. Individual responses of these teachers to the environment in which they worked and the extent to which these teachers abandoned or maintained perspectives they began with are examined. (Author/DF)

Professional Development between Iranian Distance Education PNU EFL University Teachers and Traditional Non-PNU EFL University Teachers

ERIC Educational Resources Information Center

Soleimani, Hassan; Khaliliyan, Monir

2012-01-01

Professional Development is a critical necessity in today's educational environment. The present research was based on the idea that teachers are professionals and they need professional development consisting of various processes of ongoing growth. We examined university teachers' attitude to professional development in a type of distance…

MOOCs for Teacher Professional Development: Reflections, and Suggested Actions

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2018-01-01

Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement…

Professional Development and Teacher Change: The Missing Leadership Link

ERIC Educational Resources Information Center

Whitworth, Brooke A.; Chiu, Jennifer L.

2015-01-01

Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…

Codification and Validation of Professional Development Questionnaire of Teachers

ERIC Educational Resources Information Center

Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

2016-01-01

Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

ERIC Educational Resources Information Center

Simegn, Birhanu

2014-01-01

This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

The Missing Link in Teacher Professional Development: Student Presence

ERIC Educational Resources Information Center

Margolis, Jason; Durbin, Rebecca; Doring, Anne

2017-01-01

With a continuing disconnect between structural changes to the work of teaching and the work of teachers engaged with students in classrooms, this paper addresses a growing need to attend to the way teacher professional development (TPD) is enacted in today's schools. Specifically, drawing from theories of teacher learning and numerous models of…

Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

ERIC Educational Resources Information Center

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

A Study on Reflection in In-Service Teacher Development: Introducing Reflective Practitioner Development Model

ERIC Educational Resources Information Center

Kayapinar, Ulas

2016-01-01

To date, studies on reflection seem to lack concern for in-service teacher development. This article proposes a new EFL reflective practitioner development model (RPDM) for an in-service program that is not only based on the principles of reflection, but that also measures teachers' reflective and self-efficacy development. Focusing on the…

Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development

ERIC Educational Resources Information Center

Olson, Amy M.

2014-01-01

This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics. Further, the utility of a specific in-service teacher professional development project, focused on improving rational number instruction, in pre-service…

Teachers' Perceptions of Edcamp Professional Development: A Q Method Study

ERIC Educational Resources Information Center

Brown, Toby

2015-01-01

This study described the subjective opinions of teachers about their experiences at Edcamp, an unconference-style form of teacher professional development (PD). Traditional PD has been maligned for being overly expensive and ineffectual in affecting changes in teacher practice. In order to defend teachers' decisions to partake in Edcamp-style PD,…

PACCE: Perl Algorithm to Compute Continuum and Equivalent Widths

NASA Astrophysics Data System (ADS)

Riffel, Rogério; Borges Vale, Tibério

2011-05-01

PACCE (Perl Algorithm to Compute continuum and Equivalent Widths) computes continuum and equivalent widths. PACCE is able to determine mean continuum and continuum at line center values, which are helpful in stellar population studies, and is also able to compute the uncertainties in the equivalent widths using photon statistics.

Efficacy development in science: Investigating the effects of the Teacher-to-Teacher (T2T) professional development model in Hilo elementary schools

NASA Astrophysics Data System (ADS)

Pinner, Pascale Creek

Conderman and Sheldon Woods (2008) suggest that although science plays a central role in our world today, science instruction seems to be minimized particularly at the elementary grade levels. Research has investigated the construct of efficacy (Bandura, 1977, 2006a; Riggs & Enochs, 1990; Ramey-Gassert, Shroyer & Staver, 1996; Tschannen-Moran, Hoy & Hoy, 1998, 2001). Professional and conceptual development in teachers has also been explored (Gordon, 1990; Sheerer, 1997; Skaalvik & Skaalvik, 2007). The purpose of this research was to describe the changes in efficacy elementary teachers experience as they participated in science professional development. Data from a Math/Science Partnership (MSP) grant sample suggested significant changes in science self-efficacy and improved pedagogy. Mixed methods revealed connections resulting in a multi-faceted Progression of Efficacy Growth flowchart. The results suggest that utilizing the Teacher-to-Teacher (T2T) professional development model has created a pathway for more science teaching across the Hilo elementary schools.

Perceived Importance of District Developed Teacher Evaluation Standards and Criteria as Measured by Teacher Values Survey

ERIC Educational Resources Information Center

Davis, Jan Ellen Pfeiffer

2011-01-01

In 2009, a PK-12 public school district board of education approved a teacher evaluation tool developed by a volunteer team of teachers and administrators. The Learning Based Teacher Evaluation (LBTE) was constructed with six broad standards and fifteen specific criteria. The standards and criteria were assumed important to professional practice,…

Realistic Gamow shell model for resonance and continuum in atomic nuclei

NASA Astrophysics Data System (ADS)

Xu, F. R.; Sun, Z. H.; Wu, Q.; Hu, B. S.; Dai, S. J.

2018-02-01

The Gamow shell model can describe resonance and continuum for atomic nuclei. The model is established in the complex-moment (complex-k) plane of the Berggren coordinates in which bound, resonant and continuum states are treated on equal footing self-consistently. In the present work, the realistic nuclear force, CD Bonn, has been used. We have developed the full \\hat{Q}-box folded-diagram method to derive the realistic effective interaction in the model space which is nondegenerate and contains resonance and continuum channels. The CD-Bonn potential is renormalized using the V low-k method. With choosing 16O as the inert core, we have applied the Gamow shell model to oxygen isotopes.

Developing and Assessing Teachers' Knowledge of Game-Based Learning

ERIC Educational Resources Information Center

Shah, Mamta; Foster, Aroutis

2015-01-01

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

Teacher Career Stages: Implications for Staff Development. Fastback 214.

ERIC Educational Resources Information Center

Burke, Peter J.; And Others

Literature on adult life stages and career development is synthesized and placed within the perspective of a career cycle model for teachers as adult learners. The teacher career cycle is viewed as a progression affected by personal and environmental factors. The stages a teacher's career proceeds through (e.g., preservice, entry, growing, stable,…

Writing for Publication as a Tool in Teacher Development

ERIC Educational Resources Information Center

Rathert, Stefan; Okan, Zühal

2015-01-01

Writing is widely accepted as a tool in the personal and professional development of teachers. Among other forms of teacher writing, writing for publication is rather unusual as it requires courage to share ideas and unfavourable working conditions prevent teachers from finding time and space to write for publication in the first place. In this…

Moving Contact Lines: Linking Molecular Dynamics and Continuum-Scale Modeling.

PubMed

Smith, Edward R; Theodorakis, Panagiotis E; Craster, Richard V; Matar, Omar K

2018-05-17

Despite decades of research, the modeling of moving contact lines has remained a formidable challenge in fluid dynamics whose resolution will impact numerous industrial, biological, and daily life applications. On the one hand, molecular dynamics (MD) simulation has the ability to provide unique insight into the microscopic details that determine the dynamic behavior of the contact line, which is not possible with either continuum-scale simulations or experiments. On the other hand, continuum-based models provide a link to the macroscopic description of the system. In this Feature Article, we explore the complex range of physical factors, including the presence of surfactants, which governs the contact line motion through MD simulations. We also discuss links between continuum- and molecular-scale modeling and highlight the opportunities for future developments in this area.

Software Development through ACOT Teachers' Eyes. ACOT Report #4.

ERIC Educational Resources Information Center

Knapp, Linda

Eight Apple Classrooms of Tomorrow (ACOT) teachers met with software developers at the Florida Instructional Computing Conference in January 1989. During the session, the panel of ACOT teachers expressed their wants and wishes for educational software and developers responded with their own concerns. The face-to-face communication provided a…

Professional Development Needs of English Language Teachers in Malaysia

ERIC Educational Resources Information Center

Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

2011-01-01

This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

Teacher Professional Development in Laredo, TX

NASA Astrophysics Data System (ADS)

Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

2014-01-01

In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

NREL Continuum

Science.gov Websites

Innovation Portal Bridging Information Gapa>
Database revolutionizes of NREL's ever-expanding analytical capabilities.

<a href=" ;http://www.nrel.gov/continuum/analysis/dan_says.html">Dan Saysa>

Teachers' Professional Development in Schools: Rhetoric versus Reality

ERIC Educational Resources Information Center

Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

2014-01-01

Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

Acting and Teacher Education: The BEING Model for Identity Development

ERIC Educational Resources Information Center

Ozmen, Kemal Sinan

2011-01-01

This study follows three pre-service teachers during three academic semesters in which they took an acting course for teachers and participated in practicum with a special focus on rehearsing and developing their teacher identities. In order to create the necessary context for them, an acting course for pre-service teacher education was designed…

Impacting the Science Community through Teacher Development: Utilizing Virtual Learning.

PubMed

Boulay, Rachel; van Raalte, Lisa

2014-01-01

Commitment to the STEM (science, technology, engineering, math) pipeline is slowly declining despite the need for professionals in the medical field. Addressing this, the John A. Burns School of Medicine developed a summer teacher-training program with a supplemental technology-learning component to improve science teachers' knowledge and skills of Molecular Biology. Subsequently, students' skills, techniques, and application of molecular biology are impacted. Science teachers require training that will prepare them for educating future professionals and foster interest in the medical field. After participation in the program and full access to the virtual material, twelve high school science teachers completed a final written reflective statement to evaluate their experiences. Using thematic analysis, knowledge and classroom application were investigated in this study. Results were two-fold: teachers identified difference areas of gained knowledge from the teacher-training program and teachers' reporting various benefits in relation to curricula development after participating in the program. It is concluded that participation in the program and access to the virtual material will impact the science community by updating teacher knowledge and positively influencing students' experience with science.

Discrete-to-continuum modelling of weakly interacting incommensurate two-dimensional lattices.

PubMed

Español, Malena I; Golovaty, Dmitry; Wilber, J Patrick

2018-01-01

In this paper, we derive a continuum variational model for a two-dimensional deformable lattice of atoms interacting with a two-dimensional rigid lattice. The starting point is a discrete atomistic model for the two lattices which are assumed to have slightly different lattice parameters and, possibly, a small relative rotation. This is a prototypical example of a three-dimensional system consisting of a graphene sheet suspended over a substrate. We use a discrete-to-continuum procedure to obtain the continuum model which recovers both qualitatively and quantitatively the behaviour observed in the corresponding discrete model. The continuum model predicts that the deformable lattice develops a network of domain walls characterized by large shearing, stretching and bending deformation that accommodates the misalignment and/or mismatch between the deformable and rigid lattices. Two integer-valued parameters, which can be identified with the components of a Burgers vector, describe the mismatch between the lattices and determine the geometry and the details of the deformation associated with the domain walls.

Studying Teachers' Sensemaking to Investigate Teachers' Responses to Professional Development Focused on New Standards

ERIC Educational Resources Information Center

Allen, Carrie D.; Penuel, William R.

2015-01-01

Recent research on teacher professional development (PD) underscores the importance of the coherence of PD with standards, curriculum, and assessment. Teachers' judgments of the coherence of PD with larger system goals influence their decisions about what ideas and resources they appropriate from PD. Little research, however, has examined how…

From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness across the Career Continuum

ERIC Educational Resources Information Center

Behrstock-Sherratt, Ellen; Bassett, Katherine; Olson, Derek; Jacques, Catherine

2014-01-01

For well over a decade, teachers have been recognized as the single most important school-level factor influencing student achievement (Darling-Hammond, 2000; McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2000; Rowan, Correnti & Miller, 2002; Wright, Horn, & Sanders, 1997). Tremendous public resources…

Supporting pre-service science teachers in developing culturally relevant pedagogy

NASA Astrophysics Data System (ADS)

Krajeski, Stephen

This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

Stiffening Sheaths for Continuum Robots.

PubMed

Langer, Marlene; Amanov, Ernar; Burgner-Kahrs, Jessica

2018-06-01

Added to their high dexterity and ability to conform to complex shapes, continuum robots can be further improved to provide safer interaction with their environment. Indeed, controlling their stiffness is one of the most challenging yet promising research topics. We propose a tubular stiffening sheath as a replaceable cover for small-diameter continuum robots to temporarily increase the stiffness in a certain configuration. In this article, we assess and compare performances of two different stiffening modalities: granular and layer jamming, provide arguments for material selection and experimental results for stiffness with respect to lateral and axial applied forces. Furthermore, we detected empirically additional effects relating sheath stiffness to material parameters and added to recent investigations in the state of the art, which are based exclusively on material roughness. Finally, we integrated the selected layer jamming material in a miniaturized sheath (13 mm outer diameter, 2.5 mm wall thickness) and covered a tendon-actuated continuum robot with it. Experimental characterization of the behavior with respect to applied external forces was performed via stiffness measurements and proved that the initial tendon-actuated continuum robot stiffness can be improved by a factor up to 24.

Enhancing Teachers' Technological Pedagogical Knowledge and Practices: A Professional Development Model for Technology Teachers in Malawi

ERIC Educational Resources Information Center

Chikasanda, Vanwyk Khobidi Mbubzi; Otrel-Cass, Kathrin; Williams, John; Jones, Alister

2013-01-01

This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers' knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in…

Implementing Teacher-Centred Online Teacher Professional Development (oTPD) Programme in Higher Education: A Case Study

ERIC Educational Resources Information Center

Cho, Moon-Heum; Rathbun, Gail

2013-01-01

Teacher Professional Development (TPD) is critical for educational improvement in higher education. However, one of the main concerns in TPD is that the traditional workshop format constrains active participation and the consequent creation of usable knowledge for teaching. In response to this challenge, we developed a series of teacher-centred…

Cognitive Continuum Theory in nursing decision-making.

PubMed

Cader, Raffik; Campbell, Steve; Watson, Don

2005-02-01

The purpose of this paper is to analyse and evaluate Cognitive Continuum Theory and to provide evidence for its relevance to nurses' decision-making. It is critical that theories used in nursing are evaluated to provide an understanding of their aims, concepts and usefulness. With the advent of evidence-based care, theories on decision-making have acquired increased significance. The criteria identified by Fawcett's framework has been used to analyse and evaluate Hammond's Cognitive Continuum Theory. Findings. There is empirical evidence to support many of the concepts and propositions of Cognitive Continuum Theory. The theory has been applied to the decision-making process of many professionals, including medical practitioners and nurses. Existing evidence suggests that Cognitive Continuum Theory can provide the framework to explain decision-making in nursing. Cognitive Continuum Theory has the potential to make major contributions towards understanding the decision-making process of nurses in the clinical environment. Knowledge of the theory in nursing practice has become crucial.

Enabling Adaptive System Leadership: Teachers Leading Professional Development

ERIC Educational Resources Information Center

Boylan, Mark

2018-01-01

Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity…

Professional Development and Job-Embedded Collaboration: How Teachers Learn to Exercise Leadership

ERIC Educational Resources Information Center

Hunzicker, Jana

2012-01-01

Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked…

A model of professional development for urban teachers

NASA Astrophysics Data System (ADS)

Narasimhan, C.

Over the past five years, DePaul University has established a network of urban teachers who are focused on linking the learning of fundamental concepts of physics, chemistry, and biology to relevant and current discoveries in space science. One component of this effort has been a series of annual space science symposia for Chicago-area teachers. These symposia are mixtures of space science presentations by national and local scientists and discussions in areas such as curriculum and professional development, NASA resources, and communication. Since the first symposium, planning has been done in partnership with a small group of teachers who have moved into leadership positions in advancing space science in the Chicago area. This presentation will describe the evolution of the annual symposium as a professional development activity and give the results of a recent assessment project designed to measure the impact of these symposia on Chicago teachers and their classroom practices.

Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

NASA Astrophysics Data System (ADS)

Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

2018-01-01

The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

Filling Gaps and Expanding Spaces--Voices of Student Teachers on Their Developing Teacher Identity

ERIC Educational Resources Information Center

Fraser, William J.

2018-01-01

It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is…

Friendship with Old Order Mennonite Teachers Develops Cultural Responsiveness in Preservice Special Education Teachers

ERIC Educational Resources Information Center

Knotts, J. Dusteen; Keesey, Susan

2016-01-01

Developing preservice teachers with a strong understanding of culturally relevant pedagogy should be a priority for all teacher education programs. Although much focus is placed on diversity in urban areas, diverse classrooms are found in all education settings. This paper demonstrates how a rural opportunity expanded the cultural awareness and…

Teachers' perceptions of Twitter for professional development.

PubMed

Davis, Kerry

2015-01-01

The aim of this study was to determine how school teachers in the United States (US) perceived using Twitter as a means for professional development, engagement in communities of practice, and any benefits or drawbacks to participating in Twitter. This qualitative research utilized an embedded case design with three sources of data: (a) three consecutive months of tweet data from late 2011 archived on the host website, relating to #EdChat, a weekly online chat in Twitter about education issues; (b) interviews with 19 school teachers in the US who participated in the #EdChat online discussions in Twitter; and (c) Twitter bio and Tweet data of the 19 teachers interviewed. All data were entered into NVIVO (QSR International Pty. Ltd., Doncaster, Australia) for content thematic coding, and The Communities of Practice and Connectivist Conceptual Framework was used to inform this analysis. The researchers' interpretations were verified with participants, and data triangulated across all sources to strengthen confidence in the results. Five main themes and 17 subthemes emerged from the data across all sources. The main themes were teachers' perceptions of sharing knowledge and resources, Twitter promoting a sense of belonging, Twitter providing meaningful professional development, and teachers' views on the technical benefits and drawbacks of using Twitter. Regardless of years teaching, subject area, or age, educators perceived Twitter as providing an online forum to reflect upon practice, exchange knowledge and experience, and be in the presence of supportive colleagues. While participants experienced the pace and volume of information as being overwhelming at times, educators developed skills to managing this and perceived discussions to be learner-centered and supportive. Teachers valued the sense of community and learning that they reported were not otherwise available in their own physical workplace. Overall, participants perceived that the benefits of participation

Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

ERIC Educational Resources Information Center

Wermke, Wieland

2011-01-01

This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects

ERIC Educational Resources Information Center

Namamba, Adam; Rao, Congman

2017-01-01

Teacher educators play a key role in teacher education and education in general. Worldwide, little is known about preparation and professional development of teacher educators. This paper critically examined teacher educators' preparation and professional development in the context of educational reforms and mushrooming of teacher education…

Integrating Experiential and Academic Learning in Teacher Preparation for Development Education

ERIC Educational Resources Information Center

Ryan, Anne

2012-01-01

With a view to linking ideals with action in development education, the preparation of teachers for practice in this area merits consideration. Given the theory/practice disconnect associated with initial teacher education, it is appropriate to explore means of effectively initiating beginning teachers into development education. To that end, a…

An Approach to Develop Physics Student Teachers' Skills of Using Instructional Technology

ERIC Educational Resources Information Center

Devecioglu, Yasemin; Akdeniz, Ali Riza

2008-01-01

It is very important to develop student teachers' skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers' gained the skills of developing and using Teacher Guided Materials (TGMs) based on integration of technology on physics education in Special Teaching…

Helping Teachers Help Themselves: Professional Development That Makes a Difference

ERIC Educational Resources Information Center

Patton, Kevin; Parker, Melissa; Tannehill, Deborah

2015-01-01

For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

How can video supported reflection enhance teachers' professional development?

NASA Astrophysics Data System (ADS)

McCullagh, John F.

2012-03-01

This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers' actions the reframing of routine practice through reflection-in-action can prove challenging. This response paper describes how video can empower teachers to take greater control of their progress and allows for a more social constructivist approach to professional development. Along with a consideration of the difficulties associated with the notion of `reflection' and a short case study, the paper uses Lev Semenovich Vygotsky's zone of proximal development and the notion of scaffolding to propose that video offers a Video Supported Zone of Proximal Development which can ease the process of teacher development. In capturing permanent and exchangeable representations of practice video encourages a collaborative approach to reflection and is consistent with the original ideas of John Dewey.

Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

ERIC Educational Resources Information Center

Katz, Lilian G.

This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts…

The Work, Perceptions and Professional Development of Teachers

ERIC Educational Resources Information Center

Silva, Ana Maria; Herdeiro, Rosalinda

2014-01-01

This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

Effective Oral Language Development Strategies for Elementary Teachers

ERIC Educational Resources Information Center

Kohler, Karen L.

2016-01-01

This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to…

Development of the Teachers Supporting Teachers in Urban Schools Program: What Iterative Research Designs Can Teach Us

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Frazier, Stacy L.; Marinez-Lora, Ane; Atkins, Marc S.; Keel, Joanna

2011-01-01

The "Teachers Supporting Teachers in Urban Schools Project" is a 3-year study funded by the Institute of Education Sciences (Development and Innovation Study) and designed to enhance new teachers' effectiveness around the two strongest empirical predictors of attrition--classroom management and engaging learners--and connectedness to…

Teaching the teachers.

PubMed

Zavalkoff, Anne

2002-10-01

SUMMARY This paper presents a conceptual tool designed to help teacher education students think critically about the roots and consequences of personal, parental, community, and institutional resistance to diverse sexual identities and behaviours. To explore the roots of sexualized and gendered prejudice and ground the conceptual tool theoretically, it begins with a careful examination of Judith Butler's work on performativity. The paper then describes and illustrates the conceptual tool. The Continuum of (Subversive) Drag Performance helps stimulate critical thinking about the power implications of people's sexed and gendered performances through its six ranges: Radical, Stealth, Commercial, Passing, Mainstream, and Privileged. Because these ranges are independent of common considerations of "normalcy," they offer teacher education students a relatively unthreatening framework for analyzing conceptions of sexuality and gender that, left unexamined, can contribute to sexism, heterosexism, and homophobia.

A pedagogical framework for developing innovative science teachers with ICT

NASA Astrophysics Data System (ADS)

Rogers, Laurence; Twidle, John

2013-11-01

Background: The authors have conducted a number of research projects into the use of ICT in science teaching and most recently have collaborated with five European partners in teacher education to develop resources to assist teacher trainers in delivering courses for the professional development of science teachers. Purpose: 1. To describe the main aspects of pedagogy which are relevant to the use of ICT tools which serve practical science teaching. 2. To discuss approaches to teacher education which aim to emphasise the pedagogical aspects of using those ICT tools. Sources of evidence: 1. A review of the research literature on the effectiveness of using ICT in education with a particular focus on pedagogical knowledge and its interaction with associated technical knowledge. 2. Authors' experience as teacher trainers and as researchers in methods of employing ICT in science education. 3. Studies conducted by partners in the ICT for Innovative Science Teachers Project and training materials developed by the project. Main argument: Starting from the premise that it is the pedagogical actions of the teacher which determine successful learning outcomes of using ICT in science lessons, the paper describes the main components of pedagogical knowledge and understanding required by teachers. It examines the role of an understanding of affordances in helping teachers to deploy software tools appropriately and defines some of the skills for exploiting them to benefit learning. Innovation is successful when ICT activities are incorporated in ways that complement non-ICT activities and serve science learning objectives. When teachers are alert to adapt their pedagogical skills, they evolve new ways of working and interacting with students. Training courses need to provide means of helping teachers to examine the professional beliefs which underpin their pedagogical approaches. This is most effectively achieved when a course blends personal hands-on experience with discourse

Novice-Service Language Teacher Development: Bridging the Gap between Preservice and In-Service Education and Development

ERIC Educational Resources Information Center

Farrell, Thomas S. C.

2012-01-01

One reason for teacher attrition is that a gap exists between pre-service teacher preparation and in-service teacher development, in that most novice teachers suddenly have no further contact with their teacher educators, and from the very first day on the job, must face the same challenges as their more experienced colleagues, often without much…

Preparing Teachers to Support the Development of Climate Literate Students

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

2014-12-01

The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

Science Teachers' Conceptualizations and Implications for the Development of the Professional Development Programs

ERIC Educational Resources Information Center

Kaymakamoglu, Sibel Ersel

2017-01-01

This study aimed to investigate the two primary school science teachers' conceptions of professional development, their perceptions of self-improvement and the factors influencing their professional development. In this investigation, a case study approach was adopted. The participant teachers were given a semi-structured interview and the data…

Pre-Service Teacher Cultural Identity Development

ERIC Educational Resources Information Center

Cunningham, Maurella Louise

2013-01-01

The main purpose of this study is to conduct exploratory qualitative research to investigate how PSTs and practicing teachers experience cultural and racial identity development or changes in identity. Rather than examine the "what" or contributors to identity development, I will explore the "how" or processes of identity…

Mentoring and Supervision for Teacher Development.

ERIC Educational Resources Information Center

Reiman, Alan J.; Thies-Sprinthall, Lois

The fields of instructional supervision, adult development, teacher education and mentoring, and ongoing professional development are synthesized in this text. Examples and case studies are drawn from local systems in North Carolina as well as state, national, and international public school/university consortia to identify emerging trends in…

Development of Teacher Attitude Scale towards the Field Trip

ERIC Educational Resources Information Center

Tortop, Hasan Said

2012-01-01

A field trip is an excursion by group of students with teachers to a place away from classroom such as natural field, science center, and zoo. So, it is an important tool for renewable energy education. This study was carried out to develop a new scale for measuring teacher attitudes towards the field trip. Teacher attitude scale towards the field…

Preservice elementary teachers' development of PCK-readiness about learners' science ideas

NASA Astrophysics Data System (ADS)

Smithey, Julie Faye

Preservice elementary teachers face many daunting challenges as they learn to teach science. Teacher educators try to design methods courses that help them meet these challenges and prepare them for the experiences they will have as student teachers and new teachers. Because they often do not spend much time with students, it is a general assumption that preservice teachers are unable to develop pedagogical content knowledge (PCK) with respect to their learners. Rather than focus on what they are unable to do, however, this dissertation explores how a methods course might foster consideration of learners' science ideas, an important component of PCK. Perhaps preservice teachers can learn to develop PCK-readiness, thus putting them in a good position to develop rich usable PCK once they have more experience in the classroom. This study follows a class of preservice teachers through an elementary science methods course. It describes the trajectories of eight focus preservice teachers' thinking about their learners. It also explores how the entire class made sense of a set of activities designed to foster consideration of learners' ideas. Results indicate that with scaffolds, preservice teachers are able to think in complex ways about their learners' ideas, including considering how to use those ideas in instruction. The trajectories of the preservice teachers varied but generally showed growth in thinking about learners' ideas, although some were focused on or influenced by particular aspects while others made more consistent growth in several areas. Generally, the course activities supported thinking about how to deal with learners' ideas but not the characteristics of those ideas. This study contributes to the field by providing a description of how a range of preservice teachers engaged with the activities in the methods course. In addition, it describes the kind of influence that a methods course might have on preservice teachers' development of a crucial aspect

Teachers' Beliefs about the Development of Teacher-Adolescent Trust

ERIC Educational Resources Information Center

Russell, Shannon L.; Wentzel, Kathryn R.; Donlan, Alice E.

2016-01-01

In this study, we examined teachers' beliefs concerning the meaning and nature of teacher--student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher-adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as…

Steps Forward and Back in Adult Numeracy Teacher Professional Development: A Reflection on a Teacher Workshop Experience

ERIC Educational Resources Information Center

Saliga, Linda Marie; Daviso, Al; Stuart, Denise; Pachnowski, Lynne

2015-01-01

In this project, a university team of teacher education and mathematics professors conducted eight professional development sessions for General Educational Development (GED) teachers in the area of mathematics teaching. Topics included concretely modeling mathematics concepts in algebra, number sense, geometry, and differentiating instruction in…

National Agenda: Minority Teacher Recruitment, Development, and Retention

ERIC Educational Resources Information Center

Branch, Robert M.; Kritsonis, William Allan

2006-01-01

Student diversity is significantly different than diversity in the teaching staff. Educational leaders must identify methods to bridge the gap in teacher diversity so that students of all backgrounds see adult role models and images of themselves in the classroom. Recruiting, developing, and retaining qualified minority teachers is an important…

K-12 Teacher Participation in Online Professional Development

ERIC Educational Resources Information Center

McNamara, Catherine Louise

2010-01-01

Effectiveness in education is a national concern and reform efforts continue to be championed with the hope of stimulating improvement to more effectively meet the needs of all students. Many reform efforts include a focus on teacher professional development to strengthen teacher pedagogy and positively impact student achievement. Rapid expansion…

Understanding Inservice Science Teachers' Needs for Professional Development

ERIC Educational Resources Information Center

Zhang, Meilan; Parker, Joyce; Koehler, Matthew J.; Eberhardt, Jan

2015-01-01

Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers'…

New Developments in the Embedded Statistical Coupling Method: Atomistic/Continuum Crack Propagation

NASA Technical Reports Server (NTRS)

Saether, E.; Yamakov, V.; Glaessgen, E.

2008-01-01

A concurrent multiscale modeling methodology that embeds a molecular dynamics (MD) region within a finite element (FEM) domain has been enhanced. The concurrent MD-FEM coupling methodology uses statistical averaging of the deformation of the atomistic MD domain to provide interface displacement boundary conditions to the surrounding continuum FEM region, which, in turn, generates interface reaction forces that are applied as piecewise constant traction boundary conditions to the MD domain. The enhancement is based on the addition of molecular dynamics-based cohesive zone model (CZM) elements near the MD-FEM interface. The CZM elements are a continuum interpretation of the traction-displacement relationships taken from MD simulations using Cohesive Zone Volume Elements (CZVE). The addition of CZM elements to the concurrent MD-FEM analysis provides a consistent set of atomistically-based cohesive properties within the finite element region near the growing crack. Another set of CZVEs are then used to extract revised CZM relationships from the enhanced embedded statistical coupling method (ESCM) simulation of an edge crack under uniaxial loading.

Six teachers' experience with a video-based professional development program: Its implementation and development

NASA Astrophysics Data System (ADS)

Nelson, Marianne T.

Many professional development programs fall short of accomplishing their objectives. Recently, programs have been developed that would appear to appeal to teachers and to enhance their potential to influence teachers' practice. My research describes six teachers' responses to a professional development program that employs video as a key feature. The Next Move program consists of eight two-hour sessions, and includes a one-hour video intended to stimulate discussion among a group of teachers. All group participants were invited to participate in the study. My interview sample consisted of six teachers from two groups who volunteered to participate in the study. The first group consisted of four study participants from an urban district. Twelve teachers from this district attended the initial session. Of these, seven became regular participants who completed all sessions. Most of them registered for the graduate credit option. Two study participants were from a single suburban elementary school that had five teachers; they occasionally met jointly with a group from another elementary school, so the numbers varied. Teachers volunteering for this study had from four to seventeen years experience. They were all Caucasian and included four women and two men. My data set consists of three interviews with each teacher, one at the start of the program, one after the last session, and one at the end of the school year. I interviewed each facilitator and jointly interviewed the program's producer and project manager. Additional data was obtained from observation of program sessions and classrooms. Print data sources were the program guide and the project summative evaluation. The data analysis suggests a poor match between the funder's intent and what the teachers expected, based on the program title and information in the promotional flyer. Because of these discontinuities, the program failed to meet its objectives fully. However, some interesting benefits did appear. For

Teacher Research as a Robust and Reflective Path to Professional Development

ERIC Educational Resources Information Center

Roberts, Sherron Killingsworth; Crawford, Patricia A.; Hickmann, Rosemary

2010-01-01

This article explores the role of teacher research as part of a robust program of professional development. Teacher research offers teachers at every stage of development a recursive and reflective means of bridging the gap between current practice and potential professional growth. The purpose of this dual level inquiry was to probe the concept…

Teachers' Attitudes toward Pedagogical Changes during Various Stages of Professional Development

ERIC Educational Resources Information Center

Maskit, Ditza

2011-01-01

This study examines teachers' attitudes toward pedagogical changes regarding various teaching strategies concerning students, content, and the teacher's educational orientation. Teachers' attitudes toward such changes are examined at different stages of their professional development. The research question is: To what extent do teachers at…

Virginia physical science teachers' content knowledge assessment and professional development preferences

NASA Astrophysics Data System (ADS)

Hendrick, M. Georgeann

The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are

Measuring Efficacy Sources: Development and Validation of the Sources of Teacher Efficacy Questionnaire (STEQ) for Chinese Teachers

ERIC Educational Resources Information Center

Hoi, Cathy Ka Weng; Zhou, Mingming; Teo, Timothy; Nie, Youyan

2017-01-01

The aim of the current study is to develop and validate an instrument to measure the four sources of teacher efficacy among Chinese primary school teachers. A 26-item Sources of Teacher Efficacy Questionnaire (STEQ) was proposed with four subscales: mastery experience, vicarious experience, social persuasion, and physiological arousal. The results…

Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?

ERIC Educational Resources Information Center

Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.

2018-01-01

The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences

ERIC Educational Resources Information Center

Teng, Mark Feng

2017-01-01

Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become…

Evaluating the Impact of Teacher Professional Development: An Evidence-Based Framework

ERIC Educational Resources Information Center

King, Fiona

2014-01-01

Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain…

Developing a Modular Teacher Education Program for an R&D Center.

ERIC Educational Resources Information Center

Martin, Guy N.; Clark, Michal C.

The R&D Center in Teacher Education at the University of Texas is attempting to make significant contributions to teacher education through the development of teacher education modules. In order to make the most of their effort, a shift in focus from project to program is needed. This paper describes the development of a conceptual focus and a…

Continuum of Collaboration: Little Steps for Little Feet

ERIC Educational Resources Information Center

Powell, Gwynn M.

2013-01-01

This mini-article outlines a continuum of collaboration for faculty within a department of the same discipline. The goal of illustrating this continuum is showcase different stages of collaboration so that faculty members can assess where they are as a collective and consider steps to collaborate more. The separate points along a continuum of…

Sustaining Online Teacher Professional Development through Community Design

ERIC Educational Resources Information Center

Henderson, Michael

2007-01-01

Purpose: The purpose of this paper is to explore the role of community of practice in sustaining teachers' participation in a blended (face-to-face and online) professional development course. Design/methodology/approach: A longitudinal multiple-case study methodology was used in researching groups of five teachers in Australia and four teachers…

Coaching as a Leadership Development Tool for Teachers

ERIC Educational Resources Information Center

Blackman, Anna

2010-01-01

Without support for the development of leadership talents and the chance to climb the career ladder, many teachers will leave the teaching sector in search of other career opportunities that will provide an outlet for their interests and talents. Coaching is potentially a way to help teachers fulfill, support and encourage their leadership…

Resilience Development of Preservice Teachers in Urban Schools

ERIC Educational Resources Information Center

Roselle, Rene

2007-01-01

Retention of teachers in urban schools continues to plague public schools. Could universities increase the likelihood that teachers will stay in urban schools longer by preparing them for some of the adversities they may face and helping them develop resilience in relation to these challenges? Could we produce resilient educators before they…

Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0

ERIC Educational Resources Information Center

Korthagen, Fred

2017-01-01

Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these…

Developing Preschool Teachers' Knowledge of Students' Number Conceptions

ERIC Educational Resources Information Center

Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi

2014-01-01

This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…

Measuring Teacher Educators' Researcherly Disposition: Item Development and Scale Construction

ERIC Educational Resources Information Center

Tack, Hanne; Vanderlinde, Ruben

2016-01-01

This study reports on the development of a self-reported measurement instrument--The Teacher Educators' Researcherly Disposition Scale (TERDS)--to improve understanding of teacher educators' researcherly disposition. Teacher educators' researcherly disposition refers to the habit of mind to engage with research--both as consumers and producers--to…

The Student Teacher Portfolio as Autobiography: Developing a Professional Identity.

ERIC Educational Resources Information Center

Antonek, Janis L.; And Others

1997-01-01

Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development

ERIC Educational Resources Information Center

Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard

2008-01-01

High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge,…

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2013-06-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2012-12-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

NASA Astrophysics Data System (ADS)

Naidoo, Kara

2017-12-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan's identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan's identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates.

Assessing Teachers' Positive Psychological Functioning at Work: Development and Validation of the Teacher Subjective Wellbeing Questionnaire

ERIC Educational Resources Information Center

Renshaw, Tyler L.; Long, Anna C. J.; Cook, Clayton R.

2015-01-01

This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators--a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report…

Teachers' Self-Directed Professional Development: Science and Mathematics Teachers' Adoption of ICT as a Professional Development Strategy

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel

2013-01-01

This paper is part of a larger study that was carried out to investigate the use of Information and Communication Technology (ICT) in the self-directed professional development on the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers…

Use of WebQuest Design for Inservice Teacher Professional Development

ERIC Educational Resources Information Center

Iskeceli-Tunc, Sinem; Oner, Diler

2016-01-01

This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers' technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking…

Teachers Learning: Professional Development and Education. Cambridge Education Research Series

ERIC Educational Resources Information Center

McLaughlin, Colleen, Ed.

2012-01-01

"Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

Progress toward bridging from atomistic to continuum modeling to predict nuclear waste glass dissolution.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zapol, Peter; Bourg, Ian; Criscenti, Louise Jacqueline

2011-10-01

This report summarizes research performed for the Nuclear Energy Advanced Modeling and Simulation (NEAMS) Subcontinuum and Upscaling Task. The work conducted focused on developing a roadmap to include molecular scale, mechanistic information in continuum-scale models of nuclear waste glass dissolution. This information is derived from molecular-scale modeling efforts that are validated through comparison with experimental data. In addition to developing a master plan to incorporate a subcontinuum mechanistic understanding of glass dissolution into continuum models, methods were developed to generate constitutive dissolution rate expressions from quantum calculations, force field models were selected to generate multicomponent glass structures and gel layers,more » classical molecular modeling was used to study diffusion through nanopores analogous to those in the interfacial gel layer, and a micro-continuum model (K{mu}C) was developed to study coupled diffusion and reaction at the glass-gel-solution interface.« less

Teachers' personal didactical models and obstacles to professional development: Case-studies with secondary experimental science teachers

NASA Astrophysics Data System (ADS)

Wamba Aguado, Ana Maria

The aim of this thesis has been to elaborate criteria which characterise how teachers teach, as a curriculum component of their professional knowledge and to infer the obstacles which hinder their desired professional development, in such a way that they are considered in the design of proposals for teacher training in secondary education. In addition to this, a further objective was to elaborate and validate data analysis instruments. Case studies were carried out on three natural science secondary teachers with more than ten years' experience, enabling the characterisation of the teachers' science and science teaching conceptions as well as the description of classroom practice. Finally, with the help of these data together with the material used by the teachers, the inference of the teachers' personal didactical models and the obstacles to their professional development were made possible. Instruments for data collection used a questionnaire to facilitate the realisation of a semi-structured interview, video recordings of the classroom intervention of each teacher which correspond to a teaching unit taught over a two-week period and all the written material produced for the unit was collected. For the data analysis a taxonomy of classroom intervention patterns and a progression hypothesis towards desirable professional knowledge were elaborated, from the perspective of a research in the classroom model and according to a system of categories and subcategories which refer to their concepts about scientific knowledge, school knowledge, how to teach and evaluation. With the interview and the questionnaire a profile of exposed conceptions was obtained. The intervention profile was obtained using the classroom recordings; according to the patterns identified and their sequencing, both of which determine the characteristic structures and routines of these teachers. An outcome of these results was the validation of the previously mentioned taxonomy as an instrument of

From Professional Development to System Change: Teacher Leadership and Innovation

ERIC Educational Resources Information Center

Frost, David

2012-01-01

This article argues for a particular conceptualisation of teacher leadership; one that enables us to overcome the limitations of established approaches to continuing professional development as a strategy for school improvement by mobilising the massive untapped potential of teachers as leaders of innovation. In this article, teacher leadership is…

A Framework for Health Communication Across the HIV Treatment Continuum

PubMed Central

Van Lith, Lynn M.; Mallalieu, Elizabeth C.; Packman, Zoe R.; Myers, Emily; Ahanda, Kim Seifert; Harris, Emily; Gurman, Tilly; Figueroa, Maria-Elena

2017-01-01

Background: As test and treat rolls out, effective interventions are needed to address the determinants of outcomes across the HIV treatment continuum and ensure that people infected with HIV are promptly tested, initiate treatment early, adhere to treatment, and are virally suppressed. Communication approaches offer viable options for promoting relevant behaviors across the continuum. Conceptual Framework: This article introduces a conceptual framework, which can guide the development of effective health communication interventions and activities that aim to impact behaviors across the HIV treatment continuum in low- and medium-income countries. The framework includes HIV testing and counseling, linkage to care, retention in pre-antiretroviral therapy and antiretroviral therapy initiation in one single-stage linkage to care and treatment, and adherence for viral suppression. The determinants of behaviors vary across the continuum and include both facilitators and barriers with communication interventions designed to focus on specific determinants presented in the model. At each stage, relevant determinants occur at the various levels of the social–ecological model: intrapersonal, interpersonal, health services, community, and policy. Effective health communication interventions have mainly relied on mHealth, interpersonal communication through service providers and peers, community support groups, and treatment supporters. Discussion: The conceptual framework and evidence presented highlight areas across the continuum where health communication can significantly impact treatment outcomes to reach the 90-90-90 goals by strategically addressing key behavioral determinants. As test and treat rolls out, multifaceted health communication approaches will be critical. PMID:27930606

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the

Emerging Considerations for Professional Development Institutes for Science Teachers

NASA Astrophysics Data System (ADS)

Freeman, John G.; Marx, Ronald W.; Cimellaro, Luigia

2004-04-01

This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research: comfort, technology, and balance. In terms of comfort, the teachers expressed a need for both physical and psychological comfort for them to learn. The technological emphasis in our institutes caused teachers to stress in their comments our developing software. We found that, depending on teachers'' previous knowledge, technology could be a barrier or a support to the success of institutes. Finally, we found a necessity to balance elements within the institute and a need to balance cognitively demanding time on task with less demanding opportunities for informal interaction.

Uncovering a Connection between the Teachers' Professional Development Program and Students' Learning

ERIC Educational Resources Information Center

Lin, Su-ching; Cheng, Wen-wen; Wu, Ming-sui

2015-01-01

Most research suggests professional development improves teachers' knowledge and pedagogy and enhances teachers' confidence to facilitate a positive attitude about student learning. This study attempted to investigate the connection between teacher professional development program and students' Learning. This study took Readers' Theater Teaching…

The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

NASA Astrophysics Data System (ADS)

Urquhart, Mary L.; Bober, Kendra M.

2006-02-01

The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

An Optimization-based Atomistic-to-Continuum Coupling Method

DOE Office of Scientific and Technical Information (OSTI.GOV)

Olson, Derek; Bochev, Pavel B.; Luskin, Mitchell

2014-08-21

In this paper, we present a new optimization-based method for atomistic-to-continuum (AtC) coupling. The main idea is to cast the latter as a constrained optimization problem with virtual Dirichlet controls on the interfaces between the atomistic and continuum subdomains. The optimization objective is to minimize the error between the atomistic and continuum solutions on the overlap between the two subdomains, while the atomistic and continuum force balance equations provide the constraints. Separation, rather then blending of the atomistic and continuum problems, and their subsequent use as constraints in the optimization problem distinguishes our approach from the existing AtC formulations. Finally,more » we present and analyze the method in the context of a one-dimensional chain of atoms modeled using a linearized two-body potential with next-nearest neighbor interactions.« less