Assessment of teachers’ gains across multiple historic site-based professional development programs

Baron, Christine; Sklarwitz, Sherri; Blanco, M.

doi:10.1016/j.tate.2020.103077

Cited by 5 publications

(8 citation statements)

References 59 publications

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“…Meanwhile, Christine Baron and colleagues apply the Q-Methodology method (Baron et al, 2020). Maria S. Poulou and colleagues suggest conducting an internal school community evaluation by gathering feedback from teachers and school administrators through classroom observation assessments, where trained teachers demonstrate the outcomes of their professional development activities (Poulou et al, 2023).…”

Section: The Evaluation Methods To Evaluate Teacher Training Activitiesmentioning

confidence: 99%

“…(Chinda & Hinkelman, 2023). Regarding the issue of professional development for history teachers, there is one work by Cooper and colleagues (Cooper et al, 2018), and another by Baron Christine and colleagues (Baron et al, 2020). The evaluation of professional development activities for science teachers is addressed in the studies by Murphy and colleagues, as well as one by Hendrix and colleagues (Hendrix et al, 2021;Murphy et al, 2015).…”

Section: Number Of Published Articlesmentioning

confidence: 99%

“…The fields of evaluating teacher professional development.It can be noticed that, among the 34 analyzed research articles, the authors have studied the evaluation of teacher professional development in various fields. For example, teacher professional development in English, history, science, mathematics, chemistry, information technology, etc (Andersson & Palm, 2018;Baron et al, 2020;Chen et al, 2022;Chinda & Hinkelman, 2023;Cooper et al, 2018;Dahri et al, 2022;Hendrix et al, 2021;Hiew & Murray, 2021;Murphy et al, 2015;O'Brien et al, 2022;Ravitz et al, 2017)Hiew & Murray (2021) andChinda & Hinkelman (2023) Hiew & Murray (2021).…”

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confidence: 99%

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Overview Research on Teacher Training Evaluation Based on Scopus Data from 2000 to 2024

2024

JEP

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This study aims to provide an overview of teacher training evaluation based on Scopus data from January 2000 to January 2024. The PRISMA model is used to guide the selection of articles. After selection and review, 34 scientific articles are included in the analysis. The author group analyzes information such as the number of research articles, countries, authors, citations, keywords, fields, models, and evaluation methods. The results show that in the last 5 years, the number of research articles on teacher training evaluation has significantly increased. The evaluation fields are relatively diverse, with a focus on English language professional development. There are three groups of evaluation models, among which the evaluation model is increasingly perfected with additional evaluation content. The evaluation methods used include survey research, in-depth interview methods, observational methods, Q-Methodology, process evaluation methods, and self-assessment. Through this overview study, educational researchers and teachers can identify important information about the evaluation of teacher professional development to guide appropriate teacher training activities or select future research topics.

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Section: The Evaluation Methods To Evaluate Teacher Training Activitiesmentioning

confidence: 99%

Section: Number Of Published Articlesmentioning

confidence: 99%

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confidence: 99%

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Overview Research on Teacher Training Evaluation Based on Scopus Data from 2000 to 2024

2024

JEP

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“…This is the best opportunity for teachers to make an assessment formal (visual) assessment of how students can effectively discover new topics and new ideas. Discussions in open classrooms indicate the level of encouragement schools receive in their classrooms, general topics, structure, and ideas about those discussions (Baron, Sklarwitz & Blanco, 2020).…”

Section: Self-directed Teacher Professional Developmentmentioning

confidence: 99%

Effect of Self Directed Professional Development on Instructional Practices of Secondary School Teachers

Kausar

2023

JDSS

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The core purpose of present study was to evaluate the effect of self-directed professional development of teachers on their instructional practices. Objectives of the current study were; to explore the components of self -directed teacher professional development, to identify the instructional practices of the secondary school teachers, and to find out the effect of self-directed professional development on instructional practices. The study was descriptive in nature. Stratified random sampling technique was used to select 400 participants. Five point likert scale questionnaire was used to collect the data. Descriptive Statistics were used to explore the components of self-directed professional development and instructional practices, whereas Regression analysis was used to find out the effect of self-directed teacher professional development on instructional practices of teachers. It was found that self-directed professional development has strong effect on instructional practices. It was recommended that teachers may adopt modern self-directed professional development practices to enhance the instructional standards.

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“…They contended that the achievement of this oneness is possible through architectural education. Furthermore, Behnejad et al (2015) recognized the significance of the relationship between architecture and structure in the studios during the creative stage of the architectonic-construction idea. The structure in architectonic produces an order for a whole, with numerous components aimed at achieving usefulness at the level of organization.…”

Section: Introductionmentioning

confidence: 99%

Using overlapping fields in designbuild assignments to retrieve the architectonic situation in architecture schools

Maghami¹,

Ghasr²

2022

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Architects are seeking to bridge the design-construction divide. This approach, which seeks to retrieve the situation in which there is no distinction between design and construction, attempts to address an integrated educational pedagogy by linking origins and providing opportunities and challenges for undertaking thought-practice tasks. To accomplish this integration, the article investigates the usage of an overlapping field with architecture in design-build projects. Architecture and intertwining have a same background. This action research analyzes the experience of exploiting their overlap in designing and building a light awning at Yazd University in Iran's architecture school. The methodology includes analyzing the lived experience of freshmen (N = 24) through pictures, memoranda, and observations and comparing it to secondary feedback from alumni (N = 24) obtained via questionnaire. As found, analogy-based journeys to the intersections provide architectural decision-making situations like material selection, structural pattern recognition, manufacturing concepts, and a holistic viewpoint for component arrangement. Similarity exists when two fields have at least one function, behavior, or structure in common. In this study, structure serves as a strong junction at the form and concept level. This approach guides the experience of the aimed situation, named "architectonic situation, " which is context-sensitive and attempts to provide a comprehensive image to introductory studios. This reality-based approach includes three parts: students, an assignment subject, and a field that overlaps with architecture. It could be recommended to schools that seek to connect with their cultural roots as part of their mission.

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Assessment of teachers’ gains across multiple historic site-based professional development programs

Cited by 5 publications

References 59 publications

Overview Research on Teacher Training Evaluation Based on Scopus Data from 2000 to 2024

Overview Research on Teacher Training Evaluation Based on Scopus Data from 2000 to 2024

Effect of Self Directed Professional Development on Instructional Practices of Secondary School Teachers

Using overlapping fields in designbuild assignments to retrieve the architectonic situation in architecture schools

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