Effectiveness of Research-Based Teacher Professional Development:

Saunders, Rebecca B.

doi:10.14221/ajte.2014v39n4.10

Cited by 22 publications

(19 citation statements)

References 43 publications

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“…Others believe that a PD may be evaluated by its features; not type or process (Desimone, 2009). However, the identified characteristics of PD have been found inconsistent and contradictory (Guskey, 2000), leading to the conclusion that the type or characteristics of PD are determined by the contextual needs and realities of teachers (Saunders, 2014). The contextual realities, on the contrary, influence the perceptions of stakeholders on PD.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Nawab

2020

SAGE Open

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Professional development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials, and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.

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Section: Introductionmentioning

confidence: 99%

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Nawab

2020

SAGE Open

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“…Table 3 presents the results of the reliability test. From tabulated results in Table 3, alpha coefficient for all the variables were in the range .803 to .961, hence they are above the benchmark of 0.7 suggested by Saunders (2014). The scales were, thus, reliable for measuring the variables.…”

Section: Reliability Testmentioning

confidence: 67%

Secondary School Principals’ Level of Preparedness and Adoption of National Education Management Information System in Keiyo North Sub-County, Kenya

Kasimiri

Sang

Shadrack³

et al. 2021

AJEP

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Purpose: The study investigated the level of preparedness of secondary school Principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya. Methodology: It was an explanatory research based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the public choice theory. A target population of 30 secondary schools Principals and 30 HODs in charge of ICT in Keiyo North Sub-County schools consisting of Boarding and Day secondary schools was used. This formed a population of 60. The schools were classified as National, Extra-County, County and Sub-County secondary schools. This ensured that all the sub-groups were proportionately represented. Quantitative data was collected using close-ended questionnaires and analyzed using descriptive and inferential statistics. A model was developed through regression analysis. Findings: Results indicate that the sub-variable of Principal’s level of preparedness (acceptance, training and skills, and ICT infrastructure) had a statistically significant positive effect on adoption of NEMIS in secondary schools. The finding of this study is useful to the Ministry of Education (MOE) in planning purposes. The constructs of Principal’s level of preparedness (acceptance, training and skills and ICT infrastructure) positively and significantly correlated with adoption of NEMIS and as these constructs are enhanced, adoption of NEMIS receives a positive boost. Unique Contribution to Theory Practice and Policy: The study points out that use of technology is a function of acceptance by the user and is in line with the postulates of UTAUT theory that drove this study. It is therefore recommended that managers in the education circles should pay greater attention to the postulates of UTAUT theory for effective implantation of ICT driven programs like NEMIS. The study further points out that for any government policy to succeed, those in authority should allocate resources for public interest to support such policy rather than follow their own self-interest as pointed out by the public choice theory.

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“…‘What works’ is a widespread tendency all over the world, which is often concealed under labels such as ‘effective classroom management’ (De Jong, 2005; Egeberg et al, 2016; Henley, 2010), ‘community schools as effective strategies’ (Adams, 2010; Coalition for Community Schools, 2010; Henderson and Mapp, 2002; ICF International, 2010; Warren, 2005), and ‘effective teaching’ (Hattie, 2003; Kyriakides et al, 2013; Lloyd et al, 2015; Mouza, 2009). In addition, the dissemination of ‘effective’ findings is becoming a priority, to mobilise ‘effective practices’ amongst teachers: driven by concepts such as ‘evidence-informed practice’ and ‘research-based practice’ (Hulme, 2013; Gough, 2013; Levin et al, 2013; McFarlane, 2015; Saunders, 2014). The tendency is growing, regardless of the criticism on the methodological shortcomings and problems in disseminating and applying this knowledge (Biesta, 2007, 2010; Durbin and Nelson, 2014; Edwards, 2000; Evers and Kneyber, 2015; Guskey, 2003; Nelson, 2014; Penalva, 2006b, 2006c, 2006d, 2010; Roberts, 2015).…”

Section: The Naturalistic Methodological Perspectivementioning

confidence: 99%

Contemporary Methodological Perspectives in Educational Research on ‘Teachers’ practice’: Assumptions and Shortcomings for ‘Effective Practices’

Buitrago

2019

European Educational Research Journal

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In the context of the major influence that ‘effectiveness’ is having internationally, paper studies the contemporary methodological perspectives in educational research when considering teachers’ practice. It shows that current trends can be boiled down to: (1) naturalistic methodology, (2) descriptive methodology, and (3) the nonmethodological solution. It states two main conclusions: first, there is a neat continuity with traditional methodologies, which were in decline long ago; second, contemporary perspectives in educational research fail to provide a consistent methodological model for ‘effective practices’. The author finally draws some conclusions and makes some suggestions for the further development of methodology in educational research and teachers’ practice. This study is noteworthy for teachers’ practice, collaborations and partnerships, and also for the relationship amongst research/practice/policy, which is at the core of the implementation of educational systems.

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Effectiveness of Research-Based Teacher Professional Development:

Cited by 22 publications

References 43 publications

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Secondary School Principals’ Level of Preparedness and Adoption of National Education Management Information System in Keiyo North Sub-County, Kenya

Contemporary Methodological Perspectives in Educational Research on ‘Teachers’ practice’: Assumptions and Shortcomings for ‘Effective Practices’

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