Hands-On Professional Development: Middle School teachers' Experiences with a Curriculum Intervention Research Project

Green, Jennifer D.; Gonzalez, Eileen Mckiernan; López-Velásquez, Angela M.; Howard, Elizabeth R.

doi:10.1080/00940771.2013.11461884

Cited by 7 publications

(14 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In their examination of effective professional development through the implementation of new curriculum, Penuel, Fishman, Yamaguchi, and Gallagher (2007) have argued that 'helping teachers to prepare for their classroom practice yields results that are most directly translatable to practice,' (p. 928) which gives rise to increased likelihood of teacher learning and impact on teachers' practices (for work about intervention studies as sustained professional development, see also Green, Gonzalez, López-Velásquez, & Howard, 2013). As Webster-Wright (2009) summarizes, 'a consensus has developed within the educational research community that effective [professional development] is based on a notion of [professional learning] as continuing, active, social, and related to practice' (p. 703).…”

Section: Discussionmentioning

confidence: 98%

Curricular design and implementation as a site of teacher expertise and learning

Peercy

Martin‐Beltrán

Silverman

et al. 2015

Teachers and Teaching

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 98%

Curricular design and implementation as a site of teacher expertise and learning

Peercy

Martin‐Beltrán

Silverman

et al. 2015

Teachers and Teaching

View full text Add to dashboard Cite

“…The emphasis on productive discourse is important given that not all collaboration yields substantive conversations about teacher practice (Horn et al, 2017) or explicit connections to a school's instructional agenda (Stosich et al, 2018). Further, scholars have found that collaborative inquiries are most effective when they are grounded in opportunities to interact with the actual curriculum or assessments being used in classroom settings (Akiba & Wilkinson, 2016;Green et al 2013;Hodges & Jong, 2014;Stosich, 2016), or when they include teachers from the same schools building their capacities to implement instructional changes together (Youngs, 2001).…”

Section: The Complexity Of Translating a Pd Conceptual Framework To Pmentioning

confidence: 99%

An integrative approach to professional development to support college- and career- readiness standards

Pak

Desimone

Parsons

2020

EPAA

View full text Add to dashboard Cite

Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

show abstract

“…District-facilitated professional development often uses one of the following models to provide training to their teaching staff: coaching, job-embedded trainings, professional learning communities, or 1-day mass trainings (Cohen, 2015;Cronin, 2014;Goldring et al, 2012;Green et al, 2013;Murphy, 2015;Woods, 2014).…”

Section: Professional Developmentmentioning

confidence: 99%

Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program

Smith

Robinson

2020

JERAP

View full text Add to dashboard Cite

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite lacking perceived self-efficacy with these skills. Although teachers saw value in literacy, their perceptions of the professional development were affected by their commitment to content instruction, time constraints, the organization of the professional development, and a forced compliance district mandate.

show abstract

Hands-On Professional Development: Middle School teachers' Experiences with a Curriculum Intervention Research Project

Cited by 7 publications

References 10 publications

Curricular design and implementation as a site of teacher expertise and learning

Curricular design and implementation as a site of teacher expertise and learning

An integrative approach to professional development to support college- and career- readiness standards

Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program

Contact Info

Product

Resources

About