Effective Professional Development Models Research Articles

A unidimensional model of emotion-focused teaching in early childhood

Modeling, responding, and instructing have all been investigated as ways in which adults promote children’s emotional competence, but they have largely been investigated separately. To facilitate the development of effective professional development models which promote teachers’ engagement in emotion-focused teaching, it is important to understand whether and how these practices are different manifestations of a common underlying construct and the extent to which they build on one another. Rasch models using 1606 observations of 47 preschool teachers using the EMOtion TEaching Rating Scale (EMOTERS) indicated that these teaching practices are all different expressions of the same emotion-focused teaching construct. Modeling practices generally were observed more frequently, instructing practices less frequently, and responding practices in the middle. This hierarchical arrangement can inform efforts to improve teachers’ emotion-focused teaching and benefit the positive social-emotional classroom environment.

Teacher Study Groups: An Integrative Literature Synthesis

Until recently, existing research on teacher professional development (PD) has largely relied on teacher perceptions and self-reports to evaluate effectiveness. Though more current research has used a diverse array of designs and methodologies to examine impact on teacher knowledge, practice, and student learning, uncertainty regarding the effectiveness of various PD models remains, particularly for these nonperceptive variables. There has been a call in the field to apply a consistent conceptual framework in order to identify critical mechanisms underlying effective models and to support improved theorizing about teaching and learning. Thus, we present an integrated literature synthesis of one collaborative model of PD, teacher study groups (TSGs), in an effort to make sense of the relatively rich body of research that has been performed on this model. We identified 32 studies that examined TSGs’ impact on teacher and student outcomes and synthesized this research using Desimone’s five-factor conceptual framework, which is being increasingly applied across the field. Findings suggest that TSGs are an effective PD model and that there are components of the model not accounted for in the five-factor framework that affect teacher outcomes and student learning. We conclude with a discussion of implications, including limitations of the five-factor framework and ideas for further refinement that situate PD in a vast empirical landscape.

Science Teachers’ Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates

This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99) by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional survey research design. A comparison of the three datasets indicated differences in terms of teachers’ personal science teaching efficacy (PSTE) and science teaching outcome expectancy efficacy (STOE). Teachers’ academic qualifications and experience showed relevance with the PSTE and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have implications for teacher education programs in all three countries, which need to strengthen their teaching content and make science teachers more efficacious in order to bring about positive changes in students’ science learning. Other recommendations include: providing culturally tailored teacher education that respects the role of cultural adaptation, nationality, gender, academic qualifications, and years of teaching experience; and introducing effective professional development models to strengthen science teachers’ efficacy beliefs.

Primary School Teachers’ Opinions on Professional Development (Professional Development Model Proposal)

The purpose of this study is to provide a model for effective professional development by taking the opinions of the primary school teachers on professional development. Grounded theories and techniques which are qualitative research methods have used in the research. Twenty primary school teachers from a district, Küçükçekmece, Istanbul participated in the study, and the data were collected through interview. To reach the model, firstly, the opinions of the participants about the concept of professional development, the processes of providing professional development and the characteristics of effective professional development were taken. The opinions about the idea of professional development are in three sub-categories: change, experience, and burnout; views on the processes of ensuring professional development are in four sub-categories: physical conditions, technology, academic resource, and training process and opinions on the characteristics of effective professional development are being convenience to the needs, right of choice, appropriate content selection, development strategy, active learning environment, and cooperation. In the light of these results, effective professional development model categories are feeling a need, goal setting, planning, development process, and evaluation respectively and these categories constitute a cycle in itself. It was concluded that there should be support and monitoring activities to ensure coordination between the main categories and teacher(s).

“I can't tell you what the learning difficulty is”: Barriers experienced by college science instructors in teaching and supporting students with learning disabilities

• Studies on instructors' difficulties in teaching students with disabilities are limited. • This qualitative study employs interviews to explore science instructors' barriers. • The study reports first-order (external) and second-order (internal) barriers. • Complex interactions between first-order and second-order barriers are discussed. • The need for effective professional development models is highlighted.

Professional Development that Changes Teaching and Improves Learning

Each year school districts invest financial resources in professional development for their educators. Beyond the cost, educators spend countless hours in workshops, training, webinars, and other learning environments intended to enhance and deepen their knowledge and skills to increase student success. Too often the return on this investment is minimal in learning transfer for educators or measurable academic gains for students and maximum in participant dissatisfaction. Substantial research in effective professional development models exists. When applied to professional development, measurable change in the learning process occurs. In 2015 WakeEd Partnership and Wake County Public School System (WCPSS), North Carolina’s largest school system, applied that research to the design of an engaging, results-oriented professional development opportunity for elementary and secondary educators – SummerSTEM. WakeEd Partnership is an education non-profit (501c3) that exists to inform, mobilize and engage the business community in support of strong public schools in Wake County. During its 35-year history, WakeEd has differentiated itself as an organization dedicated to supporting educators through professional development and resources. SummerSTEM is a hands-on professional development experience that addresses the needs of educators — adult learners — and brings real-world lessons to the classroom.

Characteristics and models of effective professional development: the case of school teachers in Qatar

The purpose of this study was to investigate the characteristics of effective professional development and effective models of professional development as perceived by school teachers in the State of Qatar. This study is quantitative in nature and was conducted using a survey methodology. Means, standard deviations, t-test, and one-way analysis of variance (ANOVA) were utilized to analyze the collected data. Results of the study revealed that school teachers in Qatar perceived the proposed characteristics of effective professional development to be highly effective. Further, school teachers in Qatar perceived mentoring model (mentoring model (providing professional support from experienced teacher to new hiring teacher) as the most effective professional development model. However, an online training program was rated to be the least effective professional development model. Finally, results showed that there are no significant differences among school teachers in perceiving the proposed characteristics of effective professional development and in perceiving the most and the least effective professional development models that are attributed to their gender, years of experience in teaching, and school level.

Teacher Characteristics Influence Implementation of a Multi‐Component, School‐Based Nutrition Intervention in Fourth‐Grade Classrooms

School‐based nutrition interventions are a promising approach to improve children's diets and prevent obesity. Few studies have investigated whether outcomes of these interventions are influenced by teacher characteristics or quality of implementation. This study examines whether teacher characteristics and implementation influenced the effectiveness of a multi‐component nutrition education program to improve dietary behaviors. Schools implemented a multi‐component nutrition education intervention during 2013–2014. Teachers (n=8) facilitated nutrition education using an experiential, garden‐enhanced nutrition curriculum among students in their classrooms (n=173) in two schools. Teacher characteristics of teaching experience, self‐efficacy in teaching nutrition, and knowledge about nutrition were collected at baseline. Implementation factors of fidelity and completion were evaluated using self‐reports and qualitative observations. Student outcomes included body mass index (BMI) percentile‐for‐age, nutrition knowledge, critical thinking skills, and identification of vegetables and were measured pre/post. Relationships were analyzed using multivariate mixed model regression with classroom as a random effect. Pre/post changes were analyzed using t‐tests. Students improved BMI percentile‐for‐age (−1.99 ±7.95), and increased nutrition knowledge (2.28±3.40), critical thinking skills (1.98±3.28), and the ability to identify vegetables (0.87±1.09). Teachers’ characteristics of teaching experience, experience teaching nutrition, attendance in college nutrition course, self‐efficacy, and nutrition knowledge were significantly related to fidelity and completeness of program implementation. This study demonstrated implementation of SHCP by teachers can positively influence student outcomes, though program implementation depends upon teacher characteristics. It may be critical to identify effective professional development models to achieve high quality implementation of nutrition programs in school‐based settings.Support or Funding InformationFunding was provided by UCANR competitive grant #11‐1018, USDA 2011‐38420‐20082, and USDA NIFA Hatch project 221082.

Preparing for the Changing Faces of Education: Effective Professional Development Models

The face of education is constantly changing. The traditional classroom with rows of desks facing a chalkboard is being demolished and replaced with movable tables, Smart Boards and laptops, project-based learning, differentiated lessons and more authentic assessment. To be effective and to accommodate a rapidly changing educational system, teachers must be trained and equipped. Regardless of the innovation or change, the process of traveling from a novice to an expert teacher is an ongoing journey which requires adequate training. The question remains as to what is the most effective method of moving teachers along the trajectory from novice to expert. Research has shown how ineffective single “one-off” workshops are at resulting in real change in a teacher’s practice. Effective professional development to develop expertise in any area, however, should allow for sufficient time for practice, collaboration, self-reflection, and constructive feedback.

Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence

This study examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. Focusing on supporting young children's peer social competence as a common interest, preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site facilitation opportunity, delineating teacher-driven and job-embedded approaches, respectively. Findings from this study suggest that teacher-driven PD workshops significantly increased teachers' perceived feasibility of implementing instructional strategies, and their actual use of those strategies was significantly influenced by job-embedded facilitations. In addition, preschool teachers considered physical classroom environment and children's language to be the most challenging factors in their instructional strategy implementation. Implications and directions for an effective PD model for preschool teachers are discussed.

Mathematics teachers’ engaging in a lesson study at virtual settings

This study investigated how involving in a lesson study process at virtual settings impacted participating teachers’ knowledge. The two elementary mathematics teachers, teaching in two public elementary schools at distant cities and meeting occasionally face to face and regularly at virtual settings formed the sample of this study. Neither of the teachers had any math teacher collegue they can collaborate in improving their instruction or their own knowledge. Teachers developed seven reform-based math lesson plans during one semester of a school year. They followed every step of lesson study, except they had to adapt the observation phase due to long distance between them. The teachers could not observe each other’s teaching. They had to rely on the reflections of their colleagues about how the lesson went at the observation stage. The data were collected through teachers written responses to three open ended questions and written reflections after each math lesson. The data is categorized based on the commonalities of teacher statements. The results of this study suggest that lesson study is an effective professional development model in improving their knowledge even for the teachers who cannot talk face to face and observe each other’s classroom. Key words: Professional development, lesson study, teacher knowledge, elementary mathematics teacher, online communications, technology use.

The explicit teaching of reading comprehension in science class: A pilot professional development program

This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, (Do-Read-Do) which attempts to embed the explicit teaching of reading comprehension strategies within a science investigation. This model was then explored in workshops, discussion groups and in reciprocal in-class coaching situations over the course of a semester in a case study school. Findings highlighted many positive aspects of the professional development program such as the use of the gradual release of responsibility model that included modeling, practical application of the new methodology (both within the workshop and in the actual classroom) and ample opportunities for discussion and reflection. Despite some initial difficulties with the instructional model, it proved to be an effective method of embedding explicit reading comprehension instruction within a science investigation.

Closing the Gap: Inquiry in Research and the Secondary Science Classroom

Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture in the implementation of inquiry and the fellows’ conceptions of classroom inquiry versus that in their own research. Qualitative data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create positive and lasting change within the science classroom.