Professional Development Sessions Research Articles

Genetic literacy among primary care physicians in a resource-constrained setting

BackgroundGenetic literacy among primary healthcare providers is crucial for appropriate patient care with the advances in genetic and genomic medicine. Studies from high-income countries highlight the lack of knowledge in genetics and the need to develop curricula for continuing professional development of non-geneticists. Scarce data is available from resource-constrained countries in Middle East and North Africa. Lebanon is a small country in this region characterized by high rates of consanguinity and genetic disorders like several surrounding countries, such as Jordan, Syria, and Turkey.MethodsThe primary aim of this study assessed the genetic literacy, self-perceived and actual knowledge as well as practices among primary care providers in Lebanon. The secondary aim identified their educational needs and proposed evidence-based continuing education programs. A cross-sectional survey-based study, using a self-administered questionnaire, was conducted targeting physicians from Family Medicine, Obstetrics and Gynecology, and Pediatrics. The questionnaire was divided into five sections: demographics, familiarity with genetic tests, self-reported and actual knowledge, genetic practices, and educational needs. Statistics were performed using SPSS v24. The Chi-square test was used for independent variables. Differences between mean scores were measured using paired sample t-tests for groups of two levels and one-way ANOVA for more than two. Multiple linear regression was used to study the variables associated with the knowledge score while controlling for other variables.ResultsThe survey included 123 physicians. They were mostly familiar with karyotype as first-tier genetic test. Although 38% perceived their knowledge as good, only 6% scored as such in knowledge assessment. A better knowledge score was observed in academic institutions as well as in urban settings (p<0.05). One third never ordered any genetic testing, mostly due to poor knowledge. Almost all (98%) were ready to attend continuing professional development sessions in genetics.ConclusionOur findings show the need to improve genetic literacy among healthcare frontliners, focusing on remote regions and nonacademic centers in Lebanon, a model for other resource-constrained country in the Middle East and North Africa region. This study advances recommendations for evidence-based genetic continuing education programs and highlighted the role of that the few genetic specialists can play in their successful implementation.

The Influence of a Culturally Informed Suicide Prevention Training on School Mental Health Professionals’ Beliefs

Youth suicide is a significant public health concern in the United States, and students from culturally minoritized groups may be at higher risk of suicidality and suicide ideation. As key stakeholders in comprehensive suicide prevention efforts, school mental health professionals need targeted professional development to help them address the mental health needs of all their students. The study aimed to pilot the Culturally Responsive Suicide Prevention in Schools (CRSPiS) professional development session and evaluate its impact on school mental health professionals’ beliefs about the influence of culture on suicidal thoughts, behaviors, communication, and response. A pre-and post-training design was used. Professionals attended the pilot of a structured 3-hour professional development session. Immediately after the training school mental health professionals who participated in the CRSPiS session reported stronger beliefs in the influence of culture on suicide ideation and response. Participants’ beliefs did not vary by previous hours of suicide training and years of experience. CRSPiS training may help improve professionals’ ability to respond to suicide and conduct assessments in culturally relevant ways.

STEM Education Enhancement Through Effective Professional Development: A Comprehensive Program for Long-Term Growth

The necessity for effective professional development (PD) in STEM education is more intense than ever. Shorter PD programs, on the other hand, are frequently more feasible due to time restrictions. The study looks into the most successful ways of designing and implementing short-term PD programs that provide significant results. Short-term PD programs can deliver intense bursts of improvement by focusing on dynamic training, personalized learning routes, and ongoing support. This study looks at how these programs can help educators modify their methods and improve student learning results. Collaborative networks and communities of practice are also essential for maximizing the impact of short-term PD. The transformative benefits can spread throughout schools and districts by creating relationships and boosting collaboration. This study demonstrates the potential for brief, meaningful PD programs to transform STEM instruction. Educators are embracing brief yet transformative professional development sessions and observing the enormous impact they can have on the future of STEM education.

Exploring Private School Teachers’ Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data was collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in real-classroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

Professional Development of Physical Education Teachers in Luoyang Normal University

This qualitative study investigates the strategies utilized in the professional development of Physical Education teachers at Luoyang Normal University. Through interviews as the primary data collection method, the research identifies and examines ten key strategies implemented by the university. These strategies encompass workshops, mentorship programs, continuing education courses, action research projects, professional learning communities, technology integration, conference participation, peer observation and feedback, guest lectures, and dedicated professional development sessions. Each strategy contributes to fostering a culture of continuous learning, collaboration, and innovation among PE educators. This study underscores Luoyang Normal University's dynamic approach to promoting ongoing development among its PE educators. The identified strategies collectively demonstrate the university's commitment to creating an environment conducive to continuous growth and excellence in Physical Education. These findings provide insights for institutions seeking to enhance professional development opportunities for PE teachers, ultimately contributing to the advancement of the field and improving educational outcomes.

The Views of Kazakh Teacher Candidates on Children's Rights

This research aims to examine the awareness of child rights among students at a state university in Kazakhstan. The study aims to measure the level of knowledge future educators have on child rights. Qualitative research methods were used in the study, and semi-structured interviews were conducted for comprehensive data collection. The interview form used was a semi-structured interview form called "Preschool Teachers' Awareness of Child Rights Form", developed by the researchers. The research was conducted on a sample of 20 students from the university's preschool education department, and interviews were conducted specifically on child rights awareness. Descriptive analysis, a method of qualitative data analysis, was used to interpret the collected data. The results of the research showed that the students' levels of awareness varied, and a significant percentage had in-depth knowledge about the international child rights frameworks established by UNICEF. However, deficiencies were identified in their understanding of how these rights are applied in educational settings. The study emphasized the role of the curriculum in increasing awareness and suggested areas for improvement. In light of the findings, various recommendations were presented, such as incorporating comprehensive modules on child rights into teacher education curricula and organizing continuous professional development sessions for in-service teachers. Additionally, it was emphasized that workshops and seminars at the university level should be organized to address the identified knowledge gaps.

Identifying and shifting educators' failure pedagogical mindsets through reflective practices.

In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional development cycle regarding failure moments in making-centred learning environments might have shifted museum educators' failure pedagogical mindsets. In Study 1, the sample included 15 educators at either a middle school or museum. In Study 2, the sample included 39 educators across six museums. In Study 1, educators engaged in a semi-structured interview that lasted between 45 and 75 min. In Study 2, the six museums video recorded professional development sessions. Results from Study 1 highlighted educators' failure pedagogical mindsets as either underdeveloped or rigid and absent of relational thinking between self- and youth-failures. One key result from Study 2 was a shift from an abstract sense of failure as youth-focused to a practical sense of failure as educator-focused and/or relational (i.e., youth educator-focused failure moments). Based on the results from Study 1 and Study 2, our research suggests that exploring an educator's relationship with failure is important and witnessing and reflecting upon their own failure pedagogical mindset in action may facilitate a shift towards a more complex and interconnected space for growth and development of both educators and youth.

Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices

AbstractThis descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one‐to‐one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that teachers possess limited knowledge regarding meeting the educational needs of students with disabilities in their classrooms. Teachers are faced with challenges in implementing full inclusion in the absence of consistent guidelines on inclusion, the definition of inclusive education in the legislative framework, the knowledge gap and the student‐centred approach. Additionally, the study identifies a lack of collaboration between teachers and parents as a potential factor leading to the non‐implementation of inclusive education practices. The study highlights the significance of professional development sessions in raising teachers' awareness about the importance of differentiation, individualised instruction and technology integration for achieving full inclusion. Key Points Private schoolteachers in India face challenges similar to those in public schools regarding the inclusion of students with special educational needs. Limited opportunities for collaboration and communication with stakeholders, coupled with financial considerations and a profit‐driven approach in some private schools, can overshadow the inclusion of students with special educational needs. Professional development sessions are crucial in enhancing teachers‘ awareness of collaboration, differentiation, individualised instruction and technology integration for achieving full inclusion. Policy makers should prioritise the development of clear and unambiguous guidelines for inclusive education in independent private schools, outlining responsibilities and mandating training programs for educators and administrators.

Developing Empathy in Emergency Nurses Using Hearing Voices Simulation.

Background: Many health professionals report feeling uncomfortable talking with patients who hear voices. Patients who hear voices report feeling a lack of support and empathy from emergency nurses. A local emergency department reported a need for training for nurses in the care of behavioral health patients. Objective: The aim of this study is to implement a quality improvement project using a hearing voices simulation. Empathy was measured using the Toronto Empathy Questionnaire, and a post-intervention survey was used to evaluate emergency nurses' perception of the professional development session. Methods: The quality improvement project included the implementation of a hearing voices simulation with emergency nurses. A paired t-test was used to determine the differences in the nurses empathy levels pre-and post-simulation. Qualitative data was collected on the nurses' experience during the simulation debriefing. A Likert-style questionnaire was used to collect data on the nurses' evaluation of the simulation. Results: The results of the hearing voices simulation were a statistically significant increase (p < .00) in empathy from baseline (M = 47.95, SD = 6.55) to post-intervention empathy scores (M = 48.93, SD = 6.89). The results of the post-simulation survey indicated that nurses felt that the hearing voices simulation was useful (n = 100; 98%) and helped them to feel more empathetic toward patients who hear voices (n = 98; 96%). Conclusions: Using a hearing voices simulation may help emergency nurses feel more empathetic toward the behavioral health patients who hear voices. Implications for Nursing: Through the implementation of a hearing voices simulation, clinical staff educators can provide support to staff nurses in the care of behavioral health patients.

Father involvement in a comprehensive elementary school: building capacity and understanding

PurposeAs part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.Design/methodology/approachA three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.FindingsResults suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.Research limitations/implicationsFirst, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.Practical implicationsThe current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.Social implicationsParticipants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.Originality/valueThe past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

There has to be a better way

With your laptop open in front of you, you’re ready to take notes on the new teaching intervention being introduced at today’s session. You’re feeling distracted by the research ideas you wanted to work on this morning, and the assessment grading you need to finish this afternoon. Today wasn’t a good time to focus on course development, but it was the only time this professional development session was being offered. At the end of the session you leave with a collection of notes, some great ideas, and the enthusiasm to implement changes that really make a difference. You go back to your grading, your research, and your teaching. Weeks later you look at your notes and wonder how you’re going to actually make those changes. There has to be a better way. As a TELedvisor, you find these one-off professional development sessions just as frustrating. Fresh teaching ideas are presented, champions share their exemplary practice, and opportunities for collaboration are provided, but often the same fully engaged academics attend each session. Overall improvement in course development across the institution doesn’t take place. You could run a day or three of focused course design sessions, if lecturers could commit to attending. You could have instructional designers develop the online or blended elements of a course, but if the teacher isn’t invested, or doesn’t understand the reasoning behind the design or the activities that have been implemented, then time-poor lecturers often teach in the way that they’ve been used to. Formal qualifications in tertiary teaching can support the development of a greater understanding, but only a few lecturers have the time or the enthusiasm to undertake these. There has to be a better way. The Academic Development team are trying something different at the University of Canterbury. We are implementing a learner centric process for professional development for teaching and course development. We have designed a flexible, blended, learner driven professional development process, in which lecturers are invited to take part. This process utilises many of the recommended practices for effective professional development (Cordingley et al.,2015; Darling-Hammond et al.,2017; Hertz et al., 2022; Richardson &amp; Díaz Maggioli, 2018) as well as strategies we recommend for tertiary teaching, and is undertaken at a time and pace that works for the lecturer(s) of a course. Through both format and content, the process provides examples of good practice, involves lecturers in flipped learning, offers expert support, incorporates collaborative course development, and promotes reflective practice. How has this process been designed? How does it work? How is it being implemented? Is it having an impact? Commit seven minutes of your time to finding out (and bring your laptop to take notes).

The Role of Feedback in Teacher Professional Development

This paper examines how professional development (PD) facilitators obtain feedback about the effectiveness of sessions they facilitate and to what extent feedback is an integral part of their planning. Three professional development facilitators with varying degrees of experience served as participants in this study. One-on-one semi-structured interviews were used to collect data, and the data were analyzed utilizing an interpretative phenomenological approach (IPA). The findings showed that the participants obtained feedback from teachers using different methods before, during, and after their professional development sessions. The facilitators used feedback to plan and check the effectiveness of their sessions, and feedback was an integral part of their professional development work.

Start Early: Providing Trauma-Informed, Systems-Focused Professional Development in Early Childhood Development and Learning Contexts

Adverse and traumatic childhood experiences can have profound negative health and mental health consequences across the lifespan. Prevention and early intervention strategies to mitigate such impacts and foster resilience are essential, yet extant approaches often do not consider the systemic nature of trauma exposure, particularly among communities most impacted by the COVID-19 pandemic and historic disinvestment. Addressing the impacts of trauma early in life is critical in order to mitigate their long-term effects on child development. The current project worked with a community Head Start/Early Head Start partner to adapt, deliver, and conduct a formative evaluation of Trauma-Informed Programs and Practices in Schools-Early Childhood (TIPPS-EC), a systems-focused professional development approach to creating and maintaining trauma-informed early childhood development and learning contexts serving children ages 0-5 years and their families. Training materials were designed to highlight community and systemic sources of trauma exposures; acknowledge teacher stress and burnout; and present research-based information on trauma exposure, how effects may manifest, and the impacts of trauma exposures on very young children and the adults in their lives. Data were collected to evaluate participants' responses to TIPPS-EC and solicit their input regarding implementing systems-focused, trauma-informed approaches in EC settings (n = 56 Head Start/Early Head Start professionals). Participants were satisfied with TIPPS-EC and endorsed greater knowledge of trauma-informed approaches and systemic trauma after the professional development sessions. Participants made multiple suggestions for next steps for implementing systemic approaches in EC settings. TIPPS-EC presents a framework for understanding systemic trauma exposures as they manifest in EC contexts, and for identifying systems-level strategies that can support EC professionals to help mitigate the impacts of trauma on the children and families they serve. Implications for addressing stress, burnout, and trauma impacts specifically in EC educational settings are discussed.

Developing English Language Competence through Content and Language Integrated Learning Approaches: Teachers’ Perceptions of the Teaching Practice at the Bilingual Christian University of Congo

Purpose: This study gives an authentic sense to the use of CLIL as teachers experience it at UCBC. The central goal of the study is to describe the experience of permanent, visiting, international and ESOL teachers about the use of CLIL techniques in the process of developing UCBC students’ English competences. The study puts much focus on teachers’ perceptions on their professional development experiences on CLIL pedagogy in their teaching career.&#x0D; Methodology: The paradigm in which this study is situated is interpretivist and it used a qualitative study design. In fact, the study employed the descriptive approach to explore the perception of ESOL and content teachers regarding CLIL as a teaching technique at UCBC. Also, the descriptive approach helped in understanding how teachers are applying the CLIL technique and how they are adjusting themselves to the bilingual education practice.&#x0D; Findings: The result of the study showed that (1) teachers did not view themselves as language teachers; they did not know how they could design language objectives in order to incorporate the language items in their English content courses, (2) teachers did not understand how bilingual education pedagogy worked. Many of them did not know academic English and those who did, did not use English to teach their content courses, (3) teachers were prepared for the use of CLIL Pedagogy, but they were reluctant to implement it, (4) UCBC had no accountability policy related to using English to teach content. No one held them accountable for their students’ content learning or language development, (5) teachers did not own the CLIL pedagogy and thought the development of students' English is the work of the English art department alone.&#x0D; Unique Contribution to Theory, Policy and Practice: The findings will put all the bilingual education stakeholders before their responsibility in the process of making UCBC a true and excellent bilingual academic institution. The authors recommended that UCBC content teachers be provided with a robust bilingual education training and a robust accountability policy. Also, department chairs should implement different decisions taken out of professional development sessions, and they should implement the bilingual education plan already put in place by the bilingual education coaches. Furthermore, UCBC bilingual education program should have strong and achievable outcomes/goals, and/or objectives for each department, and for each class including first undergraduate through fourth.

Online Synchronous Professional Development to Support Teachers of Students With Visual Impairments in Learning Nemeth Code Within Unified English Braille Contexts

Introduction: This study explored the impact of synchronous professional development regarding Nemeth Code Within Unified English Braille (UEB) Contexts on the knowledge and skills of 17 teachers of students with visual impairments. Methods: Participants attended the professional development sessions in June 2022 and submitted a pretest, posttest, final assignment, and posttraining survey. Results: Sixteen out of 17 participants scored higher on their posttest with a mean difference of 5.53. None of the participants submitted an error-free assignment. Total numbers of errors ranged from 8 to 60, and the categories with the highest percentage of errors were formatting, use of opening and terminating switch indicators, and Nemeth Code symbols. Discussion: In order to successfully progress in the general education curriculum, students who read braille must have access to timely, accurately prepared materials in all content areas including mathematics. Direct examination of the final assignment submitted by the 17 participants revealed similar error patterns to previous research. In addition, some of the participants struggled to correctly use Nemeth Code switch indicators. Implications for Practitioners: Teachers of students with visual impairments should continue to build their skills for Nemeth Code within UEB Contexts. Additional resources and professional development are urgently needed.

Developing through mentoring or being mentored: ALDinHE’s new mentoring scheme and certified mentor recognition

ALDinHE is launching its new mentoring scheme and mentorship recognition to acknowledge, promote and recognise the importance of mentoring for LD as a field that does not offer an official route into the profession. This Professional Development session introduced the mentoring scheme, explaining how to get involved, what support mentors and mentees can receive from ALDinHE and what benefits both sides can get from mentoring or being mentored. If you’re new to LD or keen to develop more experience in a specific area with the help of a mentor, the mentoring scheme will offer you a brilliant framework to broaden your expertise. If you’re an experienced Learning Developer or have specific expertise you could share, find out how you could become recognised as a Certified Mentor (CeM) in LD by ALDinHE.

Exploring the Factors Influencing Students Interaction During COVID 19 in the Faculty of Language Studies at Sohar University: A Qualitative Case Study

This study aimed at investigating the factors influencing interaction in the Faculty of Language Studies at Sohar University. The sample of this study was selective. It included all students who study translation in level two in the Faculty of Language Studies in the academic year 2021/2022. The researcher applied instruments which were focus group interviews via interviewing students and recording videos, individual interviews. In addition, the researcher measured all types of validity, descriptive, interpretative, theoretical and evaluation. &#x0D; Furthermore, the reliability of the study was confirmed by repeating interviews several times and the reseracher used ATLAS to analyse collected data. The results revealed that there are different factors influencing interaction which are class size, teaching experiences, skills, methods and various psychological issues. Regarding the factors which are influencing students’ interaction, the results support the presumed Constructivism Theory so, it recommends improving online teaching and providing students with all their needs as this will lead to better class interaction during Covid 19. The study recommends providing the lecturers with training; for example, providing the lecturers at Sohar University with adequate professional trainings and professional development sessions that consolidate and improve their online teaching skillsto expand their experiences during this crisis and for future sudden changes in learning. In addition, the study recommended to cover all students’ needs by conducting intensive advising sessions that support the students’ interaction, psychology and perspectives of realizing things that are surrounding them in the classrooms’ atmosphere.

Theoretically Rich Design Thinking: Blended Approaches for Educational Technology Workshops

This paper is a reflective account that outlines the design of two Continual Professional Development (CPD) workshop sessions based on a blend of theory for design thinking about aspects of curriculum, pedagogy and technology. The theoretical approach blended aspects of design-based research, speculative design, Activity Theory and subtractive change to address issues, barriers and explore opportunities in each workshop example that is presented. The first of these workshops brought university engineering lecturers together to explore the opportunities and barriers for integrating ‘co-creation’ as a pedagogical strategy to subject teaching alongside a new interface into their curriculum. The results show how design thinking exposes limitations and challenges that prevent the realisation of pedagogically rich interventions. The second workshop brought together post-compulsory vocational lecturers to a teacher education workshop and used the same theoretical reference points to inform and antagonise the implications that Large Language Models, such as Chat GPT, present to subject knowledge, curriculum design and modes of assessment. Here these theoretically rich forms are proposed for planning use in learning design and for reshaping curricula, where academics and other professionals supporting teaching and learning may want to introduce new technologies and integrate innovative pedagogical methods or confront new challenges to their work. They may also be used as continual professional development sessions in highly participatory, practical and creative ways that allow for lucid experimentation and to imbue professionals with agency and trust.

Permission granted: professional development to promote social studies content integration

PurposeIn this article, the authors, a university elementary social studies methods faculty member and a district social studies supervisor, discuss the creation of sustained professional development (PD) for elementary teachers on integrated social studies instruction.Design/methodology/approachThe authors detail the development of a PD sequence that included two 45-minute whole-group PD sessions and two days of individual and small-group school-day coaching for each school in the district. The ultimate goal of this PD was to provide the classroom teachers with the pedagogical content knowledge to meaningfully integrate social studies and English language arts (ELA) in their classrooms.FindingsThe collaboration between the university faculty member and the district administrator allowed for the development of meaningful, sustained PD for the classroom teachers.Originality/valueThis work has implications related to the development of PD to integrate social studies and ELA for university faculty working with teachers in school-based settings and for school administrators seeking to provide more PD for their teachers.

Wind River Elementary Computer Science Collaborative: Connecting Computer Science and Indigenous Identities and Knowledges on the Wind River Reservation

Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.