All the Best Intentions: Graduate Student Administrative Professional Development in Practice
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You are sitting among a large group of fellow educators in an elegant hotel meeting room, doing your best to listen to the speaker. She is highly regarded in her field, and your district paid a ste...
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Online professional development (OPD) is proliferating in an effort to eliminate barriers to high‐quality in‐service teacher training. Using the Internet as a vehicle for continuing professional development, however, introduces new concerns largely absent in its face‐to‐face counterpart. For example, evidence from the USA's e‐Learning for Educators (EfE) initiative suggests that some OPD participants do not complete the online courses in which they enrol. In response to this evidence, the present study (N = 3998) investigates factors associated with teacher satisfaction with OPD via secondary analysis of EfE evaluation data. After considering participant variables, factors examined previously in the e‐learning and professional development satisfaction literatures as well as novel predictors, a blockwise ordinary least squares regression model explains a considerably large share of the variance in participants' satisfaction with OPD (48.1%). Implications for the design and implementation of OPD and the training of facilitators to increase satisfaction are discussed.
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Hillsborough Community College's IT3-Professional Development Services makes available to educators in the school district of Hillsborough County a series of online courses focused on professional development. The program boasts a retention rate exceeding 78%, with over 500 educators served. The program is self funded and pays for itself and an instructor.
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Scholars in some countries have recently begun to call for teacher evaluation to become a meaningful form of professional development with potential benefits for both teachers and schools. In the context of calls for professional development to enhance evaluation, this study was conducted in a school district whose evaluation process provided teachers with a choice of administrator or peer evaluators. As teachers are afforded a greater array of professional development alternatives as evaluation options, teachers' preferences need to be further investigated, and qualitative approaches could be helpful in this regard.
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For the first 22 years of its life, this journal was entitled the British Journal of In-Service Education. The most recent name change in 2009 to Professional Development in Education reflected the...
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This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher’s instruction.
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Professional development for tertiary teachers in Pakistan is problematic. In most cases, it does not exist; and if it does, it is very brief, sporadic and traditional, and is conveyed off‐site thr...
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