Sebanyak 2052 item atau buku ditemukan

Data Literacy for Educators

Making It Count in Teacher Preparation and Practice

Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts.

The book offers a clear path for change while also addressing the inherent complexities associated with change.

Teacher Development in India

Building on Grassroots Innovations and Technology

This volume shows how grassroots educational innovations and technology can be brought together in a fresh approach to human resource development in public social services. Based on a three-decade-long engagement with innovation in public education, this book provides an illustration of how teacher-driven innovations can be transformed into learning objects for technology-based professional development. It describes how innovations can be identified, screened and validated, and disseminated through two mechanisms—a clearinghouse-based approach and grassroots innovation “fairs.” It then demonstrates how these innovations can form the backbone of a “third space,” problem-based-learning curriculum, which can be delivered through a technology platform for large-scale professional development. The book offers guidance on practical ways of doing this, and on evaluating the curriculum’s impact, with case studies of programmes that covered thousands of teachers. This book will be of interest to teachers, students and professionals in education, teacher education, digital education, information technology, communication and media studies. It will also be useful to educationists, policymakers, teacher educators, educational institutions, online education centres, and practitioners involved in professional development, education and training in developing countries.

This volume shows how grassroots educational innovations and technology can be brought together in a fresh approach to human resource development in public social services.

Education at a Crossroads

What Works and What's Wasted in Teacher Training Programs : Hearing Before the Subcommittee on Oversight and Investigations of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, First Session, Hearing Held in Washington, DC, July 8, 1997

Breaking the Mold of Preservice and Inservice Teacher Education

Innovative and Successful Practices for the 21st Century

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning. Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world.

Professional Learning in Education

Challenges for Teacher Educators, Teachers and Student Teachers

Educational quality is at the center of debates worldwide. In all these debates, teachers are considered as the critical actors determining to a large extent the quality of our educational systems. At the same time, doubts are expressed related to teachers' quality as well as to the education or training of teachers. In this context, policy debates underline the need for "excellent" teachers and "excellent" teacher education. This book presents a model for teachers' professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices. The different chapters in this book discuss these themes in detail. Urgent issues that address practitioners, teacher educators, and researchers are discussed throughout the chapters and general research challenges for teacher education researchers are put forward in the epilogue of this book.

This book presents a model for teachers' professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices.

Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery

Methods for Improved Education Delivery

"This book features innovative applications for the integration of technology into everyday teaching practices"--Provided by publisher.

Methods for Improved Education Delivery Lindberg, J. Ola, Olofsson, Anders D. of successful online professional development (OPD). They include the following: • Assess local professional development needs and develop an OPD plan based ...

Implementing a Virtual Coaching Model for Teacher Professional Development

Over the last two decades, the use of instructional coaching has surged in PreK-12 education settings as one way to support the implementation of instructional best practices in a wide range of disciplines. However, not all educators have access to high-quality instructional coaching due to multiple factors, which typically include isolation (geographic and otherwise), limited financial support, and limited professional development time. In addition, the COVID-19 pandemic brought long periods of quarantine and social isolation where educators were scrambling to teach in an unfamiliar medium, and virtual coaching was the only way they could receive professional development. For these reasons, many districts are exploring virtual solutions to provide professional development and coaching support. Implementing a Virtual Coaching Model for Teacher Professional Development addresses how to effectively implement virtual coaching in the field of education and discusses how technology can provide more equitable access to job-embedded and personalized professional learning (through virtual coaching) across all educational institutions. Covering a wide range of topics such as sustainable learning and cognitive coaching, it is ideal for professional development professionals, corporate trainers, education leaders, principals, teachers, researchers, practitioners, academicians, and students.

Advances in Higher Education and Professional Development (AHEPD) Book Series ISSN:2327-6983 EISSN:2327-6991 Editor-in-Chief: Jared Keengwe, University of North Dakota, USA MISSION As world economies continue to shift and change in ...

Learning to Mentor-as-Praxis

Foundations for a Curriculum in Teacher Education

Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say ‘science and ?ction. ’ The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles – their formation, growth, and sudden exit from the visible world with a nearly soundless ‘pop!’ Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form – to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.

At the same time, the book emphasizes the evolution of professional development—pre-service, in-service, and higher education—by focusing on these areas: Sociocultural and contextual aspects of mentoring Literature review: acts and ...

Teacher Quality and Education Policy in India

Understanding the Relationship Between Teacher Education, Teacher Effectiveness, and Student Outcomes

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance. Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies – including the recently approved National Education Policy (NEP) 2020 – to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function. Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.

Understanding the Relationship Between Teacher Education, Teacher Effectiveness, and Student Outcomes Preeti Kumar, Alexander W. Wiseman. (Garet et al., 2001, p. 916). Mizell (2010) in his book argues that just like professional ...

Field Hearing on Teacher Quality, the California Experience

Hearing Before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, First Session, Hearing Held in Granada Hills, CA, May 10, 1999

Hearing Before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on ... In the area of professional development , we suggest you continue federal support for K - 12 reform and training ...