An experimental study evaluating professional development activities within a state funded pre-kindergarten program

This paper describes the implementation and evaluation for scaling up a comprehensive early childhood teacher professional development program into 11 communities across 2 years with funding through state legislative actions. The comprehensive program had four major components based on results from a previous multi-condition random assignment study across four states. The previous results demonstrated that the most optimum approach for supporting children??s school readiness included: (1) teacher on-line professional development with facilitation, (2) classroom mentoring, (3) implementation of a research-based curriculum, and (4) technology-driven progress monitoring that informed instruction. The comprehensive professional development program was evaluated in a new state program designed to bring childcare, Head Start, and public school pre-kindergarten together into integrated partnerships. In Year 1, 220 teachers serving 3834 children were randomly assigned to either receive the comprehensive program or not. Teachers who served as controls in Year 1 received the program in Year 2, and those who received the program in Year 1 participated for an additional year in Year 2, allowing for examination of the effects of one versus 2 years of participation. The program improved teachers instructional practices relative to controls, and a second year of participation resulted in greater gains in children??s language and literacy. Results support the need for well-integrated, comprehensive professional development for early childhood educators.     

In-Service Infant Teachers Re-Envision Their Practice Through a Professional Development Program

Research Findings: Most infant teachers have been prepared to be early childhood educators with minimal theoretical or practical exposure to infancy. This study highlights the outcomes of a professional development program (PDP) designed to support a group of infant teachers who lacked specific infancy preparation to re-envision their roles. Data sources included videotapes, focus groups, conversational interviews, reflective journaling, and artifacts. A PDP, tailored to the needs of the teachers, was developed in process in response to the outcomes of each step of the study. Findings highlight how teachers’ existing beliefs inform current practice, teachers gain insight through new PDP strategies, and teachers’ reflections on routines contribute to effective practice. Practice or Policy: Our PDP provided opportunities for reflection and pedagogical challenges as a means of creating space for educators to build a more grounded infant teacher identity. Implications of these findings are discussed in relation to infant teacher preparation and in-service training.     

Effects of a professional development program on classroom practices and outcomes for Latino dual language learners

A randomized, controlled study was conducted to assess the effects of the Nuestros Niños professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina More at Four Pre-Kindergarten Program participated in the study. The content of the professional development program consisted of research-based instructional practices designed to complement the core curriculum and scaffold learning for DLLs, and the format included professional development institutes, individualized consultation, and community of practice meetings. The results showed that the intervention led to measurable improvements in both the overall quality of teachers’ language and literacy practices as well as those specific to working with Latino DLLs, and greater gains in children's phonological awareness skills in their primary language.     

Program portfolios: documenting teachers’ growth in reflection‐based inquiry

Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants’ knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to document the attainment of their program learning outcomes. This qualitative study examined the portfolio reflections of 51 teachers enrolled in an advanced master’s degree program whose learning outcomes are aligned with the core propositions of the National Board for Professional Teaching Standards. Using the four levels of reflection and a fifth level that emerged from data analysis, we examined the levels of development and change in teachers’ reflections across the program. This analysis helped the researchers to determine to what degree teachers developed a reflection‐based inquiry stance in their classrooms during the program. The study contributes new findings to the body of literature on the role and function of portfolios in teacher education programs seeking to document teachers’ understanding and application of specific program goals and professional standards as a result of professional development coursework. As an authentic assessment tool, portfolio data (i.e., evidence such as the reflections contained therein) can provide an important lens for capturing teachers’ approach to teaching and learning and provides insight into the complexity of professional development for practicing teachers.     

Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development

Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (M_age = 4.17; 50% female; 50% Black, 32% Latinx, 11% White), professional development positively impacted child outcomes in centers where educators collectively reported high workplace stress but negatively impacted child outcomes in centers where educators collectively reported low workplace stress.     

Teacher educators working on their own professional development: goals,activities and outcomes of a project for the professional development of teacher educators

This article reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards‐based procedure of (self‐)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In our research, we used 25 completed portfolio's made by teacher educators participating in the standards‐based procedure of (self‐)assessment and professional development. We found that teacher educators, participating in this procedure, prefer the development of their knowledge and skills over the development of their attitudes and beliefs. For their professional development, the teacher educators experiment with new activities within the work‐situation and interact with colleagues within their professional community, more than that they study theory or reflect on their work. The participating teacher educators experience a positive impact at the personal level (change in cognition and behavior). More than one‐third of them share outcomes with others. Above, they report a more positive self‐esteem and more enthusiasm for teacher education. This article may motivate other countries or institutions to invest in the professional development of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning.     

Evaluating knowledge,attitudinal, and behavioral change effects from a multinational HIV/AIDS education program for youth

This project tracked the mid-term evaluation processes, practices, and products of a multinational program to reduce at-risk behaviors for HIV/AIDS among children in Kenya, Tanzania, and Haiti. It focused on participant and community perceptions; program effectiveness in promoting abstinence and monogamy decisions; and factors supporting ongoing resistance, decision persistence, and program sustainability. Instrumentation included focus groups and interviews with 731 participant youth, parents, community stakeholders, and staff; program documents; and expert on-site observations. Program efforts are effective in influencing informational, attitudinal, and behavioral changes across stakeholder groups. Data underscore process effects of specific program tools and features, through participant attributions. Critical relationships between internal and external factors, and collective local practices grown from program knowledge and skills, support risk reduction awareness and behaviors. Systematic evaluation, including design features, can inform similar efforts across national and cultural boundaries. Effective strategies are highlighted and linked to community perceptions and program outcomes.     

“I am Out of My Comfort Zone”: Self-study of the Struggle of Adapting to the Professional Identity of a Teacher Educator

It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically for the purpose of examining this transition through self-study research, we sought to understand the shift in identity of a novice teacher educator working as an early field experience instructor with elementary science and mathematics preservice teachers. Our findings indicate that the process of self-study research, when supported within a community of practice, offered Jared the opportunity to recognize different aspects of his shifting professional identity, the dominance of particular aspects of his identity in certain situations, and the impact this was having on his students’ development as teachers. Developing this awareness of his adapting professional teaching identity from a classroom teacher to a teacher educator should help as he continues to develop his knowledge and skills working with teachers in different contexts and at different grade levels. Implications for how teacher education programs could better support the professional identity development of novice teacher educators through the use of a self-study focused community of practice are discussed.     

The role of social community and individual differences in minority mentoring programs

Researchers have examined various outcomes of undergraduate minority mentoring programs. However, there is a significant gap in research about how program members with different demographic backgrounds may not have the same experiences or outcomes as other members despite being subject to the same program elements. To address these gaps, we employed a social community framework to examine the differences across the perceptions of connectedness to a social community and participant outcomes of members of the University of Illinois at Urbana-Champaign (UIUC) Merit Program (MP) for Emerging Scholars. An ANOVA was performed for a study sample of n = 179 current and past MP participants. Results indicated a need to: (a) find ways to translate experiences to lower performing groups, (b) identify other approaches to build resilience and encourage connections and engagement in communities of practice, and (c) explicitly educate all participants in the importance of social community in their professional development.     

Investigating advanced professional learning of early career and experienced teachers through program portfolios

Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects of professional development on early career (EC) and experienced (EXP) teachers during an advanced master’s degree programme in the USA. Qualitative analysis of 47 teacher portfolio reflections and 11 post-programme interviews investigated how EC and EXP teachers engaged in programme learning experiences to determine the ways that coursework influenced their professional growth. Differences between EC and EXP teachers were noteworthy, indicating that these two groups responded to professional development experiences differently. Ongoing research to determine effective differentiated approaches toward professional development for both novice and EXP teachers remains a key area for teacher education research, most particularly with a goal of measuring the results of professional development on improving PK-12 student performance.     

Utilizing program theory and contribution analysis to evaluate the development of science teacher leaders

This paper illustrates how theory of change coupled with contribution analysis assisted in delineating the role each aspect of a teacher professional development program contributed to the expected outcomes. Using a mixed methods evaluation based upon the theory of change, data was gathered on 12 teacher leaders over three years. Findings indicated that not only did the teachers continue to develop as leaders over the three year project but also that the interventions designed to provide professional development to the teachers did indeed contribute to the attainment of project outcomes. By combining stakeholders’ theory of change with contribution analysis, evaluators can develop an understanding of program intentions and design an evaluation that enhances the validity of findings.     

Effects of Participation in After-School Programs for Middle School Students: A Randomized Trial

Abstract

This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly assigned either to the ASP or to after-school activities as usual. Program attendance was sporadic. Although treatment students experienced increased exposure to ASPs relative to controls, nearly all youth in both groups reported participating in some organized activity during the after-school hours, and the number of different activities in which youths reported being involved did not differ across groups. Participation in the treatment reduced time spent with friends with no adults present during the after-school hours. No differences between treatment and control youths were found on measures of conduct problems, academic performance, school attendance, or any of the intermediate behaviors and attitudes targeted. The study replicates findings from the national evaluation of the 21st Century Community Learning Centers Program for middle school students using a more rigorous research design.     

What and how teacher educators prefer to learn

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.     

Design,implementation, and evaluation of a multi-disciplinary professional development program for research mentors

ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.     

The AECT Project: Modeling the Effective Use of Technology in Teacher Preparation

Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty. The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We welcome other teacher education institutions and professional associations as partners as we move ahead. For more information, please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu     

Prospects for the future: the use of participatory action research to study educational disadvantage

Of all the varieties of educational disadvantage, issues involving students who are homeless, or who move frequently because of poverty, are perhaps some of the most difficult for public school educators in the US to address. Using a pragmatic mixed methods design, this study evaluates the efficacy of participatory action research (PAR): (1) as a mechanism to engage educators in issues of disadvantage, (2) as professional development, (3) as a means of encouraging the increase in three domains of educational practice. Resulting from an extensive review of the literature concerned with the complex nature of homeless education, the three domains measured were: access to services, welcoming school culture, and flexible instructional strategy. Qualitative information was collected throughout the study from interviews, focus groups, and reflective practises. Data were open and selectively coded using Atlas/ti software and results were triangulated, when possible, with survey data. Findings confirm that this use of PAR methodology is outstanding in advancing the engagement of educators in issues of disadvantage. Further, as professional development, it is successful in increasing their professionalism, involvement, and knowledge about the complex issues related to homeless and highly mobile students. A range of outcomes and new localized educational practises will be discussed in relation to the size of the locality from which they developed. Implications for new attributes in international educational leadership result from this study. The paper concludes with a discussion as to the potential use of PAR to study educational disadvantage in Ireland.     

The professional development needs of staff in Wales on behaviour management and attendance: findings from the NBAR Report

This paper presents the evidence collected for the National Behaviour and Attendance Review (NBAR) in Wales on the professional development needs of staff on behaviour management and school attendance. These data were collected in two stages between 2006 and 2008. At Stage 1, data were collected from four pre‐selected professional focus groups who met throughout Wales to consider specific topics relating to the behaviour of children and young people in schools at the present time (n = 121). At Stage 2, relevant professional focus groups were established to specifically examine the themes of professional development and training in behaviour management and attendance in both North and South Wales (n = 62). This latter group activity built on the preliminary work of the NBAR review group’s own sub‐group on professional development and training. The paper considers the outcome of all these findings and their implications for future practice in Wales.     

美国教师教育者的素养结构与课程框架--以美国哥伦比亚大学教师教育专业博士生培养项目为例

为了促进教师教育者的专业发展,提高教师教育质量,美国哥伦比亚大学基于多项实证研究确认了教师教育者应具备的基本素养,设计了与博士学位课程相互嵌套的教师教育者专业培养课程,实施了教师教育者专业教育项目。项目实施结果显示,教师教育专业课程学习与基于共同体的教师教育研究能有效帮助教师教育者沟通教育理论与实践,提高教师教育者专业实践能力和研究能力,形塑教师教育者专业身份认同,为教师教育者自我导向的专业发展奠定基础。     

Talk about student learning: Promoting professional growth among teacher educators

Talk about student learning (TASL) in the professional development of teacher educators shifts the focus from teaching to a more productive emphasis on learning. This study examines characteristics of TASL among teacher educators in community and its functions for their learning. The research was based on professional learning communities in which discourse was analyzed. Three genres were found: managing understanding, advisory talk and meta-analytic talk. The functions of TASL included an inquiry and research orientation, awareness of the connection between teaching and learning, and awareness of their own learning process. TASL was found to improve teaching through these functions.     

Practice change in environmental education: lessons from professional development

Abstract

The field of environmental education (EE) strives to develop innovative practices to address emergent issues such as equity, climate change, and urbanization. Through facilitating workshops and ongoing networks for the exchange of ideas, professional development programs may foster innovation or practice change among environmental educators. This study investigates change in practice among environmental educators who participated in one of three online and face-to-face professional development programs. Drawing from practice theory, we measured elements of EE practice including goals, audiences, settings, activities, resources, and ideas. The results showed that across all three programs participants incorporated new resources and ideas into their practices whereas changes in other practice elements varied among programs. Participants in all three programs produced eBooks or ongoing networks that can be used as indicators of practice innovation. This study suggests that practice theory can be used to inform studies of professional development outcomes and examine EE practice, but that practice innovations may be more readily measured at the group rather than individual level.