A model for research-based State professional development policy

Luke, Allan; McArdle, Felicity

doi:10.1080/13598660903053611

Cited by 40 publications

(23 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While much research has focused on characteristics of effective professional development (see Garet, Porter, Desimore, Birman, & Yoon, 2001;Guskey, 2003;Luke & McArdle, 2009;Penuel, Fishman, Yamaguchi, & Gallagher, 2007), less is known about the factors and processes that support and promote individual teachers' professional growth during professional development programs (Clarke & Hollingsworth, 2002;Zwart, Wubbels, Bergen, & Bolhuis, 2007). Kennedy (2010) pointed to the need to understand the situational factors that impact on teachers' practices.…”

Section: Literature Teacher Changementioning

confidence: 99%

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Hilton

Dole

et al. 2015

AJTE

View full text Add to dashboard Cite

Section: Literature Teacher Changementioning

confidence: 99%

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Hilton

Dole

et al. 2015

AJTE

View full text Add to dashboard Cite

“…In conclusion, teacher professionalism so called 'informed professionalism' (Luke and Woods, 2007;Barber, 2004) or 'adaptive expertise' (Darling-Hammond and Bransford, 2005) is urgently called for in this assessment regime. The teacher professionalism required for this accountability era is 'informed professionalism' where teachers could interpret and implement curriculum and policy mandates at the local, school and classroom level to generate improved student outcomes (Luke and McArdle, 2009). That is, teachers are required to implement evidence-based education through analyzing data constantly and choose implementation methods based on the revealed evidences.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, informed professionalism is an extremely demanding concept, above all because it places responsibility for outcomes firmly in the hands of teachers. The ultimate goal of the informed professionalism is that teachers' professional judgments should inform national decision-making and policies (Luke and McArdle, 2009). The intention of empowering teacher professionalism is to enable teachers to influence the direction of educational reform (Darling-Hammond and Bransford, 2005).…”

Section: Discussionmentioning

confidence: 99%

Changes of the Elementary Science Teaching with the Influence of the National Assessment of Educational Achievement

Kwak¹

2011

Journal of the Korean earth science society

View full text Add to dashboard Cite

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

show abstract

“…That is, teachers can reconstruct the existing science subjects in a form appropriate to developing KCs in which science subject knowledge is used as teaching materials. After all, regardless of the types of curriculum integration, the national-level curriculum should be less specified, and classroom-level curriculum should be reconstructed and specified by teachers with professionalism (KICE, 2009;Luke and McArdle, 2009). Schools and teachers should have significant autonomy in interpreting the meaning of KCs and finding ways to coordinate core competences with their curricular programs.…”

Section: Discussionmentioning

confidence: 99%

Ways to Incorporate Key Competencies in the Science Curriculum

Kwak¹

2012

Journal of the Korean earth science society

View full text Add to dashboard Cite

This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.

show abstract

A model for research-based State professional development policy

Cited by 40 publications

References 27 publications

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Changes of the Elementary Science Teaching with the Influence of the National Assessment of Educational Achievement

Ways to Incorporate Key Competencies in the Science Curriculum

Contact Info

Product

Resources

About