Breaking Ranks: Changing the Inservice Institution

Licklider, Barbara L.

doi:10.1177/019263659708158504

Cited by 16 publications

(14 citation statements)

References 3 publications

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“…Given the reviewed research suggesting teachers are poorly prepared to teach reading to students at-risk for reading failure, combined with data showing too many students are underachieving in reading, leads to the consideration that the current reading teacher preparation model is insufficient (Licklider, 1997). Much as a medical student who just received an M.D.…”

Section: Resultsmentioning

confidence: 99%

Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes

Paige¹,

Smith²,

Magpuri-Lavell³

2019

ALS

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This study reports the results of a three-year capacity building effort to improve core reading knowledge and practice in 165 third-grade teachers working in 63 urban schools and its effects on student reading outcomes. Teachers volunteered to participate in one or two years of professional development lasting from 90 to 180 hours. Core reading knowledge among teachers resulted in statically significant growth with generally large effect sizes. Three cohorts of third-grade students taught by participating teachers were assessed on multiple measures of reading at the beginning and end of each school year. Results for within-year improvement showed large effects on all student outcomes. Analysis of the magnitude of student gains between the three years found that for two of the four measures gains in year one were exceeded in years two and three. Implications for professional training to facilitate improved reading outcomes are discussed.

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Section: Resultsmentioning

confidence: 99%

Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes

Paige¹,

Smith²,

Magpuri-Lavell³

2019

ALS

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“…(Mezirow, 1990: 9) The instructor plays a critical role to elevate the reflective practice from simply regurgitating what was done to linking it with theoretical constructs. Instructors thus act as coaches who develop study teams, structure peer coaching, and provide mentoring (Licklider, 1997). By designing opportunities for students, instructors can lead students to discover their own ideas through exercises with large groups, small groups, pairs, and one-on-one with the instructor.…”

Section: Suggestsmentioning

confidence: 99%

The meaning of doing

Harper

2018

Teaching Public Administration

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Governments write us into being by compelling the public to fill in tiny boxes on forms revealing our most private information. These personal details become matters of public record. What if students thought about how writing in public administration shapes us? In the spring of 2015, my Public Administration class joined with New York City Historic Houses Trust and its LatimerNOW project a not-for-profit organization affiliated with the New York City Parks department whose goal is to reimagine the use of historic house museums, Louis Latimer House and Writing On It All (a participatory art not-for-profit exploring space and identity through writing) to learn public administration through participation in a public participatory art project. The immediate goal was for the students to use public administration theory to design, implement, participate and evaluate a one-day project. The hope was to offer a chance to practice on a real project in a safe space so that they could later use the skills once they were employed in public administration (and the stakes were higher). I engaged reflective practice to get them to move from theory to practical application, forcing them to defend and make explicit their administrative choices, thus offering a common vocabulary for critical conversations about the process and the results. In this article, I describe the experience and critically evaluate how reflective practice can add to the teaching and learning of public administration.

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“…Garet, Porter, Desimone, Birman, and Yoon (2001) noted that, for teachers, professional development is effective when it focuses on content knowledge, provides participants opportunities to engage in active learning, has coherence with other activities in participants' daily lives, and collectively engages participants in working together. Furthermore, Licklider (1997) asserted that, for professional development to have the most impact, it should emphasize the changing of those teaching behaviors that may impact learners' achievement through researchbased, skill-specific content. Furthermore, educators need to be engaged in professional development that enables direct application and practice in their teaching environments (Ingvarson, Meiers, & Beavis, 2005).…”

Section: Considering Professional Development's Effectivenessmentioning

confidence: 99%

Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development

Hess

2014

Internet Reference Services Quarterly

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Technology changes how classroom instruction happens, and, unlike K-12 educators who receive pedagogical training, academic librarians are not always experts in teaching information literacy-especially with the advent of twenty-first century technology tools. As such, the question of how to prepare on-the-ground academic librarians to effectively teach with technology tools while still addressing the Association of College and Research Libraries information literacy competency standards needs to be considered. This article shares how one academic library addressed this need while also considering how to: assess knowledge, competencies, and needs; share information in meaningful ways; and encourage librarians to build their technology knowledge independently and as part of a cohort.

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Breaking Ranks: Changing the Inservice Institution

Cited by 16 publications

References 3 publications

Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes

Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes

The meaning of doing

Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development

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