Changing Classroom Practice: Elementary Teacher Experiences of a Professional Development Program

Puhala, Jeffrey John

doi:10.1007/s10758-018-9370-3

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…Some of these models used online training components to model BT practices (Al-Doseri et al, 2016 ; Lim, 2017 ; Mouzakis, 2008 ; Mouzakis et al, 2010 ; Wayer et al, 2015 ; Zhou et al, 2007 ; Ziegenfuss et al, 2019 ) and others combined both online and in-person training (Rieckhoff et al, 2018 ). Other models presented programs and evaluations of programs for preparing teachers for BT (Moore et al, 2017 ; Philipsen, 2019 ; Philipsen, Tondeur, Pareja Roblin, et al, 2019a ; Philipsen, Tondeur, Pynoo, et al, 2019b ; Puhala, 2018 ; Qasem & Viswanathappa, 2016a ; Stevens et al, 2018 ). These articles highlight important characteristics to consider when planning PD for BT.…”

Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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Despite evidence concerning the widespread growth of K-12 blended teaching and the impact that emergency remote teaching during the COVID-19 pandemic has had on the spread of K-12 online and blended teaching, we could find no systematic reviews focused on preparing K-12 teachers for blended teaching. Previous literature reviews, such as those from Halverson et al. ( 2012 ) and Drysdale et al. ( 2013 ), have noted the lack of research focused on K-12 blended teaching contexts. This systematic mapping review (Grant & Booth, 2009 ) of 88 K-12 blended teacher preparation articles focused on identifying trends in author impact according to citation count and number of publications, journal impact according to number of publications, prevalence of research methods, and prevalence of research themes according to research questions and findings. The analysis provides a valuable snapshot of current literature, sets a foundation for a deeper thematic analysis of K-12 blended teacher preparation literature, and identifies some potential areas for future K-12 blended teaching research.

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Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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“…This fact may be supported by the findings of a meta-analysis of studies on PD where effectiveness is associated with coherence, active participation and collaboration (Sokel, 2019). Similarly, another recent study (Puhala, 2020) emphasises the importance of follow-up support for teachers when they start trialing with new practices after attending PD programmes. Such inconsistency and contradictions were already highlighted by Guskey (2003) who listed 21 characteristics of effective PD cited in various sources and concluded that there was little agreement regarding the criteria for effectiveness in PD.…”

Section: Lack Of Consensus On the Characteristics Of Pdmentioning

confidence: 99%

Contemporary trends in professional development of teachers: importance of recognising the context

Nawab

Bissaker

Datoo

2021

IJEM

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PurposeWhereas the achievement of students has closely been linked with the quality of teachers and there is a bulk of literature supporting the need of teachers' preparation in enhancing their quality, professional development (PD) of teachers has been a central focus of reform initiatives in education across the globe. This paper aims at analysing the existing literature on PD of teachers to reflect on the models and characteristics of effective PD, and to highlight the importance of context in PD of teachers.Design/methodology/approachTo respond to the aim of the paper, a search in the field of pedagogy in Education Resource Information Centre (ERIC) was undertaken. The search strings used were “models of teachers' professional development”, “characteristics of teachers professional development” and “context in professional development” restricted to time period from 2000 to 2020.FindingsThe major argument this paper presents is that the models and characteristics of PD are relative and there is no uniform model to be implemented across contexts. Instead of debating the models and characteristics of effective PD, academics and practitioners have to be watchful to the context and the real needs of teachers in a particular context.Originality/valueThe paper critiques the generalisation of Western generated PD models to the developing world especially Pakistan which the existing research and literature is silent about.

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“…The impact of continuous and relevant professional development was the focus of research by Puhala (2018), who noted that interactive and collaborative methods are key to effective skill acquisition for educators. This research stressed the importance of active educator engagement in the planning and execution phases of professional development for lasting effectiveness.…”

Section: Current Uses and Trends In Professional Developmentmentioning

confidence: 99%

Achieving equity for all students: culturally relevant project-based learning and the academic achievement gap

Reynolds

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I am grateful to my family, especially my husband Antwine and my four children, Quintarius, Amanda, Kavaris, and Antwine Jr., for their unwavering support and encouragement throughout my academic journey. Herbie, my youngest child, uplifted my spirits with his endearing nickname, "Dr.Mom," during moments of low motivation. My sister and friend Brenda also provided emotional support when I faced frustration and difficulty.Throughout the educational journey, my family provided me with constant reminders of their pride in my academic pursuits. Without their unwavering support, I would not have been able to achieve my educational goals. Their consistent encouragement and guidance were instrumental in my success. I'd like to express my gratitude to my team at Northeastern University (NEU) for their invaluable contributions to this project. My DiP chair, Dr. Nolan, my second reader, Dr. McNabb, professors, and cohort members challenged me to delve deeper into the research and provided unwavering support throughout my educational journey.Building strong relationships was crucial to my academic success. I connected with an amazing group of people who provided unwavering support throughout the program. Judy, Madi, and Melissa were particularly helpful, and I can't imagine completing this project without them. I encourage anyone in a doctoral program to prioritize building connections with their cohort, as it can provide invaluable support.Finally, my New Hope Public School (NHPS) team provided exceptional support throughout this project. Despite my initial apprehension, the educators showed remarkable passion and dedication toward the research study. Through their lived experiences, they actively engaged in the work, assumed leading roles, and remained committed to achieving equitable education for all students. Witnessing their participation and contribution to this cause filled me with immense joy. I am grateful for the opportunity to embark on this journey with such a dedicated and experienced group. DedicationNurturing my children has profoundly taught me the importance of love and affection, inspiring me to explore my inner self and strive towards a fulfilling life. This dissertation pays tribute to this invaluable journey, and I dedicate it to my four children, Quintarius, Amanda, Kavaris, and Antwine Jr., as a symbol of my life's work of serving others.

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Changing Classroom Practice: Elementary Teacher Experiences of a Professional Development Program

Cited by 6 publications

References 15 publications

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Contemporary trends in professional development of teachers: importance of recognising the context

Achieving equity for all students: culturally relevant project-based learning and the academic achievement gap

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