Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform

Fischer, Christian; Fishman, Barry J.; Dede, Chris; Eisenkraft, Arthur; Frumin, Kim; Foster, Brandon; Lawrenz, Frances; Levy, Abigail Jurist; McCoy, Ayana

doi:10.1016/j.tate.2018.02.011

Cited by 127 publications

(91 citation statements)

References 64 publications

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“…Many educational scholars have coalesced around five features of PD-content focus, active learning, collective participation, duration, and coherence (Desimone, 2009)-as the conditions that tend to foster the growth of teacher knowledge, skills, and beliefs about their practice. But the actual effects of these features on student learning have yielded mixed results (see Garet et al, 2011;Fischer et al, 2018;Yoon et al, 2007). In response, researchers have refined the features of PD in different ways-by adding in a focus on curriculum (e.g., Penuel et al 2011); by including modeling, coaching, and feedback (e.g., Darling-Hammond et al, 2017); or by exploring the contexts in which certain features are more or less effective (e.g., Kennedy, 2016).…”

Section: Introductionmentioning

confidence: 99%

An integrative approach to professional development to support college- and career- readiness standards

Pak

Desimone

Parsons

2020

EPAA

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Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

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Section: Introductionmentioning

confidence: 99%

An integrative approach to professional development to support college- and career- readiness standards

Pak

Desimone

Parsons

2020

EPAA

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“…In parallel with the findings of Fischer et al (2018), in-service training was the most strongly agreed issue of which insufficiency leads to obstacles to technology integration. Results indicate that content to use with technology is more important to educators compared with the technology itself (Keser & Çetinkaya, 2013).…”

Section: Turkish Studies -Information Technologies and Applied Sciencesmentioning

confidence: 67%

Challenges in Integrating Technology Into Education

Atabek¹

2019

jtst

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Despite significant amount of investment, there seems to be obstacles to technology integration in education. In order to shed light on the nature of perceived obstacles to technology integration, opinions of 117 professionals, who were selected by Turkish Ministry of National Education as experts in their respective fields, about the obstacles to integration of technology into education were investigated. After categorizing the perceived obstacles by factor analysis, associations of those categories with personal and professional differences were further investigated for better contextualizing the findings. Correlations were analyzed by Pearson's product moment coefficient and point-biserial coefficient. The results revealed that it's not the hardware itself that constitute obstacles to technology integration. Insufficiency of in-service and pre-service training, content support, and incentive system emerged as major perceived obstacles to technology integration. Inadequacy of physical and technological infrastructure was also found to be an important obstacle to successful integration. Novelty of the technologies compared to older ones were not found to be an obstacle to technology integration. Moreover, participants stressed the lack of education in teacher training institutions about current technologies that Ministry of National Education officially requires teachers to use as part of their jobs to be another important obstacle. There were no correlations between sex, age, level of education, job position, year of experience in other careers, and any of the categories of perceived obstacles. However, there was a strong negative correlation between year of experience in teaching and * Dr., Akdeniz Üniversitesi Eğitim Fakültesi,

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“…Others may try to build nice relationships with management, fellow workers and students. Hence, determining the weaknesses of lecturers and universities is key to supporting improvement, but it also brings negative impacts such as competition between colleagues (Fischer et al 2018). Additionally, this approach should be tested for a long time before being applied (Derrington and Campbell 2015).…”

Section: Limitations Of This Modelmentioning

confidence: 99%

“…A university should not only function as a training institution but also as a scientific research center that encourages lecturers to carry out scientific research activities (Fauth et al, 2014;Cuevas et al, 2018). Moreover, this approach could enhance the creation of an equal environment that improves the cooperative strategies (Cegarra et al, 2016;Wu et al, 2018), learning spirit (Cegarra et al, 2017) and autonomy of each student (Parrish, 2016;Darling-Hammond, 2017;Fischer et al, 2018). An effective system of assessing lecturers' performance can directly help to estimate educational achievements from many perspectives, such as: improving meaningful and sustainable learning (Almeida, 2017); finding and fostering young talents (Bohlmann & Weinstein, 2013); and indirectly impacting the wealth of each country (Lazarides et al, 2018), and becoming a preferred policy at the global and local levels (Steinberg & Garrett, 2016;Tuytens & Devos, 2017).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of lecturers’ performance using a novel hierarchical multi-criteria model based on an interval complex Neutrosophic set

Do¹,

Pham²,

Dinh³

et al. 2020

10.5267/j.dsl

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Performance assessment of teaching competency plays an important role in educational activities. Previous assessments of lecturers' performance have failed to distinguish between potential capacity and their teaching effectiveness. To solve this problem, the integrated approach of quantitative assessment and multi-criteria decision-making models has become one of the main trends for assessing the performance of lecturers in multiple dimensions: self, peer-, manager-and student-based evaluation. This paper proposes a novel hierarchical approach, developed by the Technique for Order preference by Similarity to Ideal Solution method in an interval-valued complex neutrosophic set environment, to more accurately and comprehensively understand the evaluation process and fit it into a systematic framework. An application is given to illustrate a practical solution in lecturer's evaluation. The accuracy of the proposed method is verified by comparing with other methods. .

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Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform

Cited by 127 publications

References 64 publications

An integrative approach to professional development to support college- and career- readiness standards

An integrative approach to professional development to support college- and career- readiness standards

Challenges in Integrating Technology Into Education

Evaluation of lecturers’ performance using a novel hierarchical multi-criteria model based on an interval complex Neutrosophic set

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