Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement

Haug, Carolyn A.; Sands, Deanna Iceman

doi:10.1080/00098655.2013.826484

Cited by 4 publications

(1 citation statement)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, PD often allows teachers to take a passive role in gaining new knowledge rather than working actively or collaboratively (Burbank & Kauchak, 2003;Ettling, 2012;Haug & Sands, 2013;Roseler & Dentzau, 2013). Professional development is an opportunity for teachers to once again become the recipient of new knowledge; therefore, PD should engage participants using diverse and differentiated methods to meet their varying needs and learning styles while demonstrating how to transfer and modify newly acquired information for classroom use .…”

Section: Limited Teacher Voice In Professional Development Creationmentioning

confidence: 99%

Teachers as agents of change : how knowledge gained from secondary English language arts professional development impacts classroom practices

Bryan¹

View full text Add to dashboard Cite

Gathering information about how secondary English Language Arts (ELA) teachers use pedagogical content knowledge gained from professional development (PD) to change their classroom practices in one Midwest Missouri school district has the potential to change how future ELA PD is delivered. The researcher examined teachers' perceptions through 21 individual interviews and a focus group as well as district archival surveys administered after three ELA content PD days during the 2017-18 school year. Participants shared their thoughts on effective elements of PD, how teachers implement classroom change and how those changes influence student learning, as well as how teachers know they are growing. This research is qualitative in nature utilizing purposeful sampling, open coding, and an hermeneutic method to identify themes and interpret responses. Data discovered the use of teacher experts, time for collaboration, and participating in reflective practices as the most important elements in gaining new knowledge and impacting classroom practices.

show abstract

Section: Limited Teacher Voice In Professional Development Creationmentioning

confidence: 99%

Teachers as agents of change : how knowledge gained from secondary English language arts professional development impacts classroom practices

Bryan¹

View full text Add to dashboard Cite

show abstract

Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction

Polleck

Spence

Rapatalo³

et al. 2021

Literacy Research and Instruction

View full text Add to dashboard Cite

Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

Cooper¹,

Kintz

Miness

2016

American Journal of Education

View full text Add to dashboard Cite

Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement

Cited by 4 publications

References 12 publications

Teachers as agents of change : how knowledge gained from secondary English language arts professional development impacts classroom practices

Teachers as agents of change : how knowledge gained from secondary English language arts professional development impacts classroom practices

Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction

Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

Contact Info

Product

Resources

About