Browsing by Subject "Professional development"

Now showing 1 - 12 of 12
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    Connecting the Dots from Professional Development to Student Learning
    (American Society for Cell Biology, 2021-12-01) Ellingson, Charlene L; Edwards, Katherine; Roehrig, Gillian H; Hoelscher, M. Clark; Haroldson, Rachelle A; Dubinsky, Janet M
    Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what was learned in the PD, teachers must adapt novel content to their perceptions of good teaching, local context, prior knowledge of their students, and state and district expectations. How teachers decide to integrate curricula encountered from PD programs may affect student outcomes. This mixed-methods study examined the relationship between curricular application strategies following an inquiry-based neuroscience PD and student learning. Post-PD curricular implementation was measured qualitatively through analysis of teacher action plans and classroom observations and quantitatively using hierarchical linear modeling to determine the impact of implementation on student performance. Participation in neuroscience PD predicted improved student learning compared with control teachers. Of the two distinct curricular implementation strategies, enacting a full unit produced significantly greater student learning than integrating neuroscience activities into existing biology units. Insights from this analysis should inform teacher implementation of new curricula after PD on other contemporary biology topics.
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    The factors that affect science teachers' participation in professional development
    (2013-05) Roux, Judi Ann
    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers.
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    Portrait of the master genetic counselor: a qualitative investigation of expertise in genetic counseling.
    (2012-08) Capel-Miranda, Cacy Jai
    This study begins to describe personal and professional characteristics of master genetic counselors—those considered to be experts or among the best-of-the best clinicians in genetic counseling. The focus of the investigation was the person of the master genetic counselor. Fifteen, peer-nominated genetic counselors participated in in-depth, semi- structured telephone interviews exploring their personal qualities, inspirations, motivations, strengths, struggles, and professional development. Analysis using a modified version of Consensual Qualitative Research (Hill, 2012) resulted in four broad themes: 1) Personal Characteristics of Master Genetic Counselors, 2) Relationships with Patients, 3) What Constitutes Success, and 4) Views of the Profession. Findings indicate master genetic counselors: a) have insatiable curiosity, love learning and are life-long learners; b) are reflective, self-aware, confident and recognize their limitations; c) are authentic and genuine, and consider their personality to be their counseling style; c) form collaborative and interactive relationships with patients based on trust; d) have nuanced attunement to the complexity and multiple levels of the counseling process; e) struggle when they cannot connect with patients; f) have deep empathy, are inspired by patients, and derive personal meaning from their work; g) are affected emotionally by their work, but effectively manage the emotional impact; h) view success as patient- centered and based in the patient/genetic counselor relationship; i) view their professional development as ongoing; and j) hold various perspectives on psychosocial aspects of genetic counseling, on the art vs. science nature of the field, and development of the profession. Major findings are discussed in conjunction with theory and previous research. The findings provide strong support for the Reciprocal-Engagement Model of genetic counseling practice (McCarthy Veach, et al., 2007). Study strengths and limitations, implication for training and practice, and research recommendation are discussed.
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    Professional development and teacher change: teachers' practices and beliefs about using multiple representations in teaching Mathematics
    (2013-07) Park, Mi Sun
    This study explores mathematics teachers' beliefs about using multiple representations, such as manipulative, pictorial, symbolic, language, and realistic representations that are described the Lesh translation model. Using a qualitative approach, the teachers' beliefs about the helpfulness and hindrances of using each representation described in the Lesh translation model were clarified. Teachers' belief changes were also explored, before and after participating in a yearlong professional development program. Furthermore, this study investigated the teachers' reflections on teaching mathematics based on their beliefs during the program. Results indicated that the teachers' beliefs were mostly in line with the Lesh translation model. Changes in the teachers' beliefs were also observed after participating in the program. These changed beliefs led teachers to change their practices in the classroom. The teachers mostly used pictorial, symbolic, language, and realistic representations during the three observations periods. Using translations within and between these types, especially pictorial and realistic representations, were varied in the three classroom observations. On the other hand, the teachers used few physical and virtual manipulatives, even though they claimed to have positive beliefs about using them in the classroom. That is, the teachers' beliefs concerning the hindrances of using manipulatives prevented them from using these representations in the classroom. Furthermore, changing teachers' practices required more time after their beliefs were changed. In future studies, researchers could focus on a longitudinal study of the interactions between beliefs and practices. In addition, research could explore more effective activities that involve physical manipulatives or virtual manipulatives, which reduce any hindrances that were identified in this study for K-12th grade students.
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    Professional development including performance feedback to support home visitors' use of caregiver coaching strategies during home visits
    (2014-11) Krick Oborn, Kellie M.
    Purpose: The purpose of the current study was first to evaluate the effects of a multicomponent professional development intervention that included two brief workshops plus a six week performance feedback package on the home visitors' use of specific caregiver coaching strategies and range routines utilized during home-based intervention. The second purpose was to examine the extent to which the home visitors' use of coaching practices related to changes in parent engagement, parental stress, parent self-efficacy, and child developmental progress. An additional secondary purpose was to examine the extent to which home visitors and caregivers reported the professional development and subsequent caregiver coaching to be: (1) acceptable, (2) feasible, and (3) effective in changing practice.Method: A multiple-baseline design across three home visitors and caregiver/child dyads was used to evaluate the effects of workshops plus a performance feedback package on home visitors' use of caregiver coaching strategies and range of routines. The functional relation between the intervention and the dependent variable of the home visitor's use of caregiver coaching strategies was analyzed based on visual inspection using guidelines established by Kratochwill, Hitchcook, Horner, Levin, Odom, Rindskopf, and Shadish, (2010). Results: Findings provide support for the use of individualized performance feedback targeting home visitors' use of caregiver coaching strategies as well as support for the use of operationally defined caregiver coaching strategies. All participating home visitors and primary caregivers reported the professional development and subsequent coaching to be acceptable, feasible, and effective. Conclusions: The results of this study add to emerging data on the use of performance feedback to support teacher implementation of caregiver coaching strategies in the context of early intervention home visits.
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    Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?
    (2011-06) Alger, Scott Edward
    A comprehensive examination of professional development practices in two Minnesota school districts was conducted to identify the specific responses of stakeholders to policy stipulations. Through this multi-method case study of state statutes, a significant level of correlation between policy and practice was identified. However, it might not be said that compliance has occurred purposefully. Study findings revealed overt efforts to adopt practices that support collaboration, adult learning, and improved practices in teaching. These efforts fortunately produced a reasonable level of compliance with policy. Several explicit program outcomes specified by policy on the other hand, were not necessarily being targeted as policy-makers may have envisioned. While the degree of alignment between practice and policy across the districts was a significant focus, numerous factors influencing policy implementation were documented in order to account for the actual practices within professional development programs, as well as the purpose behind those practices. The investigation importantly revealed contextual factors associated with unique communities of practice and the districts' distributed leadership models. Beyond an examination of activities and work of school district staff relevant to specific policy goals, this study employed a relatively unique "policy-as-the-case" methodology. By utilizing the relevant policy dimensions of leadership, process, and outcomes, the target policies were expressed as their own metric for further examination. This design provides a model adaptable to inquiry into a broad range of policies within the social sciences.
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    Professional learning across contexts for LESLLA teachers: the unlikely meeting of adult educators in kindergarten to explore early literacy instruction
    (2013-03) Vinogradov, Patricia Egan
    In this case study of adult English as a Second Language (ESL) educators, the researcher facilitated a six-week professional development activity around the topic of early literacy instruction. The four participants in the study circle were all LESLLA (low-educated second language and literacy acquisition) teachers whose students are adult immigrants and refugees who do not read and write in their primary languages. Working in collaborative inquiry, they sought to improve the teaching and learning of this unique and neglected group of ESL learners. Now living in the U.S., such learners face a double challenge: acquiring English while learning to read an alphabetic print language for the first time. Their teachers must be reading specialists, language experts, and resettlement workers all rolled into one. This population of adult ESL learners is largely neglected by both researchers and materials developers. However, within our communities, early elementary teachers are teaching literacy and language to young new readers every day. Kindergarteners, first, and second graders are discovering the alphabetic principle, acquiring the components of reading, and building their identities as readers and writers as they prepare for academic success. While these two contexts are strikingly different, there is much overlap. To explore early literacy and enhance their classroom practice, the participants investigated early literacy instruction for young new readers. They observed K-2 instruction, worked individually with young learners, completed assigned readings and tasks, and engaged in discussions and reflective journaling. By tapping into a new teaching context, they uncovered key literacy practices in early elementary grades and transformed and applied their learnings to LESLLA learners. Findings show that they began organizing literacy instruction differently, such as implementing morning messages and sign-ins. Establishing sound routines was a key outcome of their experience. An extended definition of literacy also emerged, one that includes math and integrates numeracy instruction into literacy focused time. They learned about responding to literature and began reading aloud to their LESLLA classes and teaching about text connections. Another main finding was a heightened priority of independent learning and ways they might offer more choices and independent, individualized instruction. This case study offers a model for teacher professional development as an intellectual activity that embraces collaboration, inquiry, and exploring new contexts as powerful ways to grow as educators.
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    A study of peer-nominated exemplars of social justice commitment in counseling and psychology
    (2013-07) Sumner, Adam D.
    The current study used qualitative methods to examine the perspectives and experiences of 18 peer-nominated exemplars of social justice practice in psychology and counseling. A 9 question semi-structured interview was conducted with each participant addressing 4 research questions: What is social justice in counseling and psychology? How did the exemplar develop his or her orientation towards social justice? What challenges are associated with the exemplar's social justice work? How does the exemplar maintain his or her vitality and resiliency? The data was analyzed using Consensual Qualitative Research (CQR) methods. A total of 51 themes emerged from 1,061 minutes (17 hours, 41 minutes) of interview data. These themes were grouped into 13 domains. The results present a nuanced picture of the practice of social justice in counseling and psychology, an engaging, personal perspective on the development of social justice orientation, a detailed examination of the challenges associated with social justice work, and key practices that can be used to sustain vitality and resiliency. The research process and results show that psychologists, counselors, social workers, family therapists, and other mental health practitioners are actively engaged in social justice work and have developed a thoughtful, cohesive set of practices that can be informative to those in practice, training, and research.
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    Talking about race: overcoming fear in the process of change
    (2013-05) Palmer, Emily Lilja
    This study is a doctoral dissertation that proposes new theory about teachers overcoming fear in the process of change, and finds significant changes happening in classrooms as a result of overcoming the fear of talking about race. The study context is professional development for teachers and administrators who are talking about race and learning about institutional racism as a strategy to address racial achievement gaps. The three primary findings of this study are: the extent to which the fear of being considered racist is a barrier for White teachers and administrators, preventing them from engaging in the work at a deep level; the manner in which some principals successfully mediated this fear and helped their teachers overcome it; and the meaningful changes in curriculum, instruction and practice that happened in classrooms as a result of this professional development work.
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    Teacher experience, learning, and change: an investigation of the effects of long-term professional development.
    (2012-03) Coffino, Kara Lee
    As US public schools become increasingly diverse and teachers are expected to teach across cultural differences, teacher educators must consider how different professional development models shape teacher learning and practice. This study explores how a cohort of 55 P-12 teachers experienced and perceived long-term professional development focused on literacy instruction to meet the needs of diverse learners. Specifically, it examines characteristics of the process of change for the collective case of participants during their participation in three literacy courses facilitated on-site in the district. The study also provides a close look at the experiences of four upper elementary teachers throughout coursework and in the semester following their completion of the final course. Using grounded theory and symbolic interactionism as a methodological framework, the study utilized and explored data from a three-year professional development program enacted through a partnership between a rural school district and a major university. Data collection tools include surveys, reflections, course artifacts, focus groups, observations, interviews, fieldnotes, and questionnaires. Data were analyzed using the constant comparative method associated with grounded theory research to determine categories of interest and inductively generate theory. The impact of coursework can lead to small or significant changes in mindset and practice. Study findings indicate that change happens both incrementally, as a result of on-going support and repeated exposures to ideas, as well as resulting from single, pivotal moments. Course design, duration, and structure were key factors in supporting teacher change.
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    Teachers Navigating Change: The Implementation of Standards into One's Planning and Teaching
    (2022-08) Roux, Jonathan
    As the content knowledge of the world grows, so do the demands placed upon our educational system. These demands come from a variety of sources—local, state, national, and corporate agencies. Critical to meeting these demands are the knowledge, skills, and practices teachers need to educate today’s youth. Researchers in the area of teachers’ thinking and reflection have worked to construct a realistic portrayal of teaching, including teachers’ thinking, reflection, and planning. However, little research exists on how these three activities work together as teachers seek to implement standards-based instruction.The purpose of this qualitative study was to document the thinking and planning processes of two elementary school teachers (one from grade 4 and the other from grade 5) as they aligned Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects to their social studies teaching. Using case study methods, the study examined how the teachers planned curriculum and moved it into practice, how they understood their actions as they reflected on their practices, and how their reflections affected future planning. Interviews, observations, field notes, audio reflections, and teacher supplied artifacts were analyzed for patterns of thought and practice to offer insight into the two teachers’ thinking as each selected and aligned standards to instruction. Findings from the study revealed that educators need to understand: (1) how to read standards statements, (2) how to integrate standards across discipline areas, (3) how to develop meaningful lessons and assessments of student learning, and (4) how to foster the knowledge and skills students need to demonstrate competency. By fostering ongoing teacher learning and reflection, researchers and school leaders can contribute to the knowledgeable, meaningful, and flexible use of standards by teachers to help students learn key concepts within specific discipline areas.
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    West Central Minnesota Teachers' Perceptions of Their Professional Development
    (2015-08) Rohloff, Tricia D
    This study examined west central Minnesota teachers' perceptions of their professional development. Preschool through twelfth grade teachers in three west central Minnesota school districts were surveyed to determine the practices, perceptions, barriers, and desires related to their profession development. The results indicate that all participants engaged in some form of professional development. Off-site workshops/conferences, college/graduate level courses, and informal professional development activities were perceived as most beneficial as were "other", content area specific, and technology topics. The greatest barriers to professional development related to time, location, lack of financial resources, and district/state requirements. The results of this study can be used to enhance and maximize the meaningfulness of professional development for west central Minnesota teachers and other teachers across the nation.