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Article
Publication date: 7 September 2021

Katherine Perrotta

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their…

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Abstract

Purpose

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.

Design/methodology/approach

Case study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.

Findings

Major findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.

Originality/value

In light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

Details

Social Studies Research and Practice, vol. 16 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 29 April 2021

Eric King-man Chong and Shun Shing Pao

This study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong…

Abstract

Purpose

This study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.

Design/methodology/approach

This study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.

Findings

Eleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.

Originality/value

This paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world.

Details

Asian Education and Development Studies, vol. 11 no. 4
Type: Research Article
ISSN: 2046-3162

Keywords

Book part
Publication date: 17 May 2021

Helen Kay and Juliet Hinrichsen

External examining activity is a recognized indicator of subject expertise and peer esteem. It also evidences understanding of quality assurance, course, and assessment design. As…

Abstract

External examining activity is a recognized indicator of subject expertise and peer esteem. It also evidences understanding of quality assurance, course, and assessment design. As such, it contributes to the enhancement of an academic CV and may impact on promotion and career prospects. Fair access to external examining opportunities is thus an equity issue for universities. In the context of race equality, where both staff and students of color in academia show consistently differential outcomes to their White counterparts, professional development can mitigate disadvantage, especially where it is focused on access to opportunity. Professional development for external examiners has been an underdeveloped area but the recent establishment in the UK of the Degree Standards Project has begun to address this. The authors propose that there is nevertheless a gap in provision to support academics who aspire to become external examiners but who have had no previous experience. This chapter describes an institutional initiative to promote access to initial external examining roles through professional development and reports on participant outcomes. Evaluation data suggest that an approach such as this can help with obtaining a first appointment and may help to mitigate some of the barriers of access to external examiner roles for staff of color. The authors argue that the sector urgently needs to diversify the ethnicity of the external examiner pool in order to provide an essential critical lens which could impact on the equity of degree outcomes for Black, Asian and Minority Ethnic students.

Book part
Publication date: 12 April 2021

Donna W. Stokes and Paige K. Evans

Learning through formal and informal experiences is critical for building content knowledge, pedagogical skills, and self-efficacy/confidence for preservice teachers. teachHOUSTON…

Abstract

Learning through formal and informal experiences is critical for building content knowledge, pedagogical skills, and self-efficacy/confidence for preservice teachers. teachHOUSTON offers numerous teacher enhancement opportunities outside the teacher education courses which allows preservice teachers to connect to the real world which includes being able to relate to a diverse population of students and to understand how the course content can be related to them, their families, and communities in their everyday experiences. Through formal and informal experiences such as professional development workshops, discipline specific courses, research experiences, and internships, preservice teachers have the opportunity to engage in hands-on science activities they can use with their students, develop lessons, and gain knowledge on how to deliver this content while managing their classroom. This chapter will give an overview of the formal and informal experiences offered through teachHOUSTON with a highlight on the structure and content of the six week Noyce Internship Program which engaged interns as counselors and teaching assistants in a summer STEM camp for underserved middle school students and introduces the interns to interactive sessions that model promising practices for teaching.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

Article
Publication date: 1 February 2003

Jennifer Good

Professional development opportunities are an important aspect of teacher development and should be embraced by both teachers and school leaders in a collaborative effort…

827

Abstract

Professional development opportunities are an important aspect of teacher development and should be embraced by both teachers and school leaders in a collaborative effort. Unfortunately, certain professional development events are plagued with high absenteeism rates. At a regional inservice center in the South (USA), high absenteeism was targeted as requiring immediate administrative attention. Thus, the members of the governing board and the director of the center engaged in an action research plan to combat the problem. Over the course of a summer program, the no‐show rate (average number of participants who registered for a workshop yet did not attend) was tracked in 62 independent workshops. Considerations such as time of day, location, workshop topic, and teaching level of teacher were analyzed, yielding nonsignificant results and no discernible patterns. Instead, a pattern of chronic absenteeism for some individuals, in certain school systems, was noted. Using this data, an action plan was devised. Suggestions included increased marketing, communication with individual no‐show offenders, and communication with school leaders from targeted systems.

Details

International Journal of Educational Management, vol. 17 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 8 January 2019

Joyce Yen, Eve A. Riskin, Cara Margherio, Jan H. Spyridakis, Coleen M. Carrigan and Ana Mari Cauce

The advancement of equity, diversity and inclusion in higher education is dependent on institutional culture changes in academia. Faculty equity, diversity and inclusion efforts…

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Abstract

Purpose

The advancement of equity, diversity and inclusion in higher education is dependent on institutional culture changes in academia. Faculty equity, diversity and inclusion efforts must engage departmental leadership. The purpose of this paper is to describe the growth and expansion of the ADVANCE leadership program at the University of Washington (UW) for department chairs that was designed to provide department chairs the skills, community and information needed to be agents of change within the academy.

Design/methodology/approach

The paper chronicles the program’s growth from a campus-based workshop program to national workshops (LEAD) to a web-based toolkit (LiY!) to support institutions in running their own UW ADVANCE-inspired leadership workshops.

Findings

The paper demonstrates the success of each growth stage and the expansion of program impact.

Practical implications

The paper offers recommendations for growing a model from a local to national scale and adapting the described leadership development model at other institutions.

Originality/value

The paper shares a successful model for equipping department chairs to be advocates of gender equity, diversity and inclusion in STEM and to be change agents in higher education.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 38 no. 3
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 1 May 1992

Judith A. White

Summarizes the findings and observations from managerial andprofessional development workshops with managers, physicians, educators,and social workers where a theory of…

Abstract

Summarizes the findings and observations from managerial and professional development workshops with managers, physicians, educators, and social workers where a theory of experiential learning was applied in workshop design and content, along with the Learning Styles Inventory. In a follow‐up study of some of the workshops, participants reported an increase in self‐understanding and appreciation of their own and their colleagues′ learning styles and a valuing of the differences and integration of all four learning styles. Some reported an improvement in their working relationships between peers, supervisees, managers, and clients.

Details

Journal of Management Development, vol. 11 no. 5
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 15 August 2008

Neil Cranston

This paper aims to document the development and use of cases for the leadership development of principals in one large education system in Australia. The case initiative was…

1356

Abstract

Purpose

This paper aims to document the development and use of cases for the leadership development of principals in one large education system in Australia. The case initiative was specially targeted at deepening understandings of the department's recently released statement about the principalship, Leadership Matters. The theoretical underpinnings of cases and their use in leadership development are examined. A discussion of critical feedback from users is provided with commentary on future developments completing the paper.

Design/methodology/approach

The literature relevant to cases and their use (and related approaches such as problem‐based learning) is reviewed, providing the framework for the development of the cases themselves and the principles guiding their application via a series of workshops. A small‐scale evaluation study accompanying the workshops provides critical feedback from principals and principals' supervisors on the efficacy of the cases themselves and the case method.

Findings

The cases have been very well received in the workshops. It is clear the cases represent powerful and authentic ways for leadership developments among school leaders, with considerable potential to focus on supporting understandings of, and development with respect to Leadership Matters. Some of the reported positives of the cases are that they are grounded in authentic “real world” stories of challenges for principals and that the discussions at the workshops lead to creative and constructive discussions about such leadership challenges.

Practical implications

The paper provides a number of practical suggestions for take‐up by others interested in the leadership development of principals in these challenging and changing times for school leaders. Ideas how to develop and construct cases are provided, together with suggestions for application in workshop situations.

Originality/value

While cases have been used in school leadership development previously, the focus here is a specially constructed developmental process framed around a system's statement about the principalship, Leadership Matters.

Details

Journal of Educational Administration, vol. 46 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 4 October 2012

Mary Barbara Trube, Bonnie L. Prince and Renée A. Middleton

The Southeast Ohio Teacher Development Collaborative (SEOTDC) represents a regional professional community-of-practice with leadership as a key component of educator and…

Abstract

The Southeast Ohio Teacher Development Collaborative (SEOTDC) represents a regional professional community-of-practice with leadership as a key component of educator and organizational capacity building. This chapter highlights the work of this collaborative partnership among five teacher preparation programs in Appalachian Ohio that responds to regional contexts in planning and delivering professional development. Individuals from representative public and private institutions of higher education, state and local educational agencies, and school districts engage in action planning to improve teacher preparation, professional development, and mentoring processes for educators. This is accomplished through recruitment, retention, identification, support, promotion, encouragement, and involvement in a variety of SEOTDC initiatives. Professional development to build educator capacities is considered in terms of people and their contributions, the synergies that are created during the process of collaboration, and organizational arrangements that are designed to support renewal, reform, and personal and interpersonal development. After setting the context within which SEOTDC operates, the chapter identifies concerns, solutions, and outcomes related to four collaborative initiatives.

Details

Transforming Learning Environments: Strategies to Shape the Next Generation
Type: Book
ISBN: 978-1-78190-015-4

Keywords

Article
Publication date: 11 October 2020

Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography…

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Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

Findings

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 48 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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