An Investigation Of Teacher Efficacy: Understandings, Practices, And The Impact Of Professional Development As Perceived By Elementary School Teachers

An Investigation Of Teacher Efficacy: Understandings, Practices, And The Impact Of Professional Development As Perceived By Elementary School Teachers

Author: Arnold Jeffrey White

Publisher:

ISBN: OCLC:880574889

Category:

Page: 202

View: 732

The Professional Learning Community (PLC) has increasingly gained worldwide acceptance as a research- based approach to professional development for educators. Benefits of the PLC are touted by many researchers who also identify the challenges to authentic implementation of the PLC model. This action research explored teachers' perceptions of the Professional Learning Community. Data sources for this research included an anonymous online survey, in-depth one-on-one interviews and a focus group. Study participants were elementary school teachers of grades five through eight who participated in horizontal professional learning communities for at least one year. Research questions providing the framework for this study were (1) To what extent do teachers think professional learning communities have impacted classroom instruction? (2) What do teachers perceive to be the greatest challenges to effective implementation of professional learning communities? and (3) What do teachers perceive to be the greatest benefits of professional learning communities? Data from these multiple sources indicate that teachers believe that the professional learning community is a viable method of professional development that produces sustainable and positive results for teachers and students. Teachers participating in this study identified numerous benefits of the professional learning community, the most significant being collaboration and knowledge-sharing. Participants believe that the work they do in professional learning communities has impacted classroom instruction and the culture of the school. Challenges to implementation of professional learning communities stem from scheduling issues and time conflicts. Other key themes emerged from the data. For example, teachers believe that they have improved as teachers and consequently, student achievement has improved as a result of PLCs. Teachers working in PLCs share a collective responsibility for pupil learning. Teachers also believe that a school should implement and maintain both vertical and horizontal PLCs. Teachers reported that PLCs fostered better relationships between teachers and administrators and that leadership at the building level impacts the fidelity of a PLC. One other important theme is that relationship building and trust are essential components of a highly functional professional learning community.

Handbook of Research on Science Education

Handbook of Research on Science Education

Author: Norman G. Lederman

Publisher: Routledge

ISBN: 9781136221972

Category: Education

Page: 970

View: 756

Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Digital Skills and Life-long Learning: Digital Learning as a New Insight of Enhanced Learning by the Innovative Approach Joining Technology and Cognition

Digital Skills and Life-long Learning: Digital Learning as a New Insight of Enhanced Learning by the Innovative Approach Joining Technology and Cognition

Author: Dina Di Giacomo

Publisher: Frontiers Media SA

ISBN: 9782889457533

Category:

Page:

View: 718

Recently, technology and aging have been key research areas in human cognition. The Research Topic “Digital Skills and Life-long Learning: Digital Learning as a New Insight of Enhanced Learning by the Innovative Approach Joining Technology and Cognition” investigated technology's impact on cognitive and intellective processes, highlighting how intensively technology can change and/or enhance the cognitive functioning throughout one’s lifespan. The aim of this Research Topic was to provide an outlook through multidisciplinary research and development while addressing the dynamic intersection of cognition, mind, and technology. Our scope was 1) to favor the cognitive technology debate, 2) to overcome the dichotomies of technology and psychology, 3) to emphasize the advances in knowledge and well-being. This Research Topic comprises review studies and original articles, focused on digital skills that enhance human potential. Transversal approaches and cross-sectorial analysis were encouraged, leading to investigation areas related to cognitive and mental processing—in educational, rehabilitation, clinical settings—across aging. Articles of high relevance to the Research Topic were submitted on the subjects of a) research in human performance and human factors, b) new research and technologies addressing the needs of a growing populace, and c) cognitive aging and cognitive rehabilitation research.

Exploring Language Teacher Efficacy in Japan

Exploring Language Teacher Efficacy in Japan

Author: Gene Thompson

Publisher: Multilingual Matters

ISBN: 9781788925419

Category: Language Arts & Disciplines

Page: 128

View: 439

This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.

Handbook of Research on Science Teacher Education

Handbook of Research on Science Teacher Education

Author: Julie A. Luft

Publisher: Routledge

ISBN: 9781000568011

Category: Education

Page: 532

View: 401

This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.

Developmental Psychopathology, Risk, Resilience, and Intervention

Developmental Psychopathology, Risk, Resilience, and Intervention

Author: Dante Cicchetti

Publisher: John Wiley & Sons

ISBN: 9781119125532

Category: Psychology

Page: 1152

View: 807

Examine the latest research merging nature and nurture in pathological development Developmental Psychopathology is a four-volume compendium of the most complete and current research on every aspect of the field. Volume Four: Genes and Environment focuses on the interplay between nature and nurture throughout the life stages, and the ways in which a child's environment can influence his or her physical and mental health as an adult. The discussion explores relationships with family, friends, and the community; environmental factors like poverty, violence, and social support; the development of coping mechanisms, and more, including the impact of these factors on physical brain development. This new third edition has been fully updated to incorporate the latest advances, and to better reflect the increasingly multilevel and interdisciplinary nature of the field and the growing importance of translational research. The relevance of classification in a developmental context is also addressed, including DSM-5 criteria and definitions. Advances in developmental psychopathology are occurring increasingly quickly as expanding theoretical and empirical work brings about dramatic gains in the multiple domains of child and adult development. This book brings you up to date on the latest developments surrounding genetics and environmental influence, including their intersection in experience-dependent brain development. Understand the impact of childhood adversity on adulthood health Gauge the effects of violence, poverty, interparental conflict, and more Learn how peer, family, and community relationships drive development Examine developments in prevention science and future research priorities Developmental psychopathology is necessarily interdisciplinary, as development arises from a dynamic interplay between psychological, genetic, social, cognitive, emotional, and cultural factors. Developmental Psychopathology Volume Four: Genes and Environment brings this diverse research together to give you a cohesive picture of the state of knowledge in the field.

Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives

Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives

Author: Sarit Ashkenazi

Publisher: Frontiers Media SA

ISBN: 9782889452651

Category:

Page:

View: 692

Converging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: • Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. • Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. • Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. • Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading.