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Download full textMichael Samuels – Montgomery County Public Schools, 2024
The evaluation of the instructional mathematics coaches (IMC) initiative during the 2023-2024 school year focused on the first-year implementation of mathematics coaches in 47 elementary and middle schools. Twelve coaches were assigned to these schools based on specific criteria to provide support to mathematics teachers. This study investigated:…
Descriptors: Mathematics Teachers, Coaching (Performance), Elementary School Teachers, Middle School Teachers
Peer reviewed
Direct linkAmmah-Tagoe, Naa; Caspary, Kyra; Cannady, Matthew A.; Greenwald, Eric – Teachers College Record, 2021
Background/Context: The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. Purpose/Objective/Research Question/Focus of Study: This study provides a rare window into the challenges and opportunities…
Descriptors: Middle School Teachers, Science Instruction, Persuasive Discourse, Writing Assignments
Wei, Bing – Research in Science Education, 2020
This paper reports an empirical study of teacher development in the process of implementing an integrated science curriculum in a junior high school in China. Six science teachers with different subject backgrounds were invited to participate in this study. A pragmatic model of teacher learning that includes both cognitive and situated-learning…
Descriptors: Junior High School Teachers, Faculty Development, Science Curriculum, Curriculum Implementation
Alhashem, Fatimah – Education Quarterly Reviews, 2021
The aim of this study was to investigate the localized training for teachers during the reform of the education system in Kuwait between 2015 and 2017. It focuses on analyzing the professional development plans that were delivered to teachers for four core subjects in elementary and middle public schools. A mixed-method approach was employed,…
Descriptors: Professional Development, Professional Continuing Education, Inservice Teacher Education, Elementary School Teachers
Duruk, Ümit; Akgun, Abuzer – International Online Journal of Education and Teaching, 2020
The study aimed to examine and interpret the experiences of an experienced science teacher in Real Engagement in Active Problem Solving Model (REAPS) implementation conducted within the Electricity Unit through a validated pedagogical content knowledge (PCK) framework. To this end, the study examined the efforts of an experienced middle school…
Descriptors: Learner Engagement, Active Learning, Problem Solving, Models
Shuster, Michèle; Glazewski, Krista; Villa, Christopher – Interdisciplinary Journal of Problem-based Learning, 2020
In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based…
Descriptors: Workshops, Genetics, Case Method (Teaching Technique), Pedagogical Content Knowledge
Stokes, Laura R. E.; Suh, Jennifer M.; Curby, Timothy W. – Professional Development in Education, 2020
Lesson Study is a professional development program, which engages teachers in a collaborative and long-term lesson planning process aimed at improving a single or a group of lessons. In the process, teachers may feel that they are offered three different types of support: social, emotional, and instructional. The purpose of this study was to…
Descriptors: Lesson Plans, Faculty Development, Teacher Collaboration, Social Support Groups
Bodzin, Alec; Anastasio, David; Sahagian, Dork; Henry, Jill Burrows – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2016
A curriculum-linked professional development approach designed to support middle level science teachers' understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a…
Descriptors: Investigations, Faculty Development, Plate Tectonics, Adoption (Ideas)
