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Direct linkLiang, Xin; Collins, Linda J.; Lenhart, Lisa; Ressa, Virginia – Teacher Development, 2020
Significant funds have been allocated in the United States at the federal, state, and local levels to provide teacher professional development aimed at bringing about instructional change and resulting in improved student achievement. One important indicator for quality and effectiveness in professional development is change in teaching practice.…
Descriptors: Educational Change, Teaching Methods, Faculty Development, Educational Quality
Valiandes, Stavroula; Neophytou, Lefkios – Teacher Development, 2018
The present article reports the results of a study performed to investigate and examine the characteristics of a teachers' professional development program (Teachers' Professional Development Program for Differentiated Instruction [PDD]) specially designed to support teachers in the design and application of differentiated instruction. Considering…
Descriptors: Faculty Development, Academic Achievement, Instructional Effectiveness, Grade 4
Cross, Dionne I.; Hong, Ji; Williams-Johnson, Meca – Teacher Development, 2011
The problem of teacher shortage is of grave concern internationally, impacting countries such as the US, England and Australia. One popular approach to addressing issues of teacher attrition has been to hire international teachers (a.k.a. overseas-trained teachers) to fill the gap. In this paper the authors document the challenges and barriers…
Descriptors: Teacher Persistence, Teacher Shortage, Foreign Countries, Faculty Mobility
Cheng, May May-hung; Yeung, Yau-Yuen – Teacher Development, 2010
This paper argues with evidence that conditions for teacher professional development can be enhanced for mentor teachers through a Learning Centre (LC) project which has been introduced in Hong Kong as a collaborative project between the government, a primary school, a secondary school, and the Hong Kong Institute of Education. The LC teachers…
Descriptors: Mentors, Interviews, Workshops, Foreign Countries
O'Brian, Julie R. Oxenford; Nocon, Honorine; Sands, Deanna Iceman – Teacher Development, 2010
This paper presents the analysis of two representative lessons drawn from a cross case study of K-12 classrooms in which students and their teachers engaged in a collaborative dialogic inquiry process (data-driven dialogue) to co-construct meaning from assessment results. The representative lessons illustrate a significant shift from…
Descriptors: Student Evaluation, Elementary Secondary Education, Student Participation, Goal Orientation
