Journal articles on the topic 'Factors impacting teacher PD'
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Clarke, Kristen A. "Factors and Conditions Impacting Teacher Leader Influence." Procedia - Social and Behavioral Sciences 106 (December 2013): 1222–31. http://dx.doi.org/10.1016/j.sbspro.2013.12.137.
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Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.
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AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation as “Indigenous” students and teachers. As a research collective that comprises Aboriginal and non-Aboriginal teacher educators, and in the context of increased emphasis on university access following the Federal Review of Higher Education, we argue that it is time for government, universities and schools to listen and learn from this talk. In particular, we highlight in our participants' accounts the persistence of three longstanding and interrelated factors that continue to impact on the success or inadequacy of teacher education for Aboriginal people i.e., the presence and nature of financial, emotional and academic support in university and school settings.
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Mehmood, Nasir. "Factors Impacting EFL Teachers’ Self-efficacy: A Theoritical Perspective." English Language Teaching 12, no. 4 (March 8, 2019): 39. http://dx.doi.org/10.5539/elt.v12n4p39.
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EFL teachers working in Saudi Arabian universities are often from different social, cultural and academic backgrounds. The factors that affect their self-efficacy can vary from one teacher to another because of their different social and cultural associations. This research is carried out in the light of the existing literature to determine some of the factors and variables which may influence the level of EFL teachers’ self-efficacy who teach at the universities in Saudi Arabia. Some of the factors are related to the personal traits of the teachers such as competence, experience, flexibility, hard work, perseverance, motivation, attitude, self-efficacy, resourcefulness and how they see themselves as teachers; whereas others are associated with their cultural, social and academic background, the working environment of an organization, and the attitudes of learners. Teacher self-efficacy is prone to be affected either negatively or positively by all these factors.
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.
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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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Fabelo, Corrie, Hua He, Foong‐Yen Lim, Carrie Atzinger, and Beatrix Wong. "Factors impacting surgical decision making between prenatal and postnatal repair for myelomeningocele." Prenatal Diagnosis 42, no. 1 (December 20, 2021): 27–36. http://dx.doi.org/10.1002/pd.6080.
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Yuexin, Duan. "Professional Development of Music Teacher in China: Practice and Challenges." Journal of Education, Teaching and Social Studies 3, no. 3 (October 27, 2021): p44. http://dx.doi.org/10.22158/jetss.v3n3p44.
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Since 2001, national basic education curriculum reforms have been instituting to meet the demands of quality-oriented education in China. Due to this nationwide reform proposed to cultivate students’ moral, intellectual, physical and aesthetic development, music education which is a vital component of aesthetic education has received considerable critical attention from Chinese government. In the last two decades, the argument of significance of teachers’ professional development (PD) in curriculum reform has led a growing trend towards practice aimed to promote PD of music teachers in China. This paper presents an analysis of challenges the music teacher PD practice has met. Based on the discussion, it must be suggested that policymakers, school principals, PD program providers should increase attention to the effectiveness of music teacher PD programs and take available measures. This paper contributes to ongoing discussions about factors to be considered in designing PD programs for music teachers in countries or societies under the influence of Confucian culture. Potential areas of further work include exploring the factors restricting the effectiveness of music teacher PD programs in China and the framework of high-quality PD program for music teachers in the context of Confucian culture.
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Mugisha, Patrick Yona. "Factors Impacting Kigali, Rwanda Pre-School Teachers' Attitude towards Teacher-Centred and Child-Centred Teaching Methods." Journal of Education and Teaching Methods 1, no. 1 (October 11, 2022): 1–13. http://dx.doi.org/10.58425/jetm.v1i1.46.
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Purpose: This study looked at the variables that affect pre-school teachers' perceptions of teacher- and child-centered instruction in Kigali. Methodology: This study used survey and observation research techniques in an ex post facto descriptive methodology. A questionnaire with three sections served as the primary tool. The data were analyzed using T-test and Spearman Rho Correlation Matrix. Findings: The findings showed that teacher-centered and child-centered teaching strategies are the two main approaches adopted by preschool instructors. The academic degree of the instructor has an impact on the teaching methods she chooses, with highly educated teachers favoring child-centered approaches to instruction. The findings also shown that teachers' attitudes shift from being teacher-centered to being child-centered as their ages increase. Conclusion: Less tax compliance is observed during trainings, which influences pre-school teachers' views on the shift from a teacher-centered to a child-centered teaching approach. Recommendation: It is obvious that appropriate techniques should be employed to raise kids who are curious, self-reliant, emotionally mature, and capable of making good decisions. At the preschool level, child-centered instruction is the suggested teaching strategy.
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West, Justin, Ann Marie Stanley, and Aina Appova. "Exogenous Shocks and Teachers’ Motivation to Learn: Pandemic and Professional Development in the United States." International Journal for Research in Education 46, no. 2 (February 21, 2022): 261–308. http://dx.doi.org/10.36771/ijre.46.2.22-pp261-308.
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Abstract In this article, we examine how the COVID-19 pandemic, an exogenous shock to the United States education system, shaped teachers’ readiness and willingness to engage in professional development (PD). We borrow the concept of exogenous shocks from economics and sociology to illustrate how education practice can be driven as much by factors outside the field (e.g., viral outbreaks) as by those within it (e.g., policy and scholarship). Using the four substantive domains in Appova and Arbaugh’s (2018) framework on teachers' motivation to learn in PD—teacher education and PD, educational psychology, andragogy and adult learning, and policy and accountability—we argue that teacher motivation, rather than mere PD structure or content, is the true linchpin of teacher learning. In that light, we describe some of the pandemic’s demotivational effects on teachers’ learning in the U.S. and offer a roadmap for scholars to center motivation in future PD research. We outline several pathways of inquiry, including a renewed focus on links between teacher motivation and PD effectiveness, the generation and application of new measures and models of teachers’ motivation to learn, and the use of PD as an instrument for teacher resilience and efficacy after an exogenous shock. Keywords: professional development, teacher learning, teacher motivation, COVID-19, pandemic
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Kic-Drgas, Joanna. "A jeśli uczeń wie więcej – trudna interakcja na zajęciach z języka specjalistycznego." Neofilolog, no. 49/2 (December 15, 2017): 207–16. http://dx.doi.org/10.14746/n.2017.49.2.04.
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Interaction between the learner and teacher in the context of Foreign Language for Specific Purposes (FLSP) is characteristic in that often the learner has greater specialist knowledge than the teacher for reasons of experience, or because they work professionally in the field. The purpose of this article is to define the factors impacting on this relationship and analyze possible difficulties for the teacher. The empirical part describes a pilot study with the aim of analyzing responses from eight FLSP teachers.
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Rosli, Roslinda, and Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review." Contemporary Educational Researches Journal 11, no. 2 (May 1, 2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.
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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.
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Marynowski, Richelle, Amber Darroch, Asta Gregory, and Molly James. "Theorizing about components of teacher professional development: supports and barriers." International Journal of Mentoring and Coaching in Education 11, no. 1 (October 12, 2021): 104–18. http://dx.doi.org/10.1108/ijmce-02-2021-0040.
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PurposeThis paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.Design/methodology/approachA grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.FindingsFindings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.Originality/valueA recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.
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Burrows, Andrea C. "PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS." Problems of Education in the 21st Century 65, no. 1 (June 25, 2015): 28–38. http://dx.doi.org/10.33225/pec/15.65.28.
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While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.
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Mills, Kelly, Diane Jass Ketelhut, and Xiaoyang Gong. "Change of Teacher Beliefs, But Not Practices, Following Integration of Immersive Virtual Environment in the Classroom." Journal of Educational Computing Research 57, no. 7 (June 25, 2019): 1786–811. http://dx.doi.org/10.1177/0735633119854034.
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Immersive virtual environments (IVEs) model scientific inquiry practices and can provide rich learning experiences for students. However, the teacher is an essential component of how the students engage with the technology, as they embed the IVE into everyday teaching and learning. Ideally, classroom pedagogies would reflect the scientific practices modeled in the IVE to the best extent possible. In this case study, we explore how one teacher enacted authentic scientific practices after 3 years of IVE implementations plus participation in the corresponding professional development (PD) experience. Although the teacher believed that the inquiry practices modeled in the IVE and the PD were an important part of his teaching, these beliefs were not transferred into practice. Our findings suggest that PD should include opportunities for teachers to reflect on their own practice integrating technology and consider external factors contributing to pedagogical change beyond PD.
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Huang, Jieya, and Haojun Li. "Influencing Factors of Mobile Learning Interactive Behavior: Moderated Mediating Effect." International Journal of Information and Education Technology 12, no. 8 (2022): 772–77. http://dx.doi.org/10.18178/ijiet.2022.12.8.1683.
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Using interactive behavior to improve the efficiency of mobile learning is an important measure. This research uses structural equation model to construct a mediator model that regulates mobile learning interactive behavior, and investigates the influencing factors and mechanism of mobile learning interactive learning behavior. The results of a questionnaire survey conducted on a sample of 418 undergraduate students revealed that platform functionality, self-efficacy, teacher supervision, perceived usefulness, perceived ease of use, and interactive attitude have a significant positive effect on interactive behavior; perceived ease of use influenced interaction attitude through the employment of perceived usefulness as a mediator, which in turn influenced interaction behavior; the process of perceived ease of use impacting interaction attitude is heavily influenced by teacher supervision. Therefore, mobile learning implementers can promote the interactive behavior of mobile learners by improving the ease of use and usefulness of the mobile learning platform, strengthening the role of teachers in the process of mobile learning, and creating a good mobile learning atmosphere.
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West, Justin J., Ann Marie Stanley, Jason P. Bowers, and Daniel S. Isbell. "Attrition, (De)motivation, and “Effective” Music Teacher Professional Development: An Instrumental Case Study." Bulletin of the Council for Research in Music Education, no. 229 (July 1, 2021): 7–28. http://dx.doi.org/10.5406/bulcouresmusedu.229.0007.
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Abstract The purpose of this study was to explore why and how a prototypically “effective” teacher professional development (PD) effort, reciprocal peer coaching (RPC), fell short. Despite RPC’s conformity with long-espoused best practices in PD—content-specificity, extended duration, collaboration, inquiry, and self-direction—only two in eight music teachers who began the 5-month coaching and observation trajectory completed it. We used instrumental case study analysis to understand teachers’ decisions to continue in or prematurely withdraw from RPC. Findings revealed motivational factors such as collaboration and affirmative support, growth-in-practice learning, and content relevance were, for the majority of participants, overcome by demotivational factors related to participants’ perceived lack of agency in shaping their work context and the incoherence and insufficiency of their policy environments. We advance implications for PD providers, researchers, and policymakers.
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Bruno, Lauren P., LaRon A. Scott, and Colleen A. Thoma. "Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices." Journal of Vocational Rehabilitation 55, no. 2 (September 7, 2021): 157–68. http://dx.doi.org/10.3233/jvr-211154.
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BACKGROUND: Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs. OBJECTIVE: The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities. METHODS: A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. RESULTS: The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported. CONCLUSIONS: After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed.
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Godbey, Samantha. "Testing Future Teachers: A Quantitative Exploration of Factors Impacting the Information Literacy of Teacher Education Students." College & Research Libraries 79, no. 5 (2018): 611–23. http://dx.doi.org/10.5860/crl.79.5.611.
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Hanly, Cathal, and Manuela Heinz*. "Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2373–86. http://dx.doi.org/10.12973/eu-jer.11.4.2373.
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<p style="text-align: justify;">School placement plays a critical and complex role in student teacher development as well as in their professional dispositions and career attitudes. It is where theory and practice meet, teaching skills are developed, professional relationships formed and future careers envisioned. This mixed methods study explores student teachers’ experiences with and perspectives about new models of extended school placements developed in Ireland following significant policy and programme reform. Data was collected through interviews and questionnaires with one of the first cohorts to experience a reconceptualised initial teacher education programme, including extended school placement periods in a variety of school settings. This paper will explore student teachers’ perspectives regarding the value of the extended placement and factors influencing their professional learning, agency and sense of belonging. Overall, our findings confirm the pedagogical benefits of the extended placement in two different school settings for student teachers’ professional learning. However, they also highlight how a number of factors, including the existence (or absence) of school support structures, school culture, peer networks, paid or unpaid additional workload and financial pressures impacted on student teachers’ capabilities to develop their skills and professional agency, their sense of belonging and, in some cases, their physical and mental health.</p>
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Montgomery, Alison, and Alan Smith. "Teacher Education in Northern Ireland: Policy Variations Since Devolution." Scottish Educational Review 37, no. 3 (March 13, 2006): 46–58. http://dx.doi.org/10.1163/27730840-03703005.
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Change has become a common theme in education across the United Kingdom, impacting on many different aspects of the system, including teacher education. In Northern Ireland, teacher education is currently the focus of a major review. The review is exploring the nature of the particular changes and challenges facing teacher education and in addition, considering how it might be best prepared to address these. This paper describes teacher education in Northern Ireland, highlighting its unique characteristics and the particular historical, contextual and structural factors which have influenced its development. The paper also outlines specific developments occurring within the wider education system and considers how these may impact on teacher education. To conclude, the authors reflect on the challenges of effecting change in education within the particular policy context in Northern Ireland, where alternate periods of devolution and direct rule have limited the potential for change.
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Latiker, Tony, Deidre Wheaton, Sam Mozee, and Dawn Camel. "School Accountability At The Intersection Of Race, Povertyand Teacher Quality." International Journal of Arts, Humanities & Social Science 03, no. 09 (September 11, 2022): 10–20. http://dx.doi.org/10.56734/ijahss.v3n9a2.
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This article examines the relationship between teacher certification, race, and socio-economic status and their impact on school district accountability ratings in Mississippi. Our goal is to understand better the confluence of factors impacting school accountability ratings to inform proactive change. We sampled 143 public school districts and utilized correlation and regression techniques to determine the relationship and the predictive value among variables. Our findings indicate that the percentage of African American students, poverty, and teacher certification type are all correlated to district accountability ratings. Furthermore, both the percentage of African American students and the percentage of students living in poverty in Mississippi school districts are strong predictors of school accountability ratings.
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Mould, Diane R. "The Pharmacokinetics of Biologics: A Primer." Digestive Diseases 33, Suppl. 1 (2015): 61–69. http://dx.doi.org/10.1159/000437077.
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Monoclonal antibodies (MAbs) exhibit complex pharmacokinetics (PK) and pharmacodynamics (PD, response) against tumor necrosis factor (TNF). Many factors impact anti-TNF MAb PK, altering MAb clearance and therefore the half-life: albumin, weight (particularly, obesity), disease (severity, stage and co-morbidities) and concomitant administration of immunosuppressants (e.g. methotrexate). These factors can alter MAb exposure, impacting on the likelihood of clinical response. Formation of anti-drug antibodies (ADAs) is another potential factor that can affect MAb PK. Factors impacting the likelihood of developing ADA are classified as patient-related (concomitant immunosuppressants, prior ADA against other anti-TNF MAb) or product-related (structure, manufacturing process, aggregate formation, route of administration and dosing regimen). Repeated episodic exposure can induce ADAs, shortening the effective treatment interval. Avoiding intervals where anti-TNF MAbs are non-measurable is important for efficacy and may delay onset of ADAs. Thus, patients whose factors predispose them to having faster clearance (or short half-life) such as severe disease, low albumin or high body weight may need shorter dose intervals to reduce the likelihood of intermittent exposure. ADAs can have no effect or can impact efficacy through MAb binding, thus inhibiting its function or potentially causing hypersensitivity reactions (PD). ADA can also increase MAb clearance (PK). Because of their impact on MAb clearance, ADAs have been linked to lower serum drug concentrations, potentially negatively impacting clinical response. ADAs have been reported for biologics in most therapeutic areas. ADAs are well documented in clinical studies due to the Food and Drug Administration and the European Medicines Agency recommendations regarding testing and impact of immunogenicity. Lastly, the dose metrics (e.g. mg vs. mg/kg) can cause issues as well. MAbs such as infliximab are dosed on a mg/kg basis, which commonly results in low concentrations in patients with low body weight. Conversely MAbs such as adalimumab are administered as a flat (mg) dose, which can result in low concentrations in high weight patients.
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Rupšienė, Liudmila, Audra Skukauskaitė, Ingrida Baranauskienė, and Lina Tiškuvienė. "The Relationship between Professional Burnout and Management Competencies: The Case of Social Pedagogues in Lithuania." Pedagogika 128, no. 4 (December 20, 2017): 55–64. http://dx.doi.org/10.15823/p.2017.54.
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In this paper we examine relationships between teacher burnout and their management competencies and address the calls to expand individual-focused burnout theories by including other factors. We focus on educators called “social pedagogues” in Lithuania. Because this profession includes teaching and social work responsibilities, the case Lithuanian social pedagogues can expand theoretical and practical understandings of supporting varied teacher educational roles and responsibilities. 103 randomly selected Lithuanian social pedagogues were asked to complete a burnout and management competency scales. Correlational analyses revealed the existence between burnout and management competencies, particularly impacting burnout in the personal accomplishment dimension. Analyses suggest that the burnout problem may in part be addressed by providing educators with management training.
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Chiyaka, Edward T., Joachim Kibirige, Alec Sithole, Peter McCarthy, and Davison M. Mupinga. "Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development." Journal of Education and Training Studies 5, no. 9 (July 28, 2017): 18. http://dx.doi.org/10.11114/jets.v5i9.2527.
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School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers’ pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers when it comes to participation in PD. Also, students in K-12 levels taking Science, Technology, Engineering, and Mathematics (STEM) and non-STEM subjects often report different learning experiences, most of which influence their decisions to enroll in STEM or non-STEM career-related programs in higher education. Understanding factors that influence the differential in teacher participation in PD is a critical step towards addressing student interest in STEM careers. Using the cross-sectional survey data from the Teaching and Learning International Survey of 2013, this study compared the participation of middle school STEM and non-STEM teachers in PD activities in the US. A bivariate analysis was used to compare STEM subject teachers versus non-STEM subject teachers’ participation in PD activities, its impact, and challenges. The findings showed that PD participation was higher among teachers of STEM subjects, but not significantly different from those for non-STEM subjects. Out-field teaching (no formal training of subject taught) accounted for 10.3% of the survey participants. Further, conflict with one’s work schedule was one of the major barriers to PD participation for teachers.
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McGhee Hassrick, Elizabeth, Jessica Suhrheinrich, Patricia Schetter, Allison Nahmias, Melina Melgarejo, Jennica Li, Jonas Ventimiglia, Yue Yu, and Aubyn Stahmer. "Producing Child-Centered Interventions: Social Network Factors Related to the Quality of Professional Development for Teachers of Autistic Students." Social Sciences 10, no. 12 (November 25, 2021): 453. http://dx.doi.org/10.3390/socsci10120453.
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Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism experts who train and coach teachers on how to implement autism-specific EBPs, face barriers accessing the needed supports to conduct high-quality PD and lack experience with individualizing their methods for training and coaching teachers. When PD providers have networks of professional support, they can potentially gain access to resources to provide successful individualized coaching for teachers. No research has measured the impact of the social networks of PD providers on their performance as coaches in classrooms for teachers of autistic students. To test the hypothesis that social network resources can impact the performance of PD providers who coach teachers how to use EBPs for their autistic students, we conducted social network analysis with PD providers. Findings suggest that network factors were associated with the self-reported performance for PD providers. PD providers who have more people in their networks who were autism EBP experts, as well as more people in their networks who supported them with how to individualize their PD efforts to specific teachers or districts, had higher performance as teacher coaches. We discuss future research about how to support network development for PD providers and policy implications.
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Hayashi, Yuka, Ryoko Nakagawa, Miwako Ishido, Yoko Yoshinaga, Jun Watanabe, Kanako Kurihara, Koichi Nagaki, et al. "Off Time Independently Affects Quality of Life in Advanced Parkinson’s Disease (APD) Patients but Not in Non-APD Patients: Results from the Self-Reported Japanese Quality-of-Life Survey of Parkinson’s Disease (JAQPAD) Study." Parkinson's Disease 2021 (October 12, 2021): 1–9. http://dx.doi.org/10.1155/2021/9917539.
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Introduction. Parkinson’s disease (PD) is characterized by a triad of motor symptoms and several nonmotor symptoms (NMS). Identifying the most appropriate treatment is essential for improving patient quality of life (QoL). However, it is still not known which PD symptoms more commonly affect patients with advanced PD (APD) versus non-APD. This study examined the factors that most affected the QoL of patients with APD (defined using the 5-2-1 criteria: ≥5 oral levodopa doses a day, off time ≥2 hours a day, or troublesome dyskinesia ≥1 hour a day) versus non-APD in a large Japanese population using the Japanese Quality-of-Life Survey of Parkinson’s Disease (JAQPAD) study. Methods. Participants in this self-reported survey-based study included all members of the Japan Parkinson’s Disease Association. Questionnaires assessing NMS and QoL (e.g., the 8-item PD Questionnaire [PDQ-8]) were included. Univariate and multivariate regression analyses were conducted to identify clinical factors impacting QoL using the PDQ-8 Summary Index (PDQ-8 SI). Results. Of the 3022 eligible patients, 864 were classified as having non-APD and 1599 as having APD. QoL as assessed by the PDQ-8 SI was notably worse in patients with APD versus non-APD (39.2 vs. 26.9, p < 0.0001 ). Although off time affected QoL only in patients with APD, PD duration and the NMS Questionnaire score significantly contributed to the QoL in both patients with APD and non-APD. Conclusions. This study identified the factors more commonly associated with worse QoL in patients with APD versus non-APD. Our findings offer new insights for providing optimal treatment and improving treatment satisfaction in patients with PD.
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Thompson, Stephen L., Rachelle Curcio, Amber Adgerson, Kristin E. Harbour, Leigh Kale D’Amico, Hall S. West, George J. Roy, Melissa A. Baker, Jessie Guest, and Catherine Compton-Lilly. "Virtual Summer Institutes as a Method of Rural Science Teacher Development." Theory & Practice in Rural Education 12, no. 2 (November 4, 2022): 153–78. http://dx.doi.org/10.3776/tpre.2022.v12n2p153-178.
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Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.
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Yusutria, Abdul Hopid, Rina Febriana, Nisa Amalia Kholifah, Santi Mahmuda, and Dzaky Fauzan Abid. "KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU DI SD NITIKAN MUHAMMADIYAH YOGYAKARTA." Jurnal Pendidikan Dasar dan Keguruan 7, no. 2 (November 19, 2022): 39–48. http://dx.doi.org/10.47435/jpdk.v7i2.1262.
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The principal's leadership is very effective in increasing teachers' work motivation in carrying out their responsibilities and impacting the quality of education. The study aimed to determine the principal's leadership in improving teacher professionalism and the supporting and inhibiting factors at SD Nitikan Muhammadiyah Yogyakarta. This research is descriptive qualitative, data collection through interviews with purposive sampling technique, observation, and documentation. Sand sources of data from school principals and teachers amounted to 25 people. The results of the research on the principal's strategy to improve the quality and professionalism of teachers are to motivate, encourage and organize seminars/training related to knowledge and understanding of the development of information technology, reward, and punishment for teachers. In addition, school principals strive to meet content standards, process standards, graduation capacity standards, facilities and infrastructure standards, management standards, funding standards, teacher and staff standards, and teacher education standards and standards. While the supporting factors are providing equal opportunities for teachers to develop their pedagogical and professional capacities by participating in various teaching and training activities, based on knowledge and adapted to needs and budget allocations. The inhibiting factor is the lack of internal motivation due to busy teaching time for priority reasons.
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Cohen, Julie, Lorien Chambers Schuldt, Lindsay Brown, and Pam Grossman. "Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 118, no. 11 (November 2016): 1–36. http://dx.doi.org/10.1177/016146811611801105.
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Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.
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Haragan, Alexander, Daniel C. Liebler, Dimple M. Das, Michael D. Soper, Ryan D. Morrison, Robbert J. C. Slebos, Bradley L. Ackermann, et al. "Accelerated instability testing reveals quantitative mass spectrometry overcomes specimen storage limitations associated with PD-L1 immunohistochemistry." Laboratory Investigation 100, no. 6 (January 2, 2020): 874–86. http://dx.doi.org/10.1038/s41374-019-0366-y.
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AbstractImmunohistochemistry (IHC) using formalin-fixed, paraffin embedded (FFPE) tissue is limited by epitope masking, posttranslational modification and immunoreactivity loss that occurs in stored tissue by poorly characterized mechanisms. Conformational epitopes recognized by many programmed-death-ligand-1 (PD-L1) IHC assays are particularly susceptible to degradation and provide an ideal model for understanding signal loss in stored FFPE tissue. Here we assessed 1206 tissue sections to evaluate environmental factors impacting immunoreactivity loss. PD-L1 IHC using four antibodies (22C3, 28-8, E1L3N, and SP142), raised against intracellular and extracellular epitopes, was assessed in stored FFPE tissue alongside quantitative mass spectrometry (MS). Global proteome analyses were used to assess proteome-wide oxidation across an inventory of 3041 protein groups (24,737 distinct peptides). PD-L1 quantitation correlated well with IHC expression on unaged sections (R2 = 0.744; P < 0.001), with MS demonstrating no loss of PD-L1 protein, even in sections with significant signal loss by IHC impacting diagnostic category. Clones 22C3 and 28-8 were most susceptible to signal loss, with E1L3N demonstrating the most robust signal (56%, 58%, and 33% reduction respectively; p < 0.05). Increased humidity and temperature resulted in significant acceleration of immunoreactivity loss, which was mitigated by storage with desiccant. MS demonstrated only modest oxidation of 274 methionine-containing peptides and aligned with IHC results suggesting peptide oxidation is not a major factor. These data imply immunoreactivity loss driven by humidity and temperature results in structural distortion of epitopes rendering them unsuitable for antibody binding following epitope retrieval. Limitations of IHC biomarker analysis from stored tissue sections may be mitigated by cost-effective use of desiccant when appropriate. In some scenarios, complementary MS is a preferred approach for retrospective analyses of archival FFPE tissue collections.
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Shiuan, Eileen, Anupama Reddy, Stephanie O. Dudzinski, Aaron R. Lim, Ayaka Sugiura, Rachel Hongo, Kirsten Young, et al. "Clinical Features and Multiplatform Molecular Analysis Assist in Understanding Patient Response to Anti-PD-1/PD-L1 in Renal Cell Carcinoma." Cancers 13, no. 6 (March 23, 2021): 1475. http://dx.doi.org/10.3390/cancers13061475.
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Predicting response to ICI therapy among patients with renal cell carcinoma (RCC) has been uniquely challenging. We analyzed patient characteristics and clinical correlates from a retrospective single-site cohort of advanced RCC patients receiving anti-PD-1/PD-L1 monotherapy (N = 97), as well as molecular parameters in a subset of patients, including multiplexed immunofluorescence (mIF), whole exome sequencing (WES), T cell receptor (TCR) sequencing, and RNA sequencing (RNA-seq). Clinical factors such as the development of immune-related adverse events (odds ratio (OR) = 2.50, 95% confidence interval (CI) = 1.05–5.91) and immunological prognostic parameters, including a higher percentage of circulating lymphocytes (23.4% vs. 17.4%, p = 0.0015) and a lower percentage of circulating neutrophils (61.8% vs. 68.5%, p = 0.0045), correlated with response. Previously identified gene expression signatures representing pathways of angiogenesis, myeloid inflammation, T effector presence, and clear cell signatures also correlated with response. High PD-L1 expression (>10% cells) as well as low TCR diversity (≤644 clonotypes) were associated with improved progression-free survival (PFS). We corroborate previously published findings and provide preliminary evidence of T cell clonality impacting the outcome of RCC patients. To further biomarker development in RCC, future studies will benefit from integrated analysis of multiple molecular platforms and prospective validation.
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Layden, Selena J., Kristin A. Gansle, LaRon A. Scott, Meagan Dayton, and George H. Noell. "Career Intent Factors of Special Education Teachers Serving Students With Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder." Inclusion 10, no. 4 (December 1, 2022): 270–84. http://dx.doi.org/10.1352/2326-6988-10.4.270.
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Abstract Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions. Through an online survey, we investigated working conditions of SETs who teach students with ID, DD, and ASD and their career intent, with attention to teacher demographic characteristics. Our investigation (n = 564) found Black/African American, Asian, Hawaiian/Pacific Islander SETs of students with ID, DD, or ASD reported higher intent to leave, as well as male SETs, compared to White SETs. Other differences are reported between groups. Results emphasize a need to focus on ways to retain SETs from underrepresented groups. Implications for practice and research related to working conditions are discussed.
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Colclasure, Blake C., Tessa Durham Brooks, Tomáš Helikar, Scott J. King, and Audrey Webb. "The Effects of a Modeling and Computational Thinking Professional Development Program on STEM Educators’ Perceptions toward Teaching Science and Engineering Practices." Education Sciences 12, no. 8 (August 21, 2022): 570. http://dx.doi.org/10.3390/educsci12080570.
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Teachers’ integration of the Next Generation Science Standards and corresponding Science and Engineering Practices (SEPs) illustrate current science education reform in the United States. Effective teacher professional development (PD) on SEPs is essential for reform success. In this study, we evaluated the Nebraska STEM Education Conference, a PD program for middle school, high school, and first- and second-year post-secondary STEM teachers. This SEP-oriented PD program focused predominantly on the SEPs ‘developing and using models’ and ‘using mathematics and computational thinking.’ An electronic survey was used to measure participants’ (n = 45) prior integration of SEPs, influential factors and barriers to using SEPs, and changes to interest and confidence in using SEPs as a result of attending the PD program. Our results showed that teachers had limited prior use of SEPs in their teaching. Student interest and learning outcomes were the factors found to be most influential to teachers’ use of SEPs, while limited knowledge, confidence, and resources were the most commonly identified barriers. As a result of attending the PD program, participants significantly improved their confidence and interest to incorporate SEPs. We recommend continued SEP-oriented PD to foster successful NGSS integration and to advance reforms in science education.
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Buchan, Kirsty, Paula Cannon, Chloe Howat, and Lucy Paterson. "Understanding primary school teacher wellbeing in Scotland through the lens of Self-Determination Theory." Educational Psychology in Scotland 21, no. 1 (2021): 73–83. http://dx.doi.org/10.53841/bpsepis.2021.21.1.73.
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Poor teacher wellbeing has been shown to be one of the leading factors behind rising levels of burnout and attrition within the teaching profession. Research suggests that teacher wellbeing can have a significant impact on pupil outcomes both academically and experientially in schools (Hoguland at al., 2015; White, 2020). This study provides an original contribution to the existing literature through its focus on exploring primary teacher wellbeing in Scotland through the lens of self-determination theory (SDT). SDT proposes that for individuals to feel a positive sense of wellbeing, three basic psychological conditions must be met – competence, autonomy and relatedness. Through exploring these factors, the researchers aimed to gain insight into the conditions which promote wellbeing and those which impinge on it. Semi-structured interviews were conducted with six primary school teachers using an online platform (Microsoft Teams). Data analysis was conducted according to the steps outlined by Braun and Clarke for Reflexive Thematic Analysis (2006, 2013, 2019). The main themes developed – competence, relatedness and autonomy – were extracted and discussed. An overarching theme, which arose as impacting on the satisfaction of these psychological needs is school management practices, in particular the extent to which reciprocal, responsive, trusting relationships with managers can be established. Reflections around researcher subjectivity and using an online platform are discussed. Suggested implications for practice include providing protected supervision times for teachers and more extensive teacher consultation in educational decision-making processes.
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Baroudi, Sandra. "Exploring Teacher Education for Sustainable Development in the UAE." Sustainability 15, no. 3 (January 20, 2023): 1981. http://dx.doi.org/10.3390/su15031981.
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New ways of modernizing professional development programs (hereafter PDs) focus on the acquisition of new teaching methods and techniques through hands-on opportunities provided to teachers, thereby enabling them to practice and reflect on the knowledge gained. Moreover, the new vision of reform and sustainability in education emphasizes the development of sustainable PDs that resist disruptive factors, increase teachers’ commitment, and ensure more sustainable development across children’s lifespans. This study explores the impact of a piloted sustainable PD on the development of 16 teachers and head teachers’ attitudes about assessment practices, professional growth, and leadership skills. Qualitative data collected in the form of interviews, post-PD surveys, and reflections were analyzed using a thematic analysis approach. Findings indicate that the confidence in creating assessments and rubrics of participants in their different positions increased, and their ability to provide their students with engaging, sustainably developed assessments that improved higher-order thinking skills was also enhanced. The findings in this study demonstrated the need to develop within teachers the awareness that they can individually contribute towards a more sustainably developed classroom and learning environment. Although participants did make some changes to their classroom-based practices, these changes could not be well-maintained as they were limited by the high stakes involved in varying the structure of mandatory assessments required in the public education sector. It is hoped that the findings of this study can be used as a model for the development of sustainable PDs in education.
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Alqahtani, Mobarak Mohammed. "Factors that impact on the effectiveness of professional development programs for science teachers in Saudi Arabia." International Journal of Research in Education 2, no. 2 (July 30, 2022): 166–86. http://dx.doi.org/10.26877/ijre.v2i2.12072.
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The Saudi Arabian Government has made a substantial investment in reforming the science curriculum in Saudi Arabia. The need for effective professional development (PD) programs is especially crucial in the context of recent curriculum reform in Saudi Arabia. The country has adopted new science curricula following the guidelines of renowned global publishers like McGraw-Hill. However, the introduction of the new science curriculum is posing challenges for science teachers, as it requires a paradigm shift from a teacher-centred to a learner-centred pedagogy. The research for this research involved an in-depth study on the impact of mandatory PD programs on Saudi Arabian science teachers in order to identify potential challenges to achieving the expected level of benefit from the PD programs. This study used a qualitative approach to data collection techniques. through employs three main methods for data collection, observation ,open-ended questionnaire and interview. the most effective professional development programs are likely to be those that address the specific subject matter that relates to the teaching issues faced daily by teachers, rather than those that cover vague and decontextualised educational or pedagogical concepts. Other factors include teachers’ involvement in learning communities, the facilities and resources provided by the school, and individual learning styles. On the other hand, common factor responsible for the failure of professional development programs is that the content covered is not relevant to the teachers’ specific needs. PD programs in Saudi Arabia are mainly focused on quantity instead of quality
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Fastame, Maria Chiara, Paul Kenneth Hitchcott, Federica Corona, Giuseppina Pilloni, Micaela Porta, Massimiliano Pau, and Maria Pietronilla Penna. "Memory, subjective memory and motor functioning in non-demented elders with and without Parkinson’s disease." Europe’s Journal of Psychology 15, no. 2 (June 7, 2019): 404–20. http://dx.doi.org/10.5964/ejop.v15i2.1672.
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Parkinson’s Disease (PD) is a progressive neurological condition characterized by motor and non-motor symptoms impacting life quality. The main aim of the current study was to investigate the effect of PD on objective (i.e., working memory and semantic memory) and subjective memory (i.e., self-reported seriousness of forgetting, mnemonic usage and actual memory efficiency) controlling for the effect of depressive symptomatology. The relationship of working memory performance to gait and mobility indices was also examined, as well as the factors predicting subjective memory were explored. Fifty-four community-dwelling adults (mean age = 72.3 years, SD = 8.8) were recruited in Sardinia, an Italian island located in the Mediterranean Sea. Specifically, 27 non-demented adults with mild, early-stage PD were matched for years of education, age, and gender with a sample of healthy individuals. Participants completed a test battery assessing objective memory, subjective memory, and depressive symptoms, and an instrumental analysis of gait and functional mobility was performed. Participants with PD had poorer objective memory across all indices measured and displayed a restricted set of gait and posture impairments. Working memory performance was selectively related to gait and posture measures. Moreover, participants with PD had lower trust in their memory efficiency relative to the past than the control healthy group. Finally, 22% of the variance in seriousness of the consequences of forgetting was predicted by education and general cognitive efficiency. Overall, the present findings confirm the presence of changes in both objective and subjective memory in PD, independent from depressive symptoms.
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Hu, Yiyun, Xiaoli Jing, and Yaqing Yang. "Factors Impacting the Sustainable Development of Professional Learning Communities in Interdisciplinary Subjects in Chinese K-12 Schools: A Case Study." Sustainability 14, no. 21 (October 25, 2022): 13847. http://dx.doi.org/10.3390/su142113847.
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Professional learning communities are recognized as one of the most effective approaches for promoting the professional development of teachers. In the current complex and rapidly changing era, to facilitate the implementation of interdisciplinary curricula, Chinese schools have made tremendous efforts to enhance teacher professional development, particularly by establishing professional learning communities. Aiming to understand the operation of professional learning communities in interdisciplinary subjects in Chinese K-12 schools and to examine factors impacting the sustainable development of these professional learning communities, we conducted a case study on professional learning communities in the interdisciplinary subject of Education for International Understanding in Chengdu Horsens Primary School. As part of this study, we interviewed the principal, course director, seed teachers and teachers participating in the selected case. The research results demonstrated that the major factors impacting the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools include school structures and policies, school leadership, teachers’ professionalism and learning capacity and their sense of community. In addition, compared to traditional subject-based professional learning communities in China, professional learning communities in interdisciplinary subjects highlight a sense of community, which presents three distinctive features: a conflict-inclusive atmosphere, the coexistence of individual and shared visions and an emotional bonding identity. These three features also have a considerable impact on the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools.
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Nieuwmeijer, Christiane, Nigel Marshall, and Bert van Oers. "Where have I been all these years? A narrative case study on the impact of western (mis)conceptions of musicality on a generalist classroom teacher’s music teacher identity construction." International Journal of Music in Early Childhood 17, no. 1 (May 1, 2022): 7–24. http://dx.doi.org/10.1386/ijmec_00040_1.
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This article reports a narrative case study on Sanne, an experienced 46-year-old early childhood teacher who considered herself unmusical and therefore unable to teach music, caused by (1) few childhood musical experiences, (2) teacher training that focused on musical performance skills and (3) a professional context with minimal music education. These experiences reinforced her belief that musicality equates to musical performance skills, rendering her ‘unmusical’ ‐ a western conception of musicality which had prevented her from teaching music. Participating in a professional development (PD) programme on musical play, however, positively influenced her music teacher identity (MTI), resulting in confidence to teach music. This article explores what factors contributed to this identity shift. The PD programme was set up according to criteria for effective PD as argued by literature, such as collective participation, demand-driven content, long-term duration and a focus on pedagogical content knowledge (PCK). Data were collected by means of surveys, interviews and e-mails containing video images. Assisted by a three-dimensional space narrative structure, text excerpts were selected from the data and ‘re-storied’ into a narrative. Analysis revealed how a combination of newly acquired PCK and existing general play guidance skills enabled Sanne to facilitate musical play successfully, thereby neutralizing the obstacles raised by her self-perceived non-musicality, and positively affecting her MTI. In the discussion, we reflect on how our current western conception of musicality may negatively affect individuals’ musical identity and provide some further thoughts on the implications of our findings for music educational practice.
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Walter, Daniel, and Theresa Schenker. "Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic." Journal of Language Teaching 2, no. 11 (October 29, 2022): 1–14. http://dx.doi.org/10.54475/jlt.2022.014.
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The COVID-19 pandemic meant fast changes for language educators. Understanding how teachers experienced online language teaching during the recent pandemic is crucial for the language teaching profession in order to better prepare instructors for future scenarios in which a move to online instruction may be necessary again. Language instructors’ experiences can help inform administrators and program directors about potential gaps in teacher training or support needed for effective language instruction. This study investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. As an exploratory study, both quantitative and qualitative methods are included in order to capture a broad picture of teacher job satisfaction. The results indicate common challenges faced by teachers during online instruction, and the qualitative analyses of correlations between pre-identified factors impacting job satisfaction allowed us to measure the strength between these factors and job satisfactions; pre-defined factors included familiarity and ease of technology, relevance of training, and expectations of how long online/distance education would last. We conclude this study with a discussion of how these findings can be used to better prepare for future shifts to online teaching, including strategic use of training, programmatic changes in teaching load, and the role of technology in facilitating the delivery of content and interaction between instructors and students.
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Burri, Michael, and Amanda Baker. "‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period." Applied Linguistics 42, no. 4 (March 1, 2021): 791–809. http://dx.doi.org/10.1093/applin/amab009.
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Abstract Recent longitudinal studies have contributed substantially to the understanding of teacher learning. Yet, research on learning to teach English pronunciation is still in its infancy with the aim of this article being the exploration of the longitudinal development of four L2 instructors’ practices and cognitions about English pronunciation pedagogy. Qualitative data were collected in three phases over six years, ranging from the beginning of a pronunciation pedagogy course into the teacher’s current professional careers. Pre- and post-course questionnaires, a course assignment, focus groups, observations, narrative frames, and semi-structured interviews were triangulated to produce detailed teacher profiles, which then provided a thorough understanding of the practitioner’s developing practices and cognitions. Findings demonstrated complex and continuous yet nonlinear and individual development, especially in two areas: (i) the teachers’ delivery of pronunciation instruction and (ii) their focus on pronunciation pedagogy. Four specific factors were also identified as impacting the developmental process of teachers’ practices and cognitions about pronunciation. In light of these findings, the article concludes with a recommendation to extend an existing framework for preparing pronunciation teachers.
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I., Crystal, Leigh McLean, Kristen L., Paul Espinoza, and Ashley M. "Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic." European Journal of Psychology and Educational Research 5, no. 2 (December 15, 2022): 115–26. http://dx.doi.org/10.12973/ejper.5.2.115.
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<p style="text-align: justify;">The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.</p>
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Buchanan, Michael T. "Sustaining School Based Religious Education Leadership." Discourse and Communication for Sustainable Education 9, no. 2 (December 1, 2018): 68–78. http://dx.doi.org/10.2478/dcse-2018-0015.
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Abstract The number of people applying for school based religious education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with religious education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based religious education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of religious education leaders. The key factors impacting on the sustainability of religious education leaders include feelings of disconnection, excessive demands associated with the role and a lack of structural support. Practical recommendations are outlined to contribute to sustaining school based religious education leadership. The recommendations include a review of teacher appraisal processes, equity in terms of industrial conditions and the inclusion of middle leadership positions that support the leader.
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Saberi, Leila, and Farzaneh Amiri. "A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 591. http://dx.doi.org/10.17507/jltr.0703.22.
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Within the past few years, teachers have no longer been conceived as mere transmitters of knowledge. The image of the teacher as the exclusive holder of all the information related to teaching and learning has changed dramatically. It the new context, teachers are supposed to act as transformative agents who pay attention to new aspects of their profession in the process of developing professionally as individuals. In other words, the concept of teachers’ professional development (PD) has been recently viewed as a continuous process focusing on planned and systematic activities designed to trigger and enhance their growth. The current status of professional development in Iran, however, is not satisfactory. Summarizing the findings of the interview with the small group of English university teachers, this study attempted to find out the attitudes of participants to PD and discuss the constraints they faced on their way towards PD. Results indicated that a number of impeding factors have influenced the effective implementation of PD policies which need a reoriented and revitalized perspective to make them more compatible with new requirements of the present context.
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Turner, Katherine A., Jody L. Frinack, Michael W. Ettore, Jillian R. Tate, Maria Stella Graziani, Joannes F. M. Jacobs, Ronald A. Booth, et al. "An international multi-center serum protein electrophoresis accuracy and M-protein isotyping study. Part I: factors impacting limit of quantitation of serum protein electrophoresis." Clinical Chemistry and Laboratory Medicine (CCLM) 58, no. 4 (March 26, 2020): 533–46. http://dx.doi.org/10.1515/cclm-2019-1104.
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AbstractBackgroundSerum protein electrophoresis (SPEP) is used to quantify the serum monoclonal component or M-protein, for diagnosis and monitoring of monoclonal gammopathies. Significant imprecision and inaccuracy pose challenges in reporting small M-proteins. Using therapeutic monoclonal antibody-spiked sera and a pooled beta-migrating M-protein, we aimed to assess SPEP limitations and variability across 16 laboratories in three continents.MethodsSera with normal, hypo- or hypergammaglobulinemia were spiked with daratumumab, Dara (cathodal migrating), or elotuzumab, Elo (central-gamma migrating), with concentrations from 0.125 to 10 g/L (n = 62) along with a beta-migrating sample (n = 9). Provided with total protein (reverse biuret, Siemens), laboratories blindly analyzed samples according to their SPEP and immunofixation (IFE) or immunosubtraction (ISUB) standard operating procedures. Sixteen laboratories reported the perpendicular drop (PD) method of gating the M-protein, while 10 used tangent skimming (TS). A mean percent recovery range of 80%–120% was set as acceptable. The inter-laboratory %CV was calculated.ResultsGamma globulin background, migration pattern and concentration all affect the precision and accuracy of quantifying M-proteins by SPEP. As the background increases, imprecision increases and accuracy decreases leading to overestimation of M-protein quantitation especially evident in hypergamma samples, and more prominent with PD. Cathodal migrating M-proteins were associated with less imprecision and higher accuracy compared to central-gamma migrating M-proteins, which is attributed to the increased gamma background contribution in M-proteins migrating in the middle of the gamma fraction. There is greater imprecision and loss of accuracy at lower M-protein concentrations.ConclusionsThis study suggests that quantifying exceedingly low concentrations of M-proteins, although possible, may not yield adequate accuracy and precision between laboratories.
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Parkhouse, Hillary, Chu Yi Lu, and Virginia R. Massaro. "Multicultural Education Professional Development: A Review of the Literature." Review of Educational Research 89, no. 3 (April 4, 2019): 416–58. http://dx.doi.org/10.3102/0034654319840359.
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When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.
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Petrides, Lisa, Cynthia Jimes, and Anastasia Karaglani. "Assistant principal leadership development: a narrative capture study." Journal of Educational Administration 52, no. 2 (April 29, 2014): 173–92. http://dx.doi.org/10.1108/jea-01-2012-0017.
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Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.
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Teitel, Lee. "Changing Teacher Education through Professional Development School Partnerships: A Five-year Follow-up Study." Teachers College Record: The Voice of Scholarship in Education 99, no. 2 (December 1997): 311–34. http://dx.doi.org/10.1177/016146819709900205.
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This article examines the effect involvement with professional development schools (PDSs) has had on the way colleges or universities prepare teachers, by following several partnerships that were begun in the mid-1980s, studied in 1990, and revisited in late 1995-1996. The article finds that the most dramatic changes in the school-based components of teacher education (field work or student teaching) took place in the early years, with more subtle refinements in the last five years due to the maturation of the partnership relationship leading to greater understanding and colleagueship between cooperating teachers and college supervisors. Changes in the campus-based components of teacher preparation are reported, caused by increased roles of school-based faculty in teaching college courses and in giving feedback on courses and overall preparation programs, and by changes in the attitudes and approaches of campus-based faculty members. The article also looks at the degree to which these changes have been institutionalized and what factors have helped or hindered that process. It concludes by assessing these changes in light of the potential for PDS-type partnerships to provide for the “simultaneous renewal” of schools and of colleges or universities and by raising questions about the degree to which these changes, as important as they are, are impacting the core enterprise at each institution.
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Fianu, Eli, Craig Blewett, and George Oppong Ampong. "Toward the development of a model of student usage of MOOCs." Education + Training 62, no. 5 (June 2, 2020): 521–41. http://dx.doi.org/10.1108/et-11-2019-0262.
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PurposeThe study seeks to investigate the factors that influence MOOC usage by students in tertiary institutes in Ghana.Design/methodology/approachAs this study sought both to test existing UTAUT variables and potentially identify additional variables impacting MOOC usage, a mixed method approach was used. The quantitative study was used to test the significance of UTAUT variables on MOOC usage while the qualitative study was conducted to validate the quantitative results and potentially determine additional factors impacting MOOC usage.FindingsThe results of the quantitative data analysis showed that computer self-efficacy, performance expectancy and system quality had a significant influence on MOOC usage intention. Facilitating conditions, instructional quality and MOOC usage intention were found to have a significant influence on actual MOOC usage. The results of the qualitative data analysis showed that information-seeking behaviour and functional Internet access were dominant non-UTAUT factors that influence actual MOOC usage, while teacher motivation was a dominant non-UTAUT factor that influenced MOOC usage intention.Research limitations/implicationsThe study employed a non-probability sampling technique which imposes limitations on the generalizability of the findings. Additionally, the study was conducted in two out of the ten geographical and administration regions of Ghana; this also imposes limitations on the generalizability of the findings.Practical implicationsIt is important that lecturers and university management find ways of motivating students to participate in MOOCs. Lecturers can influence students to use MOOCs if they regularly and persistently spur the students on to use MOOCs. Lecturers can also adopt other innovative strategies such as posting MOOC information on student noticeboards, the formation of MOOC clubs and the commissioning of MOOC champions on campuses.Social implicationsThe significance of functional Internet access in MOOC usage implies that good Internet connectivity is critical for online learning in developing countries. Regulators of Internet service providers must enforce strict adherence to quality of service standards regarding the provision of Internet service. The Internet service pricing regime must favour the use of the Internet for learning purposes.Originality/valueThe study adopted a mixed method approach to explore MOOC usage in a West African university context. The non-significance of two key UTAUT variables (effort expectancy and social influence) points to a key difference between the application of adoption and usage models to information systems compared to e-learning systems. Additionally, three other variables, namely information-seeking behaviour, functional Internet access and teacher motivation, were found to impact MOOC usage. The study presents a model of MOOC usage (MMU).
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Kokolus, Kathleen M., Nataša Obermajer, Per Basse, and Pawel Kalinski. "61892 Systemic TLR3-targeting Combinatorial Chemokine Modulation Sensitizes Murine Tumors to PD-1 Blockade." Journal of Clinical and Translational Science 5, s1 (March 2021): 16. http://dx.doi.org/10.1017/cts.2021.444.
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ABSTRACT IMPACT: This work will lead to improved efficacy of immunotherapy directly impacting the survival of patients with hard to treat cancers. OBJECTIVES/GOALS: Immune checkpoint inhibitors (ICI) are most effective against ‘hot’ tumors highly infiltrated with cytotoxic T lymphocytes (CTLs) but have not worked well in poorly infiltrated ‘cold’ tumors. Thus, we are working to achieve a pretreatment regimen that will create a favorable immune profile allowing more effective ?PD-1 therapy. METHODS/STUDY POPULATION: BALB/c or C57BL/6 mice were inoculated with CRC murine cells CT26 or MC38, respectively. Mice were inoculated by two injection types: subcutaneous (SC), for systemic therapy, or intraperitoneal (IP), for local therapy. Tumor-bearing mice were given a two dose course of CKM consisting of IFN-? and rintatolimod via IP injection. Following CKM administration, mice were treated with three doses of ?PD-1 via IP injection. Mice were monitored for the kinetics of tumor growth and survival following treatment. The tumor microenvironment of treated mice was analyzed for production of chemokines, inflammatory cytokines and immune cell infiltration. RESULTS/ANTICIPATED RESULTS: CKM consisting of combination IFN-? and rintatolimod, but neither monotherapy alone, sensitized murine CRC tumors to subsequent ?PD-1 treatment. In both CT26 and MC38 tumor-bearing mice, tumor growth was hindered by CKM plus ?PD-1 treatment, independently on the route of treatment (local or systemic). Mice which experienced complete tumor regression were protected from re-challenge with a dose of tumor cells double that of the initial inoculation. Sensitizing tumors to ?PD-1 did not require intratumoral CKM administration and was observed with systemic application at distant sites. In accordance with these observations we expect that systemic CKM will induce strong increases of total and tumor-specific CTL counts in the tumor tissues as measured by both PCR and flow cytometry. DISCUSSION/SIGNIFICANCE OF FINDINGS: CKM sensitizing cold tumors to ?PD-1 indicates that intratumoral CTLs are an important factor dictating therapeutic effectiveness, independent of other factors such as tumor mutational load. The benefit of the sequential short-term CKM followed by routine ?PD-1 make this strategy feasible for rapid inclusion of into routine immunotherapy plans.
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State, Bogdan, Bruno Abrahao, and Karen Cook. "Power Imbalance and Rating Systems." Proceedings of the International AAAI Conference on Web and Social Media 10, no. 1 (August 4, 2021): 368–77. http://dx.doi.org/10.1609/icwsm.v10i1.14753.
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Ratings are critical to the function and success of services in the emerging sharing economy. They are a means through which users develop trust in one another and in the services themselves. Ratings are designed to give users a proxy for the expected quality and risk of potential online transactions. We expect online ratings to reflect an objective measure of quality, but such evaluations in fact may be systematically distorted by many, complex social-psychological processes. Decoupling these subjective factors from rating systems to correct for biases and to provide neutral assessments of risk and quality has proved extremely challenging. We focus on one of the most prevalent factors in virtually every form of social exchange. Differences in resource ownership affect the balance of power in interpersonal interactions, likely impacting online ratings. We demonstrate how power imbalance affects mutual ratings using a massive dataset from CouchSurfing.org, an international online hospitality exchange network. Our methodology employs a deductive approach to knowledge discovery. Through a series of observational experiments, we find support for a sociological theory dating back to the 1960s, Power-Dependence Theory (PD), as a possible explanation. PD predicts that power-imbalanced relationships induce user behavior that attempts to balance power. We find support for status-giving as a likely mechanism driving the asymmetry of ratings between power-unequal users. Our findings underscore the need for ratings systems to account for the tendency of mutual ratings between users that hold differential resources to be asymmetrical, especially under conditions of resource scarcity.