The paradox of teacher professional development programs for behaviour management : Comparing program satisfaction alongside changes in behaviour management practices
- Authors: Giallo, Rebecca , Hayes, Louise
- Date: 2007
- Type: Text , Journal article
- Relation: Australian Journal of Educational and Developmental Psychology Vol. 7, no. (2007), p. 108-119
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- Description: A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N=78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n=32) pre- and post-workshop data revealed significant changes in teachers' use of positive strategies for female students. Change in teachers' use of punishment was in the expected direction, with insufficient power to produce statistical significance. Juxtaposed to high teacher self-reported satisfaction are objective pre and post data for a small group of very difficult students who showed no change in disruptive behaviour. This study found that teacher satisfaction ratings are a poor indicator of change in the classroom and argues that professional development for teachers must incorporate objective measures of child behaviour.
- Description: C1
- Description: 2003005792
Can twenty years of technology education assist ‘grass roots’ syllabus implementation?
- Authors: Ginns, Ian , Norton, Stephen , McRobbie, Campbell , Davis, Robert
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at 15th Conference on Pupils’ Attitudes Towards Technology, Haarlem-Zuid, Netherlands : 1st April, 2005
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- Description: Elementary school teachers and teacher educators have expressed concerns about what students learn as they engage in design and technology activities. This study was designed to identify students' understandings of selected technology concepts, and changes in those understandings across a range of age levels corresponding to grades 2, 4 and 6 at elementary school. Following an extensive interview program and subsequent data analysis, it is argued that commonalities and variations in understandings exist within and across age levels. The identification of these commonalities and variations is examined for their implications for classroom teachers, the development of more appropriate design and technology programs, and preservice and inservice teacher education.
- Description: E1
- Description: 2003001336
The Texas Earth and Space Science (TXESS) revolution : A model for the delivery of earth science professional development to minority-serving teachers
- Authors: Ellins, Katherine , Snow, Eleanour , Olson, Hilary , Stocks, Eric , Willis, M. , Olson, Jon , Odell, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Geoscience Education Vol. 61, no. 2 (2013), p. 187-201
- Full Text: false
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- Description: The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was designed around six principles that proved to be critical to in its success: (1) model best practices in workshop presentations, (2) use authentic Earth science data and cybertechnology to teach up-to-date content, (3) provide ongoing training to cohorts of learners over a 2-y period, (4) involve geoscience consortia and programs that can provide proven content for classrooms, (5) use ongoing evaluations to guide future workshops, and (6) provide opportunities for leadership development through participation in research and curriculum development projects. The project served 177 science teachers by supporting them with the pedagogical, technological, and scientific tools to teach modern geoscience. TXESS Revolution teachers directly impacted more than 29,000 students, of which about 69% are nonwhite, by exposing students in Texas to the geosciences and planting the seeds for them to pursue geoscience as a field of study. Using a train-the-trainer approach, TXESS Revolution teachers shared their professional development with other Texas teachers, strengthening Earth science education at all K-12 levels throughout the state, an impact that extends beyond preparation in Earth and space science. © 2013 National Association of Geoscience Teachers.