1,720,971 research outputs found
Fresh Beginnings: Promoting a Culture of Teacher Inquiry through Passion in the Profession
No full textTeachers are required to participate in professional development and seek meaningful opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). Teacher inquiry must go beyond a teacher wondering (Dana & Yendol-Hoppey, 2020) where teachers develop a project from their own practice, collect data, and draw conclusions to continue their professional development. In this study a cohort of certificated professionals engaged in a year-long project that included asking research questions and developing an independent study to examine their practice. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. The results have implications for educational administrators, indicating that a trusting, supportive environment among teachers, in collaboration with administrators, is paramount in developing a culture of inquiry. Further results demonstrated that peer collaboration by way of periodic workshops promoted professional discourse, camaraderie, and collaboration when exploring individual projects. This research project furnishes further evidence of the importance of teaching inquiry in schools and provides a sample structure for school leaders wishing to develop a culture of inquiry
Systematic Anecdotal Records: An Unexpected Journey into Teacher Inquiry
Get PDFHistorically, formative assessment has been credited with increasing student achievement. Student outcomes increase when constructive, immediate, formative feedback is provided in a systematic way for all students. Educators need to implement effective formative assessments in order to deepen learning through more critical thinking and reflection. Teachers who monitor student progress and make instructional adjustments based on gathered information implement formative assessment. Teachers in this study used teacher inquiry to reflect upon their practice in order to design a reflective record tool. This tool was intended as a supporting assessment in a Response to Intervention (RtI) service delivery model. Results showed teacher reflections in designing and field-testing a systematic reflective record tool
Inside the Lab. Students Create. Reflect. And Evolve.
Get PDFThe authors examine how creativity and personal growth are nurtured in student-centered educational environments across two courses, revealing six key themes: creativity, failure, reflection, the role of instructors, collaboration, and experiential learning. By embracing failure, promoting reflection, and encouraging collaboration, educators empower students to explore new ideas, develop resilience, and engage deeply with hands-on learning experiences
Making the Invisible, Visible: RtI and Reading Comprehension
Get PDFFor the better part of a century the educational community has had increased focus on the importance of reading. The publication of Why Johnny Can\u27t Read and What You Can Do About It (Flesch, 1955) began the surge of effort to better understand the cognitive process of reading to further examine how educators can help children become better readers. Since this 1950\u27s publication, reading research grew and philosophies developed and subsequently changed. However, one thing remained the same: understanding what we read is critically important to becoming a critical thinker. Thus, reading comprehension research continued to boom and the educational community continues to seek ways in which reading comprehension instruction can be improved. (excerpt
A Multiple Measures Model for Documenting Teacher and Program Effectiveness
Get PDFOne of the most difficult challenges facing teacher educators is evaluating the knowledge, skills, and attributes necessary for professional growth and responsibility for teaching. Currently two viewpoints for preparing highly qualified teachers seem to be influencing policy. One view represented by Darling-Hammond’s research (1999), suggests that regulation of teacher education, state licensing, professional accountability, and compensation are important factors for strengthening teacher quality. A second view, offered by Chester Finn from research completed by the Thomas B. Fordham Foundation (cited in Berry, Hoke, and Hirsch, 2004), emphasizes less prescriptive paths such as alternative certification practices and aptitude testing to attract more qualified candidates to the profession. What seems to be established is that competent teachers are essential to the learning process. Sanders and Rivers (1998) found that effective teachers directly and positively impact the quality of teaching and, more importantly, student learning in classrooms. As a result, the stakes are high for students; their learning may be directly enhanced or damaged by the quality and effectiveness of their teachers’ practices. [excerpt
Piloting a Digitized Evidence-Based Assessment System
Get PDFShare feedback about the accessibility of this item. This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution. Cupola permanent link
Language of Harry\u27s Wizards: Authentic Vocabulary Instruction
Get PDFThis study was the result of a year long action research project within a middle school language arts classroom. The students showed improvement in their vocabulary skills due to this instruction using Harry Potter as a context
Comprehension Strategies for Your K-6 Literacy Classroom: Thinking Before, During, and After Reading
Get PDFTeaching comprehension and insuring that students think about what they read can be a challenging task for educators. In reader-friendly terms, Comprehension Strategies for Your K–6 Literacy Classroom illustrates how teachers can effectively use six critical comprehension strategies to enhance student understanding: activating schema, questioning, visualizing, inferring, determining important ideas, and synthesizing. [From the publisher]https://cupola.gettysburg.edu/books/1010/thumbnail.jp
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