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1 – 10 of 257Cynthia Coler, Michael Cosenza, Drew Polly, Donnan Stoicovy, Kristien Zenkov, Rebecca West Burns, Bernard Badiali and Krystal Goree
The study aims to review the Nine Essentials.
Abstract
Purpose
The study aims to review the Nine Essentials.
Design/methodology/approach
The authors worked with groups from different conferences to gather data.
Findings
A PDS (Professional Development School) is built upon shared, sustainable governance structures that promote collaboration, foster reflection and honor and value all participants’ voices.
Originality/value
Nine Essentials are foundational to PDS work.
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Donnan Stoicovy, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Michael Cosenza, Krystal Goree, Drew Polly and Kristien Zenkov
The purpose of this paper is to describe the key aspects and give examples of Essential 4 of the Second Edition of the National Association for Professional Development Schools…
Abstract
Purpose
The purpose of this paper is to describe the key aspects and give examples of Essential 4 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.
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Keywords
Rebecca West Burns, Bernard Badiali, Cynthia Coler, Michael Cosenza, Krystal Goree, Drew Polly, Donnan Stoicovy and Kristien Zenkov
The purpose of this article is to unpack more deeply Essential 2: Clinical Preparation. This article offers a comparison of the first and second editions of Essential 2 and also…
Abstract
Purpose
The purpose of this article is to unpack more deeply Essential 2: Clinical Preparation. This article offers a comparison of the first and second editions of Essential 2 and also provides resources and activities partners can use and engage in to deepen their work on the clinical preparation of teachers.
Originality/value
This article is being resubmitted so that it can be reprinted with the other Nine Essential articles.
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Drew Polly, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Michael Cosenza, Krystal Goree, Donnan Stoicovy and Kristien Zenkov
The purpose of this article is to provide a description as well as examples related to Essential 3 in the Second Edition of the NAPDS Nine Essentials.
Abstract
Purpose
The purpose of this article is to provide a description as well as examples related to Essential 3 in the Second Edition of the NAPDS Nine Essentials.
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Shanna Coles, Florence Martin, Drew Polly and Chuang Wang
The purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research…
Abstract
Purpose
The purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research explores faculty interest in types of digital technology information and training, and the types of support faculty are likely to participate in related to digital technology integration. The association of demographic factors of primary teaching method, and experience teaching online or hybrid is provided.
Design/methodology/approach
A sample of 247 faculty from 53 institutions in the USA completed an online survey related to information, training and support for digital technology integration. The analysis included exploring the descriptive ratings overall and by demographic variable and conducting the one-way multivariate analysis of variance (MANOVA) with reported effect sizes and Scheffe post-hoc tests.
Findings
From a list of digital technologies that included the LMS, Collaboration Tools (social media and online meeting tools), Audio-Visual Tools (video creation and podcasts), and Technology Trends (mobile learning, games and adaptive learning), faculty ranked LMS highest in interest for training and information. Faculty who have taught hybrid are most interested in collaboration tools and trend tools. For support type, faculty ranked web resources slightly higher than other types of support.
Practical implications
IHE units involved in faculty development can use the findings to plan faculty support initiatives for future institutional needs.
Originality/value
This paper gathers insight from faculty on their preferences for information, training, and support for integrating digital technologies.
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Keywords
Kristien Zenkov, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Michael Cosenza, Krystal Goree, Drew Polly, Donnan Stoicovy, Shamaine K. Bertrand, Kerry Haddad, Nelson Crane and Michelle Lague
To detail the revised Essential #1.
Abstract
Purpose
To detail the revised Essential #1.
Design/methodology/approach
This is a description and case study of Essential #1.
Findings
This article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.
Practical implications
This article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.
Originality/value
This article provides a description and application of the revised Essential #1.
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Keywords
Drew Polly, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Michael Cosenza, Krystal Goree, Donnan Stoicovy and Kristien Zenkov
The purpose of this article is to describe the important aspects and provide examples of Essential 5 in the Second Edition of the National Association for Professional…
Abstract
Purpose
The purpose of this article is to describe the important aspects and provide examples of Essential 5 in the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.
Details
Keywords
The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer…
Abstract
Purpose
The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt that technology supported students’ mathematics learning and prepared them for their future where technology was important. However, observations indicated that despite teaching in one-to-one environments, students only used technology on rare occasions or if they finished activities early. Further, these technology-based activities were low-level review of mathematics computations. Implications include the need to provide effective support to teachers about integrating technology in meaningful ways.
Design/methodology/approach
This study involved classroom observations of two-third grade teachers.
Findings
Findings indicate that teachers used Chromebooks in one-to-one classrooms to provide students with extra practice on computational skills.
Research limitations/implications
There is a need for future studies to look at teachers’ use of technology and its influence on student learning.
Practical implications
Teacher education programs and school leaders should provide opportunities for current and future teachers to learn about technology with content specific examples.
Originality/value
This study provided an examination of all of the third grade teachers in a school who all were teaching mathematics in one-to-one classroom environments.
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Michael Cosenza, Rebecca West Burns, Bernard Badiali, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy and Kristien Zenkov
This paper aims to provide details around Essential 8 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials (NAPDS, 2021)…
Abstract
Purpose
This paper aims to provide details around Essential 8 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials (NAPDS, 2021), which focuses on boundary spanning roles across university and P-12 school settings.
Design/methodology/approach
This paper represents an in-depth look at one element of a policy statement of the NAPDS. The Nine Essentials were reviewed over a 4-year period through meetings, focus groups and symposia with various stakeholder groups. These provided context and information for both the revision of the policy statement and the writing of this article (and the other articles in the series).
Findings
The intention of this series of articles is to provide a deepened understanding of the complexities of P-12 School and University partnerships. Each of the essential elements provides a framework for developing new PDSs and sustaining existing partnerships for the long term.
Originality/value
This is a reprint request.
Details
Keywords
The purpose of this study is to provide a systematic review of articles published in PDS Partners: Bridging Research to Practice between 2017 and 2022.
Abstract
Purpose
The purpose of this study is to provide a systematic review of articles published in PDS Partners: Bridging Research to Practice between 2017 and 2022.
Design/methodology/approach
This study uses a systematic review of published articles.
Findings
Findings indicate that keywords in published articles focused on partnerships, professional development, teacher education and teaching. Findings related to authorship indicated that the journal published a combination of articles authored by only individuals in postsecondary institutions, or author teams that included individuals from both postsecondary institutions and PK-12 settings. Findings also indicate that the most common NAPDS Nine Essentials in articles were Essential 4: Reflection and Innovation and Essential 2: Clinical Practice.
Research limitations/implications
Implications for this study include a need for more scholarly writing about specific NAPDS Nine Essentials as well as a potential need for more studies on student learning within PDS partnerships.
Originality/value
This is the first systematic review published about articles published in PDS Partners, which transitioned from a magazine to a peer-reviewed journal in 2018.
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