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Handbook of Research on Professional Development for Quality Teaching and Learning

Book Description

As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm. The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. List of Reviewers
  7. Foreword
  8. Preface
    1. CONTEXT AND PURPOSE
    2. OVERVIEW OF CHAPTERS
    3. CONCLUSION
  9. Section 1: Professional Development for Quality Teaching and Learning
    1. Chapter 1: National Board Certification in North Carolina
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. METHODS
      5. DATA ANALYSIS
      6. FINDINGS
      7. IMPLICATIONS AND RECOMMENDATIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 2: The Role of Inquiry in Teachers' Learning from the National Board Certification Process
      1. ABSTRACT
      2. INTRODUCTION
      3. INQUIRY AND TEACHER LEARNING
      4. CONTEXT: NATIONAL BOARD CERTIFICATION
      5. METHOD
      6. FINDINGS
      7. DISCUSSION
      8. CONCLUSION
      9. REFERENCES
    3. Chapter 3: Leveraging Professional Development to Prepare General and Special Education Teachers to Teach within Response to Intervention Frameworks
      1. ABSTRACT
      2. INTRODUCTION
      3. WHAT DOES RTI DEMAND OF TEACHERS?
      4. EFFECTIVE PROFESSIONAL DEVELOPMENT
      5. CONCLUSION AND THE FUTURE OF PD FOR RTI FRAMEWORKS
      6. REFERENCES
    4. Chapter 4: Examining What Elementary School Teachers Take Away from Mathematics Professional Development
      1. ABSTRACT
      2. INTRODUCTION
      3. METHODS
      4. FINDINGS
      5. WORKSHOP ONE
      6. WORKSHOP TWO
      7. WORKSHOP THREE
      8. DISCUSSION AND IMPLICATIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    5. Chapter 5: A Meta-Synthesis of WBT and Active Learning Pedagogies
      1. ABSTRACT
      2. A META-SYNTHESIS OF WBT AND ACTIVE LEARNING PEDAGOGIES: FACULTY DEVELOPMENT, GIVE BRAINPOWER A BOOST
      3. ATTENTION / ENGAGEMENT
      4. GESTURES / MOVEMENT
      5. MULTI-SENSORY EXPERIENCES
      6. POSITIVITY AND GROWTH MINDSETS
      7. BEHAVIORS AND ACTIVE PEDAGOGY
      8. REFLECTIVE TIME: 30/60/90, QRST, AND THINK-PAIR-SHARE
      9. GETTING STARTED
      10. REFERENCES
    6. Chapter 6: Teachers as First Responders
      1. ABSTRACT
      2. INTRODUCTION
      3. THE CONSTRUCT OF EXECUTIVE FUNCTION
      4. EDUCATING THE EDUCATORS
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    7. Chapter 7: Stress Management to Enhance Teaching Quality and Teaching Effectiveness
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. STRESS IN TEACHING
      5. A MODEL OF STRESS MANAGEMENT FOR TEACHERS
      6. PROFESSIONAL DEVELOPMENT FRAMEWORK
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    8. Chapter 8: Potentials and Challenges of a Situated Professional Development Model
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FORMATIVE ASSESSMENT FOR MICHIGAN EDUCATORS
      5. OVERVIEW OF THE FAME RESEARCH PLAN
      6. KEY CHARACTHERISTICS GUIDING FAME
      7. TRADE-OFFS IN KEY CHARACTHERISTICS
      8. SOLUTIONS AND RECOMMENDATIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
  10. Section 2: Teacher Preparation and Professionalism
    1. Chapter 9: Mathematics Teacher Education and edTPA
      1. ABSTRACT
      2. INTRODUCTION
      3. HISTORY OF MATHEMATICS EDUCATION AND MATHEMATICS TEACHER PREPARATION
      4. TEACHING AS A PROFESSION: EDUCATORS USE OF edTPA
      5. edTPA AND MATHEMATICS
      6. COMPLEX ASSESSING
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 10: Not Too Young to Lead
      1. ABSTRACT
      2. INTRODUCTION
      3. WHAT IS TEACHER LEADERSHP?
      4. MODELS FOR UNDERGRADUATE TEACHER LEADERSHIP DEVELOPMENT
      5. A LEADERSHIP CURRICULUM FOR UNDERGRADUATES
      6. CONCLUSION
      7. REFERENCES
    3. Chapter 11: Preparing Teachers in the Age of Equity and Inclusion
      1. ABSTRACT
      2. INTRODUCTION
      3. SCRUTINY OF TEACHER PREPARATION
      4. CLARIFYING TEACHER QUALITY IN TODAY’S CONTEXT
      5. TEACHER EDUCATION MODELS SUPPORTIVE OF EQUITABLE AND INCLUSIVE SCHOOLS
      6. DETERMINING WHAT WE VALUE: PROMISING PRACTICES FOR THE FUTURE
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 12: Preparing Teachers to Teach Historical Thinking?
      1. ABSTRACT
      2. INTRODUCTION
      3. RESEARCH METHOD
      4. DISCUSSION
      5. CONCLUSION
      6. REFERENCES
      7. ENDNOTES
    5. Chapter 13: Teacher Fellows
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THEORETICAL FRAMEWORK
      5. ASSESSMENT FRAMEWORK
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    6. Chapter 14: Teaching with Primary Sources Moving from Professional Development to a Model of Professional Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
      4. REFERENCES
    7. Chapter 15: Using Self-Mentoring to Increase Teacher Efficacy and Confidence as Leaders
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN CHAPTER FOCUS
      5. CONCLUSION
      6. REFERENCES
    8. Chapter 16: Mediating the Sources and Benefits of Teacher Self-Efficacy for Systemic Transformative Meaning-Making
      1. ABSTRACT
      2. INTRODUCTION
      3. PRE-EXISTING CONDITIONS
      4. CONTEXTUALIZATION VIA SOCIAL DIMENSIONS AND CRITICAL CONSCIOUSNESS
      5. SOCIAL DIMENSIONS
      6. CRITICAL CONSCIOUSNESS
      7. TEACHER SELF-EFFICACY
      8. FOUR SOURCES OF SELF-EFFICACY
      9. RECIPROCAL DETERMINISM
      10. HUMAN AGENCY AND MORAL AGENCY
      11. RESEARCH WITH TEACHER CANDIDATES
      12. RESEARCH QUESTIONS
      13. RESEARCH METHODOLOGY
      14. RESEARCH PARTICIPANTS
      15. RESULTS
      16. TRANSFORMATION
      17. CONCLUSION
      18. REFERENCES
    9. Chapter 17: Multi-Semester Community Building in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RESULTS AND DISCUSSION
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    10. Chapter 18: What Counts as Quality Teaching?
      1. ABSTRACT
      2. INTRODUCTION
      3. CROSS NATIONAL COMPARISON AND THE GOVERNANCE OF EDUCATION
      4. ROUTES INTO TEACHING IN THE UK
      5. TEACHERS’ STANDARDS ACROSS THE UNITED KINGDOM
      6. RESEARCH-INFORMED PROFESSIONALISM?
      7. CONCLUSION
      8. REFERENCES
  11. Section 3: Preparing Teachers to Work with Diverse Populations
    1. Chapter 19: A National Crisis and a Call to Action
      1. ABSTRACT
      2. INTRODUCTION
      3. REFERENCES
      4. APPENDIX
    2. Chapter 20: Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration
      1. ABSTRACT
      2. INTRODUCTION
      3. LANDSCAPE OF REFORM
      4. CHALLENGES OF TEACHER PREPARATION
      5. RESEARCH DESIGN
      6. TEACHER PREPARATION PROGRAM REDESIGN
      7. LESSONS LEARNED
      8. CONCLUSION
      9. ACKNOWLEDGMENT
      10. REFERENCES
      11. APPENDIX 1
      12. APPENDIX 2
    3. Chapter 21: Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHING, LEARNING AND LEADING WITH SCHOOLS AND COMMUNITIES (TLLSC)
      5. RECOMMENDATIONS FOR ADDRESSING THESE CHALLENGES
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    4. Chapter 22: #UrbanLivesMatter
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
      4. REFERENCES
    5. Chapter 23: Culturally Sustaining Pedagogy and Hip-Hop Based Education
      1. ABSTRACT
      2. INTRODUCTION
      3. HIP-HOP AND CULTURALLY SUSTAINING PEDAGOGY
      4. HIP-HOP BASED PROFESSIONAL DEVELOPMENT
      5. DISCUSSION
      6. CONCLUSION
      7. REFERENCES
    6. Chapter 24: Teacher Quality in the Twenty-First Century
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. LITERATURE REVIEW
      5. METHODOLOGY
      6. FINDINGS
      7. DISCUSSION
      8. CONCLUSION: SIGNIFICANCE AND RECOMMENDATIONS
      9. REFERENCES
    7. Chapter 25: Induction of Teachers in the English Speaking Caribbean
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SUMMARY OF RESEARCH ON TEACHER INDUCTION IN THE CARIBBEAN
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
  12. Section 4: Examining Outcomes of Teacher Preparation and Practice
    1. Chapter 26: A Call for Mixed Methods in Evaluating Teacher Preparation Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EVALUATION OF TEACHER PREPARATION PROGRAMS
      5. OPPORTUNITIES TO USE MIXED METHODS FOR EVALUATION
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 27: Examining the Relationship Among Teachers' Working Conditions, Stress, and Professional Trajectory
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE ON THE PROFESSONAL PHASES, CAREER TRAJECTORY AND WORKING CONDITIONS OF TEACHERS
      4. TEACHER APPRAISALS OF THEIR WORK ENVIRONMENT: CONSIDERING TRANSACTIONAL STRESS THEORY
      5. POLICY IMPLICATONS FOR TEACHER QUALITY
      6. AREAS FOR FUTURE RESEARCH
      7. CONCLUSION
      8. REFERENCES
    3. Chapter 28: Policy Impact on Teacher Induction
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND OF INDUCTION IN THE UNITED STATES
      4. STATE APPROACHES TO INDUCTION ACROSS THE UNITED STATES
      5. CONNECTICUT’S INDUCTION HISTORY
      6. SOLUTIONS AND RECOMMENDATIONS FOR STATEWIDE INDUCTION BEYOND CONNECTICUT
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
    4. Chapter 29: Learning-Centered Teacher Evaluation in Wisconsin
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LEARNING-CENTERED EVALUATION
      5. EVALUATION PROCESS AND MEASURES
      6. DISTRICT IMPLEMENTATION
      7. WORKING ON THE WORK
      8. REMAINING CHALLENGES
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
      12. ENDNOTES
    5. Chapter 30: Taken by the Numbers
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION AND POLICY RECOMMENDATION
      4. REFERENCES
    6. Chapter 31: Professional Development for Quality Teaching and Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. QUALITY TEACHER PROFESSIONAL DEVELOPMENT
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    7. Chapter 32: Secondary Education and Content Literacy in Inclusive Classrooms
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READINGS
      10. KEY TERMS AND DEFINITIONS
      11. APPENDIX
  13. Compilation of References
  14. About the Contributors