Search

Library Entry

Eval11 Sesion 431: Considering Complexities of Culturally Competent Evaluation in the Development Context: Afghanistan Teachers Professional Development Program

The development context, where stakeholders have diverse value systems with different power statuses, presents extra challenges

AEA Presentation- 2011-PDF.pdf

Library Entry

Eval12 Poster 185: But Does It Work? A Review of Teacher Professional Development on Formative Assessment

Poster 185 from AEA 2012: a literature review of how the concept of formative assessment has been defined, used, and evaluated through K-12 teacher professional development

2 attachments

See matching library entry files - A Review of Teacher Professional...

Library Entry

Eval11 Session 897: Knowledge, Pedagogy, Practice or Student Achievement: Evaluating a Middle School Math M.Ed. Professional Development Program

This paper discusses the outcomes evaluation of a University’s Middle School Math M.Ed. degree program. The program was initiated through a State-funded grant, in collaboration with a local urban school district and the University. The paper describes how the evaluation team and University’s...

2 attachments

See matching library entry files - Professional Developmen...

Library Entry

Understanding the Context of Teaching English Learners: Evaluating a National Professional Development Project in a Teacher Education Program

Powerpoint of presentation #2009Conference #teacher #ESL #Evaluation2009 #Professional #AssessmentinHigherEducation #Development #education

Understanding_the_Context_of_Teaching_English_Learners.pdf

Library Entry

Meaningful Evaluation in the Context of Schools

Holistically Evaluating Teacher Professional Development 2

3 attachments

See matching library entry files - Holistically Evaluating Teacher Professi...

Library Entry

Eval11 Session 294: Beyond Induction: Articulating the Long-Term Impact of an Induction Program on Beginning Teachers and Mentor Teachers

Two studies were conducted to explore long-term outcomes and impact for both beginning teachers and the mentors who received ongoing professional development

AEA2011PPT.ppwnotestx.pptx

Library Entry

Eval13: Panel Session 89 - Using a Program-Theory Model to Create a Curriculum Rubric, Assess Leadership and Inform a Theory of Change

This panel looks at how a program-theory model has been developed and used in an evaluation of an initiative designed to transform schools by assisting high schools in the development of 12th-grade capstone courses in math and science. We highlight the program model from which we have designed a rubric used to guide thinking on curriculum development and in which we have included in our classroom observation protocol

3 attachments

See matching library entry files - Emerging—already considered themselves leaders o...

Library Entry

Peer-teacher science instructional coaching in K-6 rural schools

In turn, coach-coached dynamics are analyzed in the framework of professional learning communities in order to elicit their impact on school culture

AEA presentation V2.pptx

Library Entry

Eval11 Poster 52: Evaluating the Re-visioning of the University of North Carolina at Greensboro (UNCG) Teacher Education Undergraduate Programs through a Teacher Quality Partnership Grant (TQP)

Incorporating the standards for administrators and teachers developed in alignment with this mission statement, including the NC Professional Teaching Standards (NCPTS)

ENRICH Revisioning Poster Handouts.pdf

Library Entry

Eval11 Poster 5: The Winston Salem-Forsyth County (NC) Schools/University of North Carolina at Greensboro (UNCG) Teacher Residency Program Evaluation

The Project ENRICH (Educational Network for Renewal, Innovation, Collaboration and Help) is a partnership between UNCG and Winston Salem/Forsyth County Schools for the 'purpose of simultaneous improvement of teacher education and PK-12 education.' The Teacher Residency Program is a key...

ENRICH Residency Program Poster Handouts.pdf