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Saturday, November 19 • 3:20pm - 4:30pm
Professional Learning for Teachers

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Examining Teachers’ Understanding of Attention Deficit Hyperactivity Disorder. Fred Guerra, University of Texas Rio Grande Valley; Ashwini Tiwari, University of Texas Rio Grande Valley; Lionel Cavazos, University of Texas Rio Grande Valley; Ajay Das, Murray State University

The aim of this study was to examine teachers’ knowledge, misconceptions, and concerns about students with attention-deficit hyperactivity disorder (ADHD). This mixed methods study involved 173 school teachers from five elementary schools in Texas. The Knowledge of Attention Deficit Disorders Scale was used to measure teachers’ knowledge and perspectives about ADHD. The ndings indicate that the majority of the teachers did not have coursework related to ADHD, administrative support and access to professional development.

Principal Sensemaking and Implementation of Teacher Professional Development: A Case of Lesson Study in Florida. Gareth Wilkinson, Motoko Akiba (Florida State University)

Principals from a midsized Florida district that had made a considerable commitment
to the implementation of lesson study were interviewed to determine how they made sense of the district commitment to lesson study and respond to it within their individual schools. All the principals understood the importance of teacher buy-in and the collaborative culture necessary to successful implement. However, two philosophies emerged: principals who actively participated to establish culture and principals who passively abdicated responsibility.

The Principal’s Role in Connecting Teachers to Instructional Reforms. John Lane, Michigan State University

This research employs a single case study embedded design to explain how a principal connects teachers to reforms and, by extension, how the principal enhances or inhibits teachers’ opportunities to learn about reforms and how they might be implemented. The paper concludes with the nding that the principal in this study embraced the role of reform entrepreneur but nevertheless provided teachers with unequal opportunities to learn within her school.

Towards an Understanding of Dynamics Surrounding Professional Development in a School Reform Designed by Teacher Leaders. Tuan Dinh Nguyen, Seth Hunter (Vanderbilt University)

Professional development (PD) implementation and evaluation have moved closer to teachers’ classrooms. Practitioners and researchers are calling for PD that takes into account the local context and addresses local needs of teachers and students. This paper analyzes how teachers respond to PD designed and facilitated by teacher leaders in a collaborative research project involving researchers, and school personnel. We find these teacher-managed PD have both bene ts and tensions with implications for organizational learning and teacher professionalism.

Saturday November 19, 2016 3:20pm - 4:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth A

Attendees (5)