Developing professional attitudes in training: report from the AMEE Berlin professional development workshop group

2002 ◽  
Vol 24 (2) ◽  
pp. 208-209 ◽  
Author(s):  
Amanda Howe
Keyword(s):  
Professional Development ◽  
Professional Attitudes ◽  
Professional Development Workshop

Teaching with the Mathematical Practices in Mind

2013 ◽  
Vol 19 (2) ◽  
pp. 100-107 ◽  
Author(s):  
Esther M. H. Billings ◽  
David C. Coffey ◽  
John Golden ◽  
Pamela J. Wells
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Mathematical Practice ◽  
Mathematical Practices ◽  
Professional Development Workshop ◽  
School Classroom

A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.

What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

2016 ◽  
Vol 27 (1) ◽  
pp. 11-33 ◽  
Author(s):  
Michelle Hoda Wilkerson ◽  
Chelsea Andrews ◽  
Yara Shaban ◽  
Vasiliki Laina ◽  
Brian E. Gravel
Keyword(s):  
Professional Development ◽  
Professional Development Workshop ◽  
Teacher Attention ◽  
Pedagogical Goals

Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education

2020 ◽  
pp. 875687052096044
Author(s):  
Canyon Hardesty ◽  
Eric J. Moody ◽  
Shira Kern ◽  
Wendy Warren ◽  
Mary Jo Cooley Hidecker ◽  
...  
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Hub And Spoke ◽  
Project Echo ◽  
Professional Development Workshop ◽  
Rural Settings ◽  
Behavioral Supports ◽  
Support Students

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.

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