scholarly journals An Examination of Factors Correlating with Course Failure in a High School Computer Science Course

2018 ◽  
Author(s):  
Steven McGee ◽  
◽  
Ronald I. Greenberg ◽  
Lucia Dettori ◽  
Andrew M. Rasmussen ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Public Schools ◽  
Computer Science ◽  
Development Program ◽  
The United States ◽  
Demographic Characteristics ◽  
Professional Development Program ◽  
Graduation Requirement ◽  
School Computer

Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

scholarly journals Examining inquiry-based learning stages of concern for high school agriscience teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 14-25
Author(s):  
Nathan Conner ◽  
Bryan Reiling ◽  
Christopher T. Stripling ◽  
Matt Kreifels ◽  
Angie Monheim
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teaching Strategy ◽  
Development Program ◽  
Stages Of Concern ◽  
The United States ◽  
Professional Development Program ◽  
Inquiry Based Learning ◽  
Agriscience Teachers

There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension.  Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology.  This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms. 

Designing a Professional Development Program

2012 ◽  
pp. 171-189
Author(s):  
Amy Payne
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Development Programs ◽  
Effective Professional Development ◽  
The World ◽  
Professional Development Training ◽  
Professional Development Programs

Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.

scholarly journals DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE INGLÊS DAS ESCOLAS PÚBLICAS: UM ESTUDO AVALIATIVO DO PDPI SOB A PERSPECTIVA DE SEUS EGRESSOS

2020 ◽  
Vol 17 (1) ◽  
pp. 318-335
Author(s):  
Lorena Lins Damasceno ◽  
Mariana Gomes Fontes Bethônico
Keyword(s):  
Professional Development ◽  
United States ◽  
Public Schools ◽  
English Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Cultural Experience ◽  
The Usa ◽  
English Language Teachers

In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.

scholarly journals Teacher’s Need in the Continuing Professional Development Program for Teachers of Vocational High School throughout Surakarta Residency

2021 ◽  
Vol 6 (1) ◽  
pp. 90-95
Author(s):  
Tri Murwaningsih ◽  
Hery Sawiji ◽  
Wiedy Murtini ◽  
Nur Rahmi Akbarini
Keyword(s):  
Professional Development ◽  
High School ◽  
Quantitative Research ◽  
Development Program ◽  
Continuing Professional Development ◽  
Sampling Technique ◽  
Scientific Publication ◽  
Professional Development Program ◽  
Vocational High School ◽  
The One

This research aimed to identify the activities needed by teachers in holding the Continuing Professional Development Program. This research employed survey type of non-experimental quantitative research method. This type of research was used when the author wants to find out the population’s opinion by conducting a study on the sample of population. The population of research consisted of all teachers of Vocational High School in Business and Management field in Surakarta City Residency. The sampling technique used was purposive sampling. Techniques of collecting data were observation, interview, documentation, and questionnaire. Quantitative data obtained was the one processed using Microsoft Excel with the scale specified by the author, while qualitative data was analyzed using triangulation technique. The result of research showed that Program Continuing Professional Development had been conducted despite different proportion for self-development, scientific publication, and innovative work. Thus, the appropriate strategy was required to solve some problems encountered by teachers

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