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Reimagining new approaches in teacher professional development is the focus of this book. It looks at different perspectives of teacher professional development. Most chapters directly or indirectly present and discuss new approaches in teacher professional development in general. The purpose of the book is to inform readers that there are new ways of developing teachers professionally, and to equip readers with the skills needed to teach or behave in a professional manner. The book aims at providing new knowledge about professional development to academics, universities, education authorities, teachers, parents, and governing body members. The authors have diverse perspectives about the issues or aspects pertaining to teacher professional development.

Teachers In-service training. --- Teachers --- In-service training. --- Higher Education --- Social Sciences --- Education --- Social Sciences and Humanities

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Implement strategies of creating and managing a developmentally-appropriate early childhood classroom.

Classroom management -- United States. --- Early childhood education -- United States. --- Early childhood teachers -- In-service training -- United States.

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This book explores global issues in the professional development of science teachers, and considers classroom applications of teacher training with a comparative lens. The twelve studies collected in this volume span five continents and vastly differing models of teacher education. Carefully detailing the social and cultural contexts for the teaching of science, this is a guidebook for anyone concerned with equity and reform in professional development.

Science teachers --- Science --- Natural science --- Natural sciences --- Science of science --- Sciences --- College science teachers --- Teachers --- In-service training. --- Study and teaching (Continuing education) --- Science teachers - In-service training. --- Science - Study and teaching (Continuing education)

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A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.

Effective teaching. --- Teacher effectiveness. --- Teachers -- In-service training. --- Teachers -- Training of. --- Education --- Social Sciences --- Education - General --- Teachers --- Training of. --- Teacher quality --- Teacher education --- Teacher training --- Teachers, Training of --- Education. --- Education, general. --- Teacher effectiveness --- Effective teaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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This research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you: establish a results-oriented focus on the curriculum, increase time-on-task and academic rigor for ALL students, provide a supportive accountability system for all staff members, identify and eliminate educational practices that lower student achievement, and introduce an achievement audit process that will increase student performance in any school or district.

Portfolios in education --- Teachers --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Teaching --- Rating of --- In-service training --- Aids and devices --- Portfolios in education - United States - Handbooks, manuals, etc. --- Teachers - Rating of - United States - Handbooks, manuals, etc. --- Teachers - In-service training - United States - Handbooks, manuals, etc.