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teachers (Scull et al., 2012), primary and secondary class-room teachers (Devine et al., 2013), and university teachers (Nghia, 2017). It is even assumed that the degree of influ-ence is so great that teaching practices are unlikely to change unless teacher beliefs change (Guskey, 1986; Pajares, 1992).
Issues concerning the professional development of teachers followed a discussion of what worked with the program and what would be done differently. Appendix 1 lists 24 members of the History Academy Advisory Council. Appendix 2 provides a recruitment brochure and inserts for the 1992-1993 History Academy for Ohio Teachers.
Definitions of history, the historical method, uses of history, and procedures for teaching history are reviewed. The major part of the guide presents discussion questions and related readings grouped according to topics such as: the people who settled the Ohio frontier, clearing of land and cabin construction, food and cooking, hunting, family ...
Leadership and Research in Education: The Journal of the Ohio Council of Professors of Educational Administration (OCPEA), Volume 6, Issue 1, 2021 49 Exploration of the Relationship between Professional Development Quality and Teacher Sense of Self-Efficacy in Urban Ohio Elementary Schools Sarah L. McClusky Ohio Northern University
Appendixes include programs featured in the 2000 and 2001 Professional Development Line Item, federal formula grant programs used for teacher development, transition from certification to licensure, legislative history of local professional development block grants and local professional development committees, and overview of requirements for ...
inservice teacher preparation programs to meet a wide variety of individual needs and interests. The materials are intended for use by universities and colleges, state departments of educa-tion, post-secondary institutions, local education agencies, and others responsible for the professional development of voca-tional teachers.
During the 3-year study, the research team traced the principal elements and goals of the professional development programs (via pretests and posttests) from teachers' work with historians and other regional teachers to their subsequent design of lessons and engagement of students in similar experiences in the classroom and finally to students ...
Professional Development School Partner-ships at Ohio University. Examples represent-ing development and implementation of the 9 Essentials are drawn from the primary grades (K-3),themiddlegrades(4–9),andthe Adolescent-to-Young Adult (AYA; 7–12) level, reflecting the established grade bands for licensure to teach in Ohio.