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Obsessions and John Hattie

The Effortful Educator

I think it has to do with the preparation trainee teachers receive at university and the types of ongoing professional development teachers receive throughout their career. need to develop Hear the good news, folks: A remedy exists. We need more training and development in the cognitive sciences.

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Persistent problems: A powerful paradigm for professional development

A Psychology Teacher Writes

The challenge, then, for PD is to use these levers to secure engagement (note: this is not about some rather sinister form of psychological manipulation to ‘trick’ people into engaging or getting buy-in; it’s about finding ways to explicitly show that people’s perceived individual needs are actually in alignment with whole-school goals).

educators

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Using Feedback to Drive Professional Learning

A Principal's Reflections

With the suggestions in hand, the leaders were empowered to review what we had seen and my recommendations to determine the focus for an upcoming professional development day I would be facilitating. As a result, I provided them with close to 5000 words of feedback.

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Are We Assessing What Really Matters in Education?

ED Surge

How can assessment data effectively inform instructional decisions and support professional development for educators? It’s up to us to capitalize on this and develop systems that can inform teacher professional development and improve student instruction. This puts assessment in a different light.

Education 125
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A researcher said the evidence on special education inclusion is flawed. Readers weighed in

The Hechinger Report

The article notes that Dr. Fuchs is concentrating on academic outcomes and acknowledges that inclusion may have psychological or social benefits that were [not] studied. Social or psychological benefitslike peer interaction, belonging, and reduced isolationarent incidental to learning/academic achievement.

Research 119
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Decomposing decision-making: a cognitive dimension to teacher rehearsal

A Psychology Teacher Writes

Professional development often fails to cater for individual needs because it’s unlikely that in a room full of teachers everyone is in roughly the same place in terms of knowledge, experience and expertise. How, then, can we design our professional development to help develop this kind of responsive decision making?

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The Seeds of Innovation

A Principal's Reflections

professional development, the equipment and hands on guidance) for them to be successful with the effective implementation of these technologies in the classroom. is an Assistant Professor of Educational Psychology at Queens College, CUNY. Franklin Dickerson Turner, Ph.D.