Results have implications for mobile learning researchers, practitioners, and policy makers, particularly those charged with the design and implementation of professional development programs.
In order to attract and retain qualified math and science teachers, a number of states and school districts are increasing financial incentives (Hirsch et al. 2001), improving working conditions (Hirsch 2005), and taking steps to raise teacher autonomy through the implementation of professional development programs and/or giving teachers more control over the classroom (Jacob and Lefgren 2004).
Our proposal for dedicating 10percentt of ESEA funding honors the intent and focus of the law, which requires states to provide assistance to local educational agencies for the development and implementation of professional development programs for principals that will enable them to be effective school leaders and prepare all students to meet challenging student academic achievement standards.
Collectively, these efforts may offer tangible reasons for institutions to invest in the infrastructure to train mentors, reward good mentors in their promotion criteria, and provide a model for dissemination and implementation of professional development (Steiner, 2014).
Of the 14 implementations providing professional development, only seven did from the beginning.
Involve Teachers in Planning and Implementation Great professional development starts with direct involvement from teachers on planning and implementation.
In the third section, we provide data from an implementation of the professional development model to substantiate the claims made above.
If so, what implications does this have for determining the strength of the association between improved student performance and the implementation of the professional development programme.
Results are discussed with reference to links between teacher beliefs and practices, diffusion of intervention effects within schools, directions for future research, and implications for the design and implementation of effective professional development programs.
We begin by providing descriptive information on the quality of the implementation of the professional development workshop and the intervention, as well as by describing teachers' view of the quality of professional development, teachers' assessment of students' interest and engagement with the intervention, and teachers' self-reports of their fidelity of implementation.
