Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/13027
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DC Field | Value | Language |
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dc.contributor.author | Harrington, Ingrid | en |
dc.date.accessioned | 2013-07-18T16:54:00Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | Journal of Education and Training Studies, 1(2), p. 25-31 | en |
dc.identifier.issn | 2324-8068 | en |
dc.identifier.issn | 2324-805X | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/13027 | - |
dc.description.abstract | Whole-School Professional Development (PD) days held regularly in schools are designed to promote and up-skill school staff on relevant areas of educational policy and practice. An aim of PD days is to empower participants with new knowledges and skills, and to confirm that current practices and interpretations of education policy and procedure are correct. In determining the nature of the professional development content, school executives make decisions based on their perceived needs of the staffing group, available speakers, current departmental policy and practice requirements. Deciding the topics for the professional development day for school staff has tended to adopt a 'one size fits all' general approach that is rationalised as being broad in nature and of benefit to all. In adopting such an approach to a diverse teaching cohort, one may question just how valuable and meaningful this training day is in meeting the individual needs of all participating teachers. This paper reports on the benefits a more individualised approach to a whole-school PD training day had for one government primary school in Australia. Foundational to the detailed design of the PD days, the 'School-based Learning for Individual Diversity in Education' (SLIDE) project proceeded by identifying the individual needs of each staff member in the school community through an interview prior to the delivery of the two-day training. Embedded in an action research model, the SLIDE project reported evidence of improved teacher self-confidence, improved communication between all levels, and a boost to the level of whole-school staff cohesion and morale. | en |
dc.language | en | en |
dc.publisher | Redfame Publishing Inc | en |
dc.relation.ispartof | Journal of Education and Training Studies | en |
dc.title | School-based Learning for Individual Diversity in Education: The SLIDE Project | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.11114/jets.v1i2.112 | en |
dc.subject.keywords | Education Assessment and Evaluation | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
dc.subject.keywords | Teacher Education and Professional Development of Educators | en |
local.contributor.firstname | Ingrid | en |
local.subject.for2008 | 130303 Education Assessment and Evaluation | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.for2008 | 130313 Teacher Education and Professional Development of Educators | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930202 Teacher and Instructor Development | en |
local.subject.seo2008 | 930203 Teaching and Instruction Technologies | en |
local.profile.school | School of Education | en |
local.profile.email | iharring@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20130521-120419 | en |
local.publisher.place | United States of America | en |
local.format.startpage | 25 | en |
local.format.endpage | 31 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 1 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | The SLIDE Project | en |
local.contributor.lastname | Harrington | en |
dc.identifier.staff | une-id:iharring | en |
local.profile.orcid | 0000-0002-1898-4795 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:13236 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | School-based Learning for Individual Diversity in Education | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Harrington, Ingrid | en |
local.uneassociation | Unknown | en |
local.year.published | 2013 | en |
local.subject.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.subject.for2020 | 390307 Teacher education and professional development of educators | en |
local.subject.for2020 | 390402 Education assessment and evaluation | en |
local.subject.seo2020 | 160303 Teacher and instructor development | en |
local.subject.seo2020 | 160304 Teaching and instruction technologies | en |
local.codeupdate.date | 2022-03-04T12:09:20.778 | en |
local.codeupdate.eperson | iharring@une.edu.au | en |
local.codeupdate.finalised | true | en |
local.original.for2020 | 390402 Education assessment and evaluation | en |
local.original.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.original.for2020 | 390305 Professional education and training | en |
local.original.for2020 | 390307 Teacher education and professional development of educators | en |
local.original.seo2020 | 160303 Teacher and instructor development | en |
local.original.seo2020 | 160304 Teaching and instruction technologies | en |
local.original.seo2020 | undefined | en |
Appears in Collections: | Journal Article School of Education |
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