ANNOTATED BIBIOGRAPHY 2
Planning Outline: The Impact of the Lack of Teacher Professional Development Training
and Support on Student Achievement.
Baker, L. L. (2017). What It Takes to Succeed: The Importance of Social Support for
Academically Successful Middle School English Learners. Youth & Society, 49(5), 658-
678.
https://doi.org/10.1177/0044118X14553581
This study discusses what it looks like regarding closing the achievement gap.
Educational research frequently ignores English learners (ELs) who perform above
minimum levels. To close this gap, this study looks at the experiences of five ELs in
middle school who have excelled academically and linguistically. After using English as
a Second Language (ESL) services for a while, these students no longer require language
assistance and are currently enrolled in advanced courses. The study employed a basic
qualitative methodology and made use of a variety of student data sources, including
observations and interviews. To achieve triangulation, individual interviews with two
teachers per student were added. The results show that social support played a major role
in these students' performance and examine how they understood and made use of this
support. This research is beneficial to my topic as it explains how to make it possible for
instructors to address the needs of varied learners, stay up to date on educational
breakthroughs, improve their practice continuously, and ultimately raise student
academic achievement, professional development is crucial.
ANNOTATED BIBIOGRAPHY 3
Gaier, S. E. (2015). Understanding Why Students Do What They Do: Using Attribution Theory
to Help Students Succeed Academically. Research and Teaching in Developmental
Education, 31(2), 6–19.
http://www.jstor.org/stable/45373106
This author explores The Theory of Attribution, people try to make sense of the world
around them by assigning causes and effects to their own and other people's conduct, which then
shapes what they do in the future. In essence, individuals try to understand why things are done
the way they are. Faculty and practitioners in developmental education need to understand this
fundamental idea of attribution theory to support academic success by influencing student
behavior and learning. This essay provides a thorough review of attribution theory and explores
how teachers might be better equipped to analyze student behavior and learning by knowing the
components that affect attribution. Additionally, it offers suggestions for correctly assigning
causality to help children succeed academically. This research is beneficial to my topic because
it shows the potential benefit of adding attribution theory to professional development courses
gives educators the tools they need to create a welcoming and encouraging classroom that
encourages participation and success from their students. This will allow teachers to determine
the underlying reasons for student behavior and adjust their teaching strategies by understanding
the elements that impact attributions. With this knowledge, educators can help students
overcome obstacles to learning and give them focused assistance, which will ultimately improve
their academic performance.
ANNOTATED BIBIOGRAPHY 4
Martinez, C. (2022). Developing 21stBCentury Teaching Skills: A Case Study of teaching and
Learning Through Project-Based Curriculum.BCogent Education,B9(1).
https://doi.org/10.1080/2331186X.2021.2024936
This study investigated secondary school teachers' experiences in developing and
implementing Project-Based Learning (PBL) curricula to teach 21st century skills. The
study's primary participants were in-service teachers who finished a three-unit, sixteen-
week course required for a Master's in Curriculum & Instruction (C & I). Pre- and post-
tests measuring knowledge and confidence in incorporating PBL units into the
curriculum, as well as post-course interviews, were used to collect data. The results
showed that using PBL as a teaching and learning approach during teacher preparation
can improve the self-efficacy needed to fulfill the curriculum requirements for students
studying in the twenty-first century. The study emphasizes how crucial it is to give
pedagogy, curriculum, and skill development ongoing attention to create 21st-century
teaching abilities. It also addresses the ramifications for teachers learning and highlights
the importance of integrating PBL approaches with college and career ready curriculum
in professional development events for instructors. This study is beneficial to my topic
because it demonstrates that adding Project-Based Learning (PBL) to teacher preparation
programs can increase instructors' confidence in their ability to meet the curricular
requirements for students in the twenty-first century. The enhanced self-assurance and
proficiency in applying PBL might result in more captivating and efficient pedagogical
approaches, which can eventually enhance pupils' scholastic performance. Students are
ANNOTATED BIBIOGRAPHY 5
more likely to acquire the critical thinking, problem-solving, and collaborative abilities
necessary for success in the modern world when teachers are given the tools and
pedagogical approaches needed to apply PBL. The quality of instruction and student
outcomes are further improved by incorporating PBL into instructor professional
development activities, which provide continuing assistance and opportunity for
advancement.
Nawab, A., Bissaker, K. and Datoo, A.K. (2021), "Contemporary Trends in Professional
Development of Teachers: Importance of Recognising the Context", International Journal
of Educational Management, Vol. 35 No. 6, pp. 1176-1190.
https://doi.org/10.1108/IJEM-10-2020-0476
The authors’ in this text argue that there is a high correlation between the quality of
teachers and student accomplishment, and a large body of research supports the role that
teacher preparation plays in raising this quality. The focus of global attempts to transform
education has been on teacher professional development (PD). This study looks at the
body of research on professional development for teachers, highlighting the importance
of context for teacher growth and investigating successful models and characteristics of
professional development. According to this research, there isn't a single model that
works in every case; rather, the models and aspects of PD depend on the environment.
Scholars and practitioners need to carefully analyze the context and actual needs of
teachers in each unique situation, rather than arguing about certain models and qualities
of good professional development. The application of PD models developed in Western
contexts to developing countries, especially Pakistan, is questioned in this work. This is a
topic that has not received enough attention in literature and contemporary research. This
ANNOTATED BIBIOGRAPHY 6
research is beneficial to my topic because it is imperative that there’s an understanding of
the relationship between student accomplishment and teacher quality is essential, as
evidenced by a wealth of research highlighting the influence of teacher preparation on
educational outcomes. Teacher professional development (PD) has been at the core of
global efforts to enhance education; therefore, it is critical to investigate effective PD
models and their contextual relevance. This study emphasizes how crucial it is to
consider the particular requirements of educators and their surroundings rather than
promoting PD strategies that are universally applicable. It also draws attention to the need
of challenging the applicability of Western PD models in developing nations such as
Pakistan, an area that is not given enough consideration in the literature and research that
is currently available.
Patrick, F., Elliot, D., Hulme, M., & McPhee, A. (2010). The Importance of Collegiality and
Reciprocal Learning in the Professional Development of Beginning Teachers.BJournal of
Education for Teaching,B36(3), 277–289.
https://doi.org/10.1080/02607476.2010.497373
This study looks at what makes new instructors' induction experiences successful. Results
from case studies examining the impact of recently certified teachers in Scotland are
presented. According to the statistics, the most successful induction procedures
incorporate both formal and informal elements; informal elements like a friendly and
cooperative work environment, good communication, and collegiality are very important.
The study also emphasizes the benefits of encouraging teachers at all career phases to
work in a more collaborative setting. A stronger sense of professional coherence that
supports early-career teachers and encourages reflective practice among seasoned
ANNOTATED BIBIOGRAPHY 7
professionals is fostered by the important experiences that both newcomers and
experienced educators have to offer. This information is useful to my topic because it
explains how a supportive and collaborative environment for instructors enable the
implementation of successful teaching approaches customized to various student needs.
These settings provide consistency and experience in the classroom by lowering teacher
turnover and offering mentorship, which improves learning results. Collaboration among
teachers promotes the exchange of resources and best practices, improving the caliber of
instruction throughout the school. In the end, supportive induction procedures and
favorable school cultures raise student involvement, which raises academic
accomplishment.
Pianta, R., Hamre, B., Downer, J., Burchinal, M., Williford, A., LoCasale-Crouch, J., … Scott-
Little, C. (2017). Early Childhood Professional Development: Coaching and Coursework
Effects on Indicators of Children’s School Readiness.BEarly Education and
Development,B28(8), 956–975.
https://doi.org/10.1080/10409289.2017.1319783
The authors’ studied over the course of two years, two interventions designed to improve
teacher-student interactions. These studies were put into place in 10 public
prekindergarten programs. Every year, teachers were randomized at random to either the
treatment or control conditions. The children's language development benefited from both
coaching and coursework, according to observations made over the coaching year. When
teachers got coaching the year before, the children taught by those teachers in the
following years had enhanced inhibitory control. Instructors who received coaching in
addition to coursework claimed that their students' behavior control improved. These
ANNOTATED BIBIOGRAPHY 8
benefits held true for a variety of programs, classroom, and child variables. On the other
hand, no discernible effects were seen in terms of directly measured language or reading
abilities. Overall, the results imply that treatments focusing on the quality of teacher-child
interactions can somewhat enhance kids' language development. This research is
beneficial because it shows proof that in the years that followed, students taught by
educators who had received coaching the year before showed signs of increased
inhibitory control. Instructors who received coaching in addition to their courses reported
improved classroom management. These advantages were true for a variety of program,
classroom, and kid characteristics. On the other hand, no discernible benefits were seen in
language or reading proficiency tests. Overall, the results point to a moderate
improvement in children's language development through interventions that improve
teacher-child relationships.
Tomlinson, C. A. (2015). Teaching for Excellence in Academically Diverse Classrooms. Society,
52(3), 203+.
http://dx.doi.org/10.1007/s12115-015-9888-0
The author discusses how the needs of the twenty-first century demand that educational
institutions equip their students to be critical thinkers, problem solvers, cooperative
workers, astute information consumers, and self-assured knowledge creators. Schools
need to be more flexible to accommodate students from a wide variety of cultures,
languages, backgrounds, and interests. This will help to ensure that all students have
equal access to chances for improving their education. Learner-centered, knowledge-
centered, assessment-centered, instruction-centered, and community-centered approaches
will all be present in these diverse classrooms. In these kinds of classes, teachers have to
ANNOTATED BIBIOGRAPHY 9
be exceptionally good at "teaching up," which means creating demanding curriculum and
enabling opportunity for advanced learners to enhance their knowledge and abilities
while supporting all students to ensure their success. This paper is beneficial to my topic
because it highlights how important professional development is. Professional
development can provide teachers with the knowledge and techniques necessary to
establish inclusive, varied classrooms that accommodate a wide range of student
backgrounds, cultures, and languages through professional development programs.
Additionally, training in community participation, assessment techniques, and learner-
centered approaches can enable educators to create engaging lesson plans that uphold
equity and help every student realize their full potential. Incorporating these components
into professional development enables educators to remain up to date and productive in
their work, which eventually improves learning outcomes for students.
Powered by TCPDF (www.tcpdf.org)
