EDUPD6007 - Practice Development Placement 1, 2, and 3- PGDE - In-Service Postgraduate Diploma in Education - LibGuides at Emirates College for Advanced Education

eBooks

Transforming Assessment by Dolin and Evans
ISBN: 9783319632483

Publication Date: 2018
Reflective Practice by Gillie E. J. Bolton; Russell Delderfield
Call Number: R119 .B65 2010

ISBN: 9781526411709

Publication Date: 2018-03-29

Reflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness and professional development. This newly updated fifth edition of Gillie Bolton's bestselling book explores reflective writing as a creative and dynamic process for this critical enquiry. New to this edition: An expanded range of exercises and activities A new emphasis on using e-portfolios Further guidance on reflective writing assignments Enhanced discussion of reflection as a key employability skill Additional online resources This popular book has been used worldwide in various disciplines including education, social work, business and management, medicine and healthcare and is essential reading for students and professionals seeking to enhance their reflective writing skills and to examine their own practice in greater critical depth.
Teaching in K-12 Schools by Judy W. Eby; Adrienne L. Herrell; Michael L. Jordan
Call Number: LB1025.3 .E28 2011

ISBN: 9780137047055

Publication Date: 2019-11-21

Are you looking for an engaging and accessible resource to support your understanding of classroom instruction? This authors of this text provide you with engaging narrative that brings K-12 classrooms to life. A reflective planning model introduced in the beginning of the text helps you make the important connection between planning and addressing curriculum standards...
Handbook of Research on Student Engagement by Sandra L. Christenson (Editor); Amy L. Reschly (Editor); Cathy Wylie (Editor)
ISBN: 9781461420170

Publication Date: 2012-02-23

For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field's rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. ...
Action Research by Jerry W. Willis (Editor); Claudia Edwards (Editor); Jerry W. Willis (Editor); Claudia Edwards (Editor)
ISBN: 9781623966553

Publication Date: 2014-08-21

The first three chapters of Action Research: Models, Methods, and Examples covers the history, foundations, and basics of conducting action research projects. In those chapters you will learn about the origins of action research as well as about the different methods and models of action research - from the original approaches used by Kurt Lewin and his students in the 1940s and 1950s to the diversity of current approaches to AR that are used to develop both solutions to real world problems and to construct a better understanding of important issues and concern in communities, schools, businesses, and organizations. The nine chapters in the second part of the book illustrate the many ways action research is practiced today. Those chapters illustrate the use of action research methods to accomplish everything from individual personal professional development to changing policies and practices in large organizations and systems. The chapters detail many specific methods of doing AR such as participatory action research, emancipatory action research, designbased action research, collaborative inquiry, and many others.

Journal Articles

Week 1

Practicum Orientation - Review of expectations and Handbook Introduction to Practice Development Placement 1 Introduction to Peer-observation and Mentorship

Readings

Palazzolo, A., Shahbazi, S. & Salinitri, G. (2019). Working towards change: The impact of mentor development on associate teachers and faculty advisors. Interchange 50, 321–337. https://doi.org/10.1007/s10780-019-09365-1
Bolton, G. & Delderfield, R. (2018). Reflective practice: Writing and professional development (5th ed.) SAGE Publications. pp.25-50

Working Towards Change: The Impact of Mentor Development on Associate Teachers and Faculty Advisors

Week 2

Engaging in Reflective Practice Cycle

Practitioner research and action research

Reflecting on your teaching and sustainable development

Knowing your students

Menter, I. J., Hulme, M., & Elliot, D. (2011). A guide to practitioner research in education (Chapter 1). Sage.
Walker-Floyd, L. K. (2014). Individual action research. In J. W. Willis & C. Edwards (Eds.). Action research: models, methods, and examples (pp. 95-109, Section 2, Chapter 4).

PDP1 Class Meeting 2

Week 3

Enhancing Student Engagement and Independent Learning through Pedagogic Innovations:

Metacognitive Strategies

Student Voice

Anthonysamy, L., & Choo, A. (2021). Investigating self-regulated learning strategies for digital learning relevancy. Malaysian Journal of Learning and Instruction, 18(1), 29-64. https://doi.org/10.32890/mjli2021.18.1.2
Iwamoto, D.H., Hargis, J., Bordner, R.,& Chandler, P. (2017). Self-regulated learning as a critical attribute for successful teaching and learning. International Journal for the Scholarship of Teaching and Learning, 11(2), 1-10. https://doi.org/10.20429/ijsotl.2017.110207
Pedro, A., Piedade, J., Matos, J.F. & Pedro, N. (2019). Redesigning initial teacher’s education practices with learning scenarios. International Journal of Information and Learning Technology, 36( 3), 266-283. https://doi.org/10.1108/IJILT-11-2018-0131
PDP1 Class Meeting 3

Redesigning initial teacher’s education practices with learning scenarios.

Week 4

PLANNING/TEACHING/ REFLECTION

Week 5

PLANNING/TEACHING/ REFLECTION

Pedagogic Innovation Reflection Report 1 Due

Week 6

Enhancing Active Student Involvement & Engagement in the Classroom:

Dialogic Teaching

Peer-Mediated Instruction (student grouping practices)

Readings:

Pianta, R.C., Hamre, B. K. & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. Handbook of Research on Student Engagement. Springer.pp. 365-386
Gillies, R. M. (2020). Dialogic teaching during cooperative inquiry-based science: A case study of a year 6 classroom. Education Sciences, 10(11), 328. https://doi.org/10.3390/educsci10110328

PDP1 Class Meeting 4

Week 7

Technology-Enhanced Teaching and Learning:

Instructional Technology Devices and Software

Emerging Technology in Education, Including AI, Robotics, and Mobile Devices

Evidence-Based Practices in Distance Learning (online, hybrid)

Harris, C. J. (2016). The effective Integration of technology into schools’ curriculum. Distance Learning, 13(2), 27–37.
Milikić, N., Gašević, D., & Jovanović, J. (2018). Measuring effects of technology-enabled mirroring scaffolds on self-regulated learning. IEEE Transactions on Learning Technologies, 13(1), 150-163. doi: 10.1109/TLT.2018.2885743.

PDP1 Class Meeting 5

Milikić, N., Gašević, D., & Jovanović, J. (2018). Measuring effects of technology-enabled mirroring scaffolds on self-regulated learning. IEEE Transactions on Learning Technologies, 13(1), 150-163. doi: 10.1109/TLT.2018.2885743.

Week 8

PLANNING/TEACHING/ REFLECTION

Week 9

PLANNING/TEACHING/ REFLECTION

Week 10

Inclusive Education

National Educators’ Competency Framework

Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: a meta-analytical study. Educational Psychology Review, 34(4), 2609-2660.

National Educators’ Competency Framework Presentation by ECAE.

PDP1 Class Meeting 6

Week 11

INDEPENDENT STUDY

E-Portfolio Part I Due

Week 12

Introduction to Practice Development Placement 1 Lesson Planning and Differentiation of Instruction Readings:

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3),131-140. https://doi.org/10.1177/1053451218767905
Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27. https://doi.org/10.1177/0888406412446178
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one- size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362. https://doi.org/10.3102/0091732X18821130

Week 13

Formative Assessment: Assessment for Learning

Providing Students with Meaningful Feedback

Readings

Eby, J. W., Herrell, A. L. & Jordan, M. L. (2011). Teaching in k-12 schools: A reflective action approach. Prentice Hall.

Chapter 12

PDP2 Class Meeting 2

Week 14

PLANNING/ TEACHING/ REFLECTION

Week 15

PLANNING/ TEACHING/ REFLECTION

Pedagogic Innovation Reflection Report 3 Due

Week 16

PLANNING/ TEACHING/ REFLECTION

Week 17

Effective Summative Assessment Practices

Data-Driven Instructional Decision Making

Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. In Transforming assessment. Springer, Cham. pp.53-80
Obilor, E. I. (2019). Feedback and students’ learning. International Journal of Innovative Education Research, 7(2). ISSN: 2354-2942

Pedagogic Innovation Reflection Report 4 Due

Exploring Relations Between Formative and Summative Assessment
in Transforming Assessment
Feedback and Students' Learning

Week 18

Developing and Deepening Teacher Leadership Skills

Frost, D (2012). From professional development to system change: Teacher leadership and innovation. Professional Development in Education 38(2):205-227. http://dx.doi.org/10.14221/ajte.2018v43n2.5
Grice, C. (2019). Leading pedagogical reform. International Journal of Leadership in Education, 22(3), 355-370, http://dx.doi.org/10.1080/13603124.2018.1463462
Epstein, J. L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397-406, http://dx.doi.org/10.1080/02607476.2018.1465669

Week 19

PLANNING/ TEACHING/ REFLECTION

Week 20

PLANNING/ TEACHING/ REFLECTION

Week 21

Forming Teacher Identity

Dinkelman, T. (2011): Forming a teacher educator identity: Uncertain standards, practice and relationships. Journal of Education for Teaching: International Research and Pedagogy, 37(3), 309-323. https://doi.org/10.1080/02607476.2011.588020
Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1-6. http://dx.doi.org/10.1080/13540602.2019.1542871

PDP2 Class Meeting 5

Week 22

School-community Partnerships: Effective Communication with Students, Colleagues, and Families

Epstein, Joyce L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching 44(3), 397-406.

PDP2 Class Meeting 6

E-Portfolio Part II Due

Week 23

Designing and Delivering Inquiry-Based Lessons for Diverse Student Population

Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214.

PDP3 Class Meeting 1

Week 24

Planning and Implementing Interdisciplinary Units

Weinberg, A. E., & Sample McMeeking, L. B. (2017). Toward meaningful interdisciplinary education: High school teachers’ views of mathematics and science integration. School Science and Mathematics, 117(5), 204-213. https://doi.org/10.1111/ssm.12224

Via ECAE Library

Week 25

Strategies for Self-Regulated Learning

Iwamoto, D, H., Hargis, J., Bordner, R., & Chandler,P. (2017) Self- Regulated Learning as a Critical Attribute for Successful Teaching and Learning, International Journal for the Scholarship of Teaching and Learning, 11(2) 1-10 https://doi.org/10.20429/ijsotl.2017.110207
PDP3 Class Meeting 3

Week 26

Planning/ Teaching/ Reflection

Week 27

Planning/ Teaching/ Reflection
FOCUS: Embedding Digital Technology in Teaching and Learning (Track-
Specific)

Week 28

Planning/ Teaching/ Reflection

FOCUS: Developing Effective Formative Assessment Tools

Pedagogic Innovation Reflection Report 3 Due

Week 29

Planning/ Teaching/ Reflection
FOCUS: Designing Effective Summative Assessment Tools (Track-Specific)

Week 30

Planning/ Teaching/ Reflection
FOCUS: Designing Effective Rubrics (Track-Specific)

McGatha, M. B. & Darcy, P. (2010). Rubrics at Play. Mathematics Teaching in the Middle School, 15(6), 328-336. https://doi.org/10.5951/MTMS.15.6.0328

PDP3 Class Meeting 4

Rubrics at Play

Week 31

Planning/ Teaching/ Reflection
FOCUS: Data-Driven Instructional Decision Making (Track-Specific)

Week 32

Professional Growth Plan Presentations

PDP3 Class Meeting 5

Professional Growth Plan Due

Week 33

Debriefing Session

E-Portfolio Part 3 Submission

PDP3 Class Meeting 6

In-Service Postgraduate Diploma in Education: EDUPD6007 - Practice Development Placement 1, 2, and 3- PGDE

COURSE DESCRIPTION

eBooks

Journal Articles