Education Mind Map

Infographic Gallery Walk

By Claudeth Gindl

Research Study 1

Research Study 1

Chapter 5 School System Responsibilities

Chapter 1 The Case for Powerful Professional Learning

Research Study 2

Research Study 2

Professional Learning

Learning Forward Standards

Learning Forward Standards

CLICK to see References

Research Study 2

Research Study 1

CLICK the (+) signs

Chapter 3 A Compelling Vision for Professional Learning

Learning Forward Standards

"Effectiveness of professional development training on reflective practice and action research: a case study from Ecuador"

(Cirocki et al., 2024)

• Purpose
• Participants
• Methodology
• Results/findings

• Update:
• PDs can actively engage teachers in reflective, research-based practices.
• Fostering professional growth & improving instructional quality. (Cirocki et al., 2024)

Learning Forward Standards

• Transformational Processes
• Learning Designs Standard
• Highlights creating collaborative and improvement-focused environments where educators engage in continuous learning that impacts student achievement.
• This aligns with the book’s emphasis on professional learning being embedded in the work culture and its role in shaping effective teaching and leadership practices.

"Professional Development on Data-Based Individualization: A Mixed Research Study"

(L. Bruhn et al., 2023)

• Purpose
• Participants
• Methodology
• Results/findings

• Confirmation:
• Positive impact of targeted, ongoing PD on teacher efficacy & instructional practices (L. Bruhn et al., 2023)
• Aligning with the book’s emphasis on high-quality professional learning to enhancing teachers' abilities to address student needs effectively. (Sparks & National Staff Development Council, 2002)

APA References

Learning Forward Standards

• Transformational Processes
• Implementation Standard
• Shows the importance of using varied & evidence-based approaches in professional learning, showing how effective PD should incorporateresearch-backed methods that meet diverse educator needs.

"The efect of effcient professional development on the teaching of code‑focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes "

(Martínez et al., 2022)

• Purpose
• Participants
• Methodology
• Results/findings

• Challenge:
• Lower intensity of PD without coaching may lead to significant improvements in student outcomes, thereby questioning the necessity of high-intensity coaching models for achieving desired results in early literacy instruction (Martínez et al., 2022)

"In-service professional development to enhance interaction – staffs’ reflections, experiences and skills"

(Baustad & Bjørnestad, 2023)

• Purpose
• Participants
• Methodology
• Results/findings

• Confirmation:
• Emphasizes the importance of professional development that builds reflective practice and enhances educator skills. (Baustad & Bjørnestad, 2023)
• Targeted in-service training increased ECEC staff’s interactional competence, motivation, and awareness. (Baustad & Bjørnestad, 2023)
• Reinforces the concept that well-designed professional learning can lead to meaningful improvements in educational practices and outcomes.

"Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)"

(Peters-Burton et al., 2023)

• Purpose
• Participants
• Methodology
• Results/findings

• Update:
• Just like the book, it highlights how design-based research can effectively enhance professional development practices, aligning with the need for innovative approaches in teacher training and support. (Sparks & National Staff Development Council, 2002)

Learning Forward Standards

• Conditions for Success
• Equity Foundations Standard
• Advocates for professional learning that addresses the diverse needs of all students and promotes equitable practices in education.
• Shows the importance of considering equity in professional development to ensure that all educators are prepared to meet the needs of diverse learners.

“We teachers first require basic technical skills training”: Investigating formal professional development pathways and knowledge needs of teachers for technology integration "

(Abedi, 2024)

• Purpose
• Participants
• Methodology
• Results/findings

• Challenge:
• In comparason to the book, the article finds that technology training in Ghana largely focuses on basic technical skills, overlooking pedagogical transformation. (Abedi, 2024)
• Highlights a need for professional development that integrates pedagogical approaches with technical training to truly elevate instructional practices (Abedi,2024)