And the Walls Came Tumbling Down presented by Dr. Joyce Myers
February 24, 2016 2:00 EST–February 24, 2016 3:00 EST
Participants will explore the ways that play supports young children's spiritual development. We will discuss ways that spiritual development is supported through play in both the cognitive and social/emotional domains of development. Specific examples will be given to support application in the classroom.
Dr. Joyce Myers is a clinical assistant professor at the University of Texas Arlington. She is the program coordinator for the ESL EC-6 teacher certification program. Dr. Myers has her Ed.D in early childhood education from the University of North Texas. Her experience includes that of classroom teacher, preschool/children's minister, elementary school principal in a Christian school, and conference leader. In addition to teaching university courses Dr. Myers leads professional development for early childhood teachers and parents. Her research interests include teacher education in early childhood programs as well as children's spiritual development.
Our webinars are always free to members!
Professional development (PD) opportunities are nearly universal in the experiences of U.S. educators, both in public school settings and in Christian schools. The question of which PD strategies are most effective has become more critical in recent years, as schools face increasing internal and external pressures to improve student outcomes and optimize instructional expenditures. As a result, many school leaders are seeking to identify PD opportunities with high return on investment (ROI) in terms of student learning and achievement.
In an effort to address this issue systematically, a comprehensive literature synthesis was commissioned by ACSI (Swaner 2016). The synthesis, which surveyed over 500 scholarly articles and resources over the past 20 years, asked the question, “What are best practices in PD for Christian school teachers and leaders?” While little research was found specific to Christian education, what was available corroborated much of the broader literature on PD in K–12 schools. A set of characteristics of effective PD were identified in the literature, as well as a range of practices for which there exists research on their effectiveness. The synthesis also reviewed the evidence for the importance of cultures of continuous improvement to the effectiveness of any PD efforts.