Unintended Impact: How the Verizon Innovative Learning Schools Program Affected Its Educators' Job Satisfaction and Career Trajectories

Autor/inn/en	Sheila Chelimo; Carmen Cortez; Jessica K. Jackson; D’Andre Weaver
Institution	Digital Promise
Titel	Unintended Impact: How the Verizon Innovative Learning Schools Program Affected Its Educators' Job Satisfaction and Career Trajectories
Quelle	Digital Promise (2024) PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Educational Innovation; Program Evaluation; Learner Engagement; Technology Uses in Education; Classroom Environment; Teachers; Coaching (Performance); Technology Integration; Job Satisfaction; Career Development; Promotion (Occupational); Teacher Attitudes; Educational Technology; Corporations; Partnerships in Education; Schools + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Programme evaluation; Programmevaluation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenklima; Unterrichtsklima; Lehrer; Lehrerin; Lehrende; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsentwicklung; Aufstiegsberuf; Berufsförderung; Lehrerverhalten; Unterrichtsmedien; Unternehmen; Hochschulpartnerschaft; School; Schule
Abstract	While the Verizon Innovative Learning Schools program has produced the intended results, such as enhancing how teachers use technology in the classroom to increase student engagement, we have also discovered some unexpected outcomes--teachers and coaches in participating schools have experienced improved job satisfaction and increased opportunities for career advancement. This white paper investigates how the program is resulting in this unintended impact. (As Provided).
Anmerkungen	Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08