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Winter 2017, Transformations 2017 Nova Southeastern University

Winter 2017, Transformations

Transformations

No abstract provided.


Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl 2017 Boise State University

Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl

CTL Teaching Gallery

Background: Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about ...


Knowledge And Practices Of Faculty At Nasm Accredited Institutions In The Southeast Region Regarding Standards-Based Instruction, Jonathan Leon Nelson 2017 University of Southern Mississippi

Knowledge And Practices Of Faculty At Nasm Accredited Institutions In The Southeast Region Regarding Standards-Based Instruction, Jonathan Leon Nelson

Dissertations

In 1993, Congress passed the mandate Goals 2000: Educate America Act, which established standards for K-12 education that outlined the core benchmarks of student achievement for individuals who have mastered the core curricula required to earn a high school diploma (Mark, 1995). Unfortunately, these curricular requirements did not include any criteria for music education, nor did they consider the curricular implications for higher education in providing NSME Standards based training for music educators.

The aim of this study was to determine if and to what extent music education faculty engage in NSME Standards-based instruction within the higher education classroom. Questionnaires ...


A Phenomenological Study On The Motivating Factors Influencing Participation In Tennessee’S Governor’S Academy For School Leadership, Amy B. Horton Mrs. 2017 East Tennessee State University

A Phenomenological Study On The Motivating Factors Influencing Participation In Tennessee’S Governor’S Academy For School Leadership, Amy B. Horton Mrs.

Electronic Theses and Dissertations

Educational administration is such a demanding field, so it is important to understand why an aspiring principal would self-select to commit to an optional yearlong, intensive professional development activity with very little compensation and no promotion. Motivation may prove to be a key component of the recruitment and sustainability of professional development activities. By discovering the factors affecting both personal and professional motivation of beginning administrators to participate in a professional development led by the collaboration among the Tennessee Department of Education, Vanderbilt University, and Governor Bill Haslam, the researcher hopes to gain an understanding that may apply to future ...


The Effects Of Self-Regulation Strategies On Reading Comprehension, Motivation For Learning, And Self-Efficacy With Struggling Readers, Cassandra L. Cosentino 2017 Western Connecticut State University

The Effects Of Self-Regulation Strategies On Reading Comprehension, Motivation For Learning, And Self-Efficacy With Struggling Readers, Cassandra L. Cosentino

Education Dissertations

The purpose of this quasi-experimental study was to investigate the effect of a self-regulation treatment on sixth grade students’ reading comprehension, motivation for learning, and self-efficacy perceptions.

The research took place in three urban schools in the northeast United States in the winter of 2016. The study’s quasi-experimental design utilized a sample of convenience in which students from three schools of one district were examined. There was one treatment group in which students received a self-regulation intervention and two comparison groups where students received standard support instruction within their general education classes. Data were collected using a pretest/posttest ...


The Good Behavior Game: Effects On And Maintenance Of Behavior In Middle-School Classrooms Using Class Dojo, Komila Dadakhodjaeva 2017 University of Southern Mississippi

The Good Behavior Game: Effects On And Maintenance Of Behavior In Middle-School Classrooms Using Class Dojo, Komila Dadakhodjaeva

Dissertations

Classroom management is one of the key components for successful instruction and affects both instructors and learners. Although most frequent discipline strategies in schools involve punitive actions, research suggests that using positive statements to teach and reinforce desirable behaviors is more appropriate and effective. A form of a group-oriented contingency that focuses on desirable behaviors is a positive variation of the Good Behavior Game (GBG). The GBG has been used widely in its original form, focusing on undesirable behaviors, and more research is needed on its positive version. Another strategy that can be used within classrooms is Class Dojo, a ...


Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes 2017 Kennesaw State University

Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes

Doctor of Education in Teacher Leadership Dissertations

The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research ...


Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl McGlamery, Saundra Shillingstad 2017 University of Nebraska at Omaha

Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: Following extensive discourse and observation (2015-2016) of pre-service teacher candidates’ engagement in academic field experiences in math, science, and social studies methods courses, two undergraduate methods professors noted that many of the teacher candidates struggled in the area of assessing student learning. We noted that pre-service teacher candidates struggled to differentiate between formative and summative assessment practices, struggled with knowing when and how to assess students during instruction, and lastly how to identify if student learning had occurred. This action research study reports the impact that modeling, teaching experience, and demonstrations of formative and summative assessment measures had on ...


Overcoming The Impostor Phenomenon In The Classroom, Stephanie Verkoeyen 2017 University of Waterloo

Overcoming The Impostor Phenomenon In The Classroom, Stephanie Verkoeyen

Teaching Innovation Projects

Uncomfortable with the transition from “learner” to “expert”, many new course instructors question whether they are capable of performing their role (Craddock et al., 2011; Parkman, 2016). This workshop delves into the “Impostor Phenomenon,” a term used to describe feelings of incompetence despite evidence of competence. In general, the literature suggests that greater awareness of the Impostor Phenomenon, both in oneself and others, is the first step towards breaking the cycle of behaviour (Clance & Imes, 1978; Hutchins, 2015). To foster this increase in awareness, this workshop encourages participants to engage in self-reflection and discussion to help break down the barriers normally associated ...


Critical Thinking, Active Learning, And The Flipped Classroom: Strategies In Promoting Equity, Inclusion And Social Justice In The B.Ed. Classroom, Donna Swapp 2017 Western University

Critical Thinking, Active Learning, And The Flipped Classroom: Strategies In Promoting Equity, Inclusion And Social Justice In The B.Ed. Classroom, Donna Swapp

Teaching Innovation Projects

In Canada, the national rhetoric of tolerance for diversity oftentimes does not match up to student experiences in the classroom (Dei, Mazzuca, McIsaac, & Zine, 1997). Many students face discrimination because of ethnicity, religious, gender, sexuality, disability, and socioeconomic status. Such discrimination negatively impacts not only students’ ability to perform at high standards, but future economic capital (Harvey & Houle, 2006; Ryan, Pollock, & Antonelli, 2009). The implication for educators in creating more inclusive, socially-just classrooms becomes significant when one looks at Canada’s changing demographic trends (see Eggertson, 2007). It is incumbent that policymakers, researchers, and educators move beyond rhetoric and prepare future teachers with the skills for teaching in Canada’s growing, diverse, and young classrooms.

This workshop is designed for instructors who teach in Bachelor of Education programs at any Canadian university. At the same time ...


Thinking Clearly About Confusion: Threshold Concepts, Bafflement, And Meaning As “Contestation” In The English Classroom, Jason Sunder 2017 The University of Western Ontario

Thinking Clearly About Confusion: Threshold Concepts, Bafflement, And Meaning As “Contestation” In The English Classroom, Jason Sunder

Teaching Innovation Projects

A fundamental question at the heart of literary studies concerns the intangible—and unanswerable—question of what it means to be human. To pursue this question rigorously, literary studies has deployed methods from a range of disciplines in the humanities and social sciences; while interdisciplinary approaches to English have generated a wealth of important theoretical and “real-world” interventions crucial to the discipline’s ongoing development, we risk diminishing the ineffability that lies at the heart of critical inquiry. The reasons behind this disconnect are too expansive and complex to discuss here (cf. Day, 2007; Griffin, 2005), but this workshop proceeds ...


Pulling The Trigger: Exploring The Debate On Using Trigger Warnings In Psychology Classrooms, Mary B. Ritchie 2017 Western University

Pulling The Trigger: Exploring The Debate On Using Trigger Warnings In Psychology Classrooms, Mary B. Ritchie

Teaching Innovation Projects

This workshop explores the topic of trigger warnings (i.e., written or verbalized alerts intended to warn students in advance of material that may elicit a strong emotional response) in the context of a university level psychology classroom. This workshop is designed for psychology graduate students, post-doctoral fellows, or professors involved in teaching. Trigger warnings are particularly relevant to the psychology classroom, as psychology is inherently focused on topics involving people and personal issues that could make students feel uncomfortable (e.g., mental health disorders, suicidal ideation, the impact of sexual assault). Although trigger warnings are increasingly used in classrooms ...


Encouraging Student Engagement In Lecture-Based Mathematics Courses, Caroline Junkins 2017 The University of Western Ontario

Encouraging Student Engagement In Lecture-Based Mathematics Courses, Caroline Junkins

Teaching Innovation Projects

This workshop will focus on promoting student engagement through small changes within the traditional lecture-based model of an undergraduate mathematics class. The workshop focuses specifically on the language we use to introduce courses, to teach in the classroom, and to provide support to students. The workshop seeks to identify unhelpful trends in the language which is commonly used in the mathematics classroom and to offer alternatives which have been shown through research to cultivate a more positive learning environment (e.g., Slattery & Carlson, 2005; Mesa & Chang, 2010; Rattan, Good & Dweck, 2012).

The workshop begins by comparing the effect of using mathematical jargon versus accessible ...


Apps And Animations: Choosing Web-Based Demonstrations To Support Student Learning, Mark Holden, Alexandra Twyman 2017 The University of Western Ontario

Apps And Animations: Choosing Web-Based Demonstrations To Support Student Learning, Mark Holden, Alexandra Twyman

Teaching Innovation Projects

Over the past decade, the prevalence of mobile devices (e.g., smartphones, tablets, laptops) on university campuses has skyrocketed. A 2015 survey shows these technologies are quickly becoming ubiquitous in the classroom, with 87% of university students using laptops and 64% of students using smartphones on a weekly basis to complete their schoolwork (Pearson, Harris Polls, 2015). These same students also agree that tablets will transform university learning in the future (83%), that mobile technology makes learning more fun (79%), and helps students perform better in class (68%); in addition, 40% of university students would like to use mobile technologies ...


Preventing Lab Mistakes: The Importance Of Including Rationale In Laboratory Protocols, Caryn Dooner 2017 Western University

Preventing Lab Mistakes: The Importance Of Including Rationale In Laboratory Protocols, Caryn Dooner

Teaching Innovation Projects

Experimental rationale is integral to the scientific process. Every step in a scientific protocol is specific and intentional (Hofstein & Lunetta, 1982). In many undergraduate labs there is a “cookie-cutter” approach, where a rigid and simple protocol is given to the students. Often these protocols are lacking rationale, and it can lead students to memorize the steps rather than understand them. Not understanding the rationale behind the protocol can lead to problems when it is time to troubleshoot or alter the experimental parameters. The student’s ability to employ critical thinking decreases if they cannot understand the meaning of what they ...


Critical Pedagogy For Music Education: Preparing Future Teachers, Kelly Bylica 2017 The University of Western Ontario

Critical Pedagogy For Music Education: Preparing Future Teachers, Kelly Bylica

Teaching Innovation Projects

This introductory workshop will focus on using critical questioning techniques to encourage education students to think through different lenses when approaching education methods and pedagogy. Undergraduate education students, particularly music education students, often enter university with a desire to replicate an educational experience, program, or teacher they had as an elementary or secondary school student. The use of critical questioning will help students think outside this narrow box of experience and create space to consider in what ways we may be complicit in perpetuating norms that may not be inclusive of all students. Research indicates that the use of critical ...


Teaching Matters: Developing Teaching Dossiers To Showcase Teaching Success And Competency, Danielle Brewer-Deluce, Candace J. Gibson 2017 The University of Western Ontario

Teaching Matters: Developing Teaching Dossiers To Showcase Teaching Success And Competency, Danielle Brewer-Deluce, Candace J. Gibson

Teaching Innovation Projects

Throughout academia, the value of developing a strong CV is pervasive, while teaching dossiers can be overlooked. Furthermore, though partaking in a teaching assistantship is often required, graduate teaching assistants (GTAs) are not always mentored in developing teaching-related skills, or in understanding their importance in future career success. Considering that the skills GTAs gain through teaching contribute significantly to their development of discipline-based expertise and presentation skills (Seldin et al., 2010), and that faculty appointments typically include a 40% teaching load, it is apparent that this problem poses a major challenge. GTAs and junior faculty are often unsure how to ...


Critical Media Literacies In The Twenty-First Century: Writing Autoethnographies, Making Connections, And Creating Virtual Identities, Ah-Young Song 2017 Teachers College Columbia University

Critical Media Literacies In The Twenty-First Century: Writing Autoethnographies, Making Connections, And Creating Virtual Identities, Ah-Young Song

Journal of Media Literacy Education

Critical media literacies can help nurture students’ creative agencies and engender positive, sustained change in local communities. Kellner and Share (2005) have noted that students do need to develop faculties with digital technologies but that they must also participate in critical readings of cultural artifacts and discriminate between various multimedia sources. It is important for youth to conceptualize language as perpetuating different kinds of ideologies, for viewpoints are “connected to negotiable, changeable, and sometimes contested stories, histories, knowledge, beliefs, and values encapsulated into cultural models (theories) about the world” (Gee, 2008, p. 29). Semiotic meanings are in constant flux due ...


Incorporating Lesbian, Gay, Bisexual, And Transgender (Lgbt) Health Concepts Into Nursing Curricula: What Nursing Faculty Should Know, Paul Smith, Julie Fitzwater 2017 Linfield College - Portland Campus

Incorporating Lesbian, Gay, Bisexual, And Transgender (Lgbt) Health Concepts Into Nursing Curricula: What Nursing Faculty Should Know, Paul Smith, Julie Fitzwater

Faculty Presentations

The objective of this presentation is to help faculty learn how to effectively teach students about lesbian, gay, bisexual, and transgender (LGBT) health, health promotion, and health care disparities. Learning outcomes for this session include how to utilize specific tools, strategies, and resources for incorporating essential LGBT content into undergraduate and graduate nursing programs.

  • LEARNING OUTCOME 1: Describe ways to incorporate LGBT content into nursing curricula and discuss the importance of this inclusion;
  • LEARNING OUTCOME 2: Identify resources appropriate for nursing students that may be integrated into nursing curricula;
  • LEARNING OUTCOME 3: Identify specific health disparities that are applicable to ...


International Baccalaureate Mathematics, Advanced Placement Mathematics, And Dual Credit Mathematics Courses – An In Depth Look, Lawrence Benjamin Jaskunas 2017 Governors State University

International Baccalaureate Mathematics, Advanced Placement Mathematics, And Dual Credit Mathematics Courses – An In Depth Look, Lawrence Benjamin Jaskunas

All Capstone Projects

Every year in the United States, many students who believe they are fully prepared for college find out that they have to take remedial math courses before they can take any credit bearing math courses toward their degree. A student can avoid this situation by taking an early college program in high school and potentially earning a college math credit. The purpose of this research project was to take an in depth look at three such programs. The names of these programs are the International Baccalaureate program, the Advanced Placement program, and Dual Credit programs. This research project looked into ...


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