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Professional Learning Through Professional Learning Communities, Mentorship, And Shared Leadership, Stephen Juracka 2018 National Louis University

Professional Learning Through Professional Learning Communities, Mentorship, And Shared Leadership, Stephen Juracka

Dissertations

ABSTRACT

This Policy Advocacy paper focuses on expanding the District ABC Staff Development policy to include Drago-Severson’s (2009) pillars of adult learning. Research indicates the inclusion of a mentorship program, professional learning communities, and teacher leadership opportunities, will increase teacher collaboration, engagement, and professional capacities. There are significant educational, economic, political, social, legal and moral implications associated with the proposed staff development policy. Additionally, the staff development policy requires careful planning, implementation, and assessment, as will be addressed in this Policy Advocacy paper.


Journal Of Qualitative Research In Sports Studies Issn 1754-2375 Overview: Guide To Contents, Editorials And Themes By Volume, Clive Palmer 2018 Selected Works

Journal Of Qualitative Research In Sports Studies Issn 1754-2375 Overview: Guide To Contents, Editorials And Themes By Volume, Clive Palmer

Clive Palmer

The Journal of Qualitative Research in Sports Studies presents a valuable opportunity for students; undergraduates and postgraduates alike to write mentored publications of their research activities within the sport’s world. The papers are externally reviewed by academics from institutions (UK and overseas) who have an interest in researching sport and physical education. They also share a similar vision for raising confidence in students’ writing and encouraging greater involvement with researching sport from a qualitative standpoint. Towards these ends the journal has three core aims which the Editorial Board hope the reader will recognise as being educationally valuable in terms ...


Professional Development Principles For Teachers Of English Language Learners, Beverly J. Irby, Cindy Guerrero, Rafael Lara-Alecio, Fuhui Tong, Linda Rodriguez 2018 Sam Houston State University

Professional Development Principles For Teachers Of English Language Learners, Beverly J. Irby, Cindy Guerrero, Rafael Lara-Alecio, Fuhui Tong, Linda Rodriguez

School Leadership Review

Since effective professional development is logically embedded in the reality of schools and teachers‘ work, it stands to reason that the principal would consider that reality for teachers of English language learners (ELL). Certainly, in general, professional development would incorporate principles of adult learning as reported by Knowles (1980): (1) adult learners need to be self-directed; (2) they display readiness to learn when they have a perceived need; and (3) they desire immediate application of new skills and knowledge. Based on adult learning theory, then, principals would provide teachers of ELLs professional development that addresses a need for self-direction, that ...


Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich 2018 University of Northern Iowa

Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich

Journal of Science Education for Students with Disabilities

It is a pleasure to receive an invitation to submit a review for the book titled Towards Inclusion of All Learners through Science Teacher Education. The contributors include four wellknown leaders in inclusive science education complemented by a spectrum of authors American and international, in pre-service and graduate science education, pre-service and graduate special education, science research, special education practitioners, classroom teachers, graduate students, and students through case studies and interviews.

The book presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal ...


Components Of, And Approaches To, Effective Feedback, Sarah Gibbons, Jonathan McCarthy, Paul McEvoy, Patricia Mordaunt 2018 University of Limerick

Components Of, And Approaches To, Effective Feedback, Sarah Gibbons, Jonathan Mccarthy, Paul Mcevoy, Patricia Mordaunt

PG Diploma Practitioner Research Projects

Feedback is the subject of much research and discussion in Higher Education. Nationally the focus has intensified due to reports of low levels of student satisfaction with the feedback process e.g. the Irish Survey of Student Engagement (ISSE). The focus of this report is an examination of effective feedback in undergraduate education. The importance of effective feedback (particularly for those beginning their third level education) is reflected in a project funded by the National Forum for the Enhancement of Teaching and Learning, called the Y1Feedback project. This is aimed at increasing the quality of the third level experience and ...


Achieving Graduate Attributes Through Authentic Learning: The Case Of Student Managed Funds, Robert Dunne, James Fitzgerald, Jennifer Manning, Sean O'Reilly 2018 Dublin Institute of Technology

Achieving Graduate Attributes Through Authentic Learning: The Case Of Student Managed Funds, Robert Dunne, James Fitzgerald, Jennifer Manning, Sean O'Reilly

PG Diploma Practitioner Research Projects

According to the Department of Education and Skills (2011), as cited by Murphy and Whelan (2016), there has been a growing emphasis on the importance of graduate attributes in higher education in Ireland. This not only places emphasis on the application of disciplinary specific knowledge, but also on the ‘soft skills’ highly sought by employers. By providing an authentic learning environment, higher education institutes can facilitate the development of graduate attributes while also ensuring graduates are gaining disciplinary specific knowledge. This project explores how Student Managed Funds (SMFs) represent an authentic learning experience through which students achieve a range of ...


The Hidden Nature Of Whiteness In Education: Creating Active Allies In White Teachers, Megan E. Lynch 2018 The Pennsylvania State University

The Hidden Nature Of Whiteness In Education: Creating Active Allies In White Teachers, Megan E. Lynch

Journal of Educational Supervision

Norms of whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical whiteness studies (Kincheloe, 1998) and second-wave White teacher identity studies (Jupp & Lensmire, 2016) provides relevant insight into the thoughts and experiences of White preservice and in-service teachers. This paper draws on the literature to explain the author’s varied personal experiences with whiteness in education. It is the author’s hope that the experiences shared will resonate with readers and complicate and/or support racialized experiences in education. The goal of this paper is also to put forth the argument that in order for teacher supervisors ...


And There Was Ds For All: Extending Access Throughout The Library For A Sustainable Service Model, Kimberly D. Hoffman, Eileen Daly-Boas, Kristen Totleben, Emily Sherwood 2018 University of Rochester

And There Was Ds For All: Extending Access Throughout The Library For A Sustainable Service Model, Kimberly D. Hoffman, Eileen Daly-Boas, Kristen Totleben, Emily Sherwood

Bucknell University Digital Scholarship Conference

In order to create a sustainable service model for Digital Scholarship (DS), River Campus Libraries recognized the need to expand staff expertise and advocacy beyond the Digital Scholarship Lab (DSL). The challenge: Training everyone in a way that is both timely and fiscally responsible. The solution: Leveraging costly, intensive professional development opportunities to re-create a modified peer-to-peer learning experience. By increasing staff access to foundational DS theories, concepts, methodologies, and tools, libraries can foster a community of experts toward advocating for and working collaboratively to facilitate DS projects.

In this interactive workshop, presenters will share benefits resulting from collaborative professional ...


Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, Melanie DiLoreto 2018 University of West Florida

Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, Melanie Diloreto

Journal of Practitioner Research

According to the American Association for Colleges of Teacher Education (AACTE, 2010), effective teaching practices and good clinical experiences share a mutually beneficial relationship. Additionally, according to research reported by AACTE (2010), an important link exists between future P–12 student-achievement and effective clinical practices experienced by pre-service teachers. This case study sought to determine experiences deemed effective or important by nontraditional pre-service teachers while engaged in fieldwork completed in an elementary and/or middle school classroom setting. Four themes were derived from the qualitative data obtained through semi-structured interviews of four junior or senior teacher education students engaged in ...


The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen 2018 Brooklyn College/The City University of New York

The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen

Teaching and Learning in Communication Sciences & Disorders

There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models ...


Organizational Induction: A Qualitative Study On Institutional Induction Programs For New Faculty In Independent School Communities, Jamie Nicole Segraves 2018 Seton Hall University

Organizational Induction: A Qualitative Study On Institutional Induction Programs For New Faculty In Independent School Communities, Jamie Nicole Segraves

Seton Hall University Dissertations and Theses (ETDs)

As job dissatisfaction continues to be a lead cause of teacher turnover (Brill & McCartney, 2008; Moore, 2012; Smith & Ingersoll, 2004) in both the public and private sectors of education, a deeper understanding of what contributes to the dissatisfaction of the profession is warranted. While several factors influence overall job satisfaction or a lack thereof, the implementation of induction and mentoring programs in education has shown, in particular, an increase in overall teacher retention, especially of teachers new to the profession (Brill & McCartney, 2008; Humphrey, Wechsler, Bosetti, Park, & Tiffany-Morales, 2008; Kelley, 2004; Smith & Ingersoll, 2004; Tak Cheung, 2014).

The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in four independent schools’ induction programs, regardless of the years of teaching experience they had. Specifically, this study aimed to evaluate if the schools’ induction programs influenced faculty members’ overall job satisfaction in their decision to return to their respective school for a second year of service or not. Four independent schools in the greater Washington, D.C. area ...


Digital Fluency: Necessary Competence For Teaching And Learning In Connected Classrooms, Agnes Chigona 2018 Cape Peninsula University of Technology

Digital Fluency: Necessary Competence For Teaching And Learning In Connected Classrooms, Agnes Chigona

The African Journal of Information Systems

Educators’ digital fluency has been noted as one of the most important skill required for effective curriculum delivery in connected classrooms. Research and anecdotal evidence show that even though many Western Cape classrooms have internet connectivity, many of the educators are unable to take advantage of the connectivity for teaching and learning. Hence, this paper focuses on the educators’ digital fluency as a necessary competence for effective curriculum delivery in connected classrooms. The study was done qualitatively. Randomly selected educators from public schools participated in the one-on-one and focus group interviews. Results show that most educators perceive their digital fluency ...


Perceptions: Are Mandatory Mentoring Programs Contributing To Beginning Teachers' Retention In Urban Public School Settings In Northern New Jersey?, Ronnie Estrict 2018 Seton Hall University

Perceptions: Are Mandatory Mentoring Programs Contributing To Beginning Teachers' Retention In Urban Public School Settings In Northern New Jersey?, Ronnie Estrict

Seton Hall University Dissertations and Theses (ETDs)

The research performed for this study examined the perceptions of beginning teachers who participated in mandatory mentoring programs, to discover whether such programs contributed to teacher retention in urban public settings in Northern New Jersey. Characteristics found to have an influence on beginning teachers’ retention rate in the existing literature were evaluated and reported. The interview questions were developed based on the literature review and advice from a jury of expert administrators. The beginning teachers participated in semi-structured interviews lasting 45 minutes each to provide insight into their experiences, their participation in mentoring programs, and their view of the teaching ...


Teacher Emotional Intelligence And Best Practices For Classroom Management, Juanita E. Kelley 2018 Brandman University

Teacher Emotional Intelligence And Best Practices For Classroom Management, Juanita E. Kelley

Dissertations

Purpose. The purpose of this phenomenological study was to understand how middle school teachers describe their use of the four elements of emotional intelligence (self-awareness, self-management, social awareness, and relationship management) to reduce student behavioral referrals. In addition, it was the purpose of this study to discover the barriers and benefits to teacher use of the elements of emotional intelligence (EI).

Methodology. This study utilized a qualitative approach to understand how middle school teachers describe their use of the four elements of EI to reduce student behavioral referrals. In addition, a qualitative approach was utilized to discover the barriers and ...


Toward A Theory Of Engineering Professorial Intentions: The Role Of Research Group Experiences, Brian A. Burt 2018 Iowa State University

Toward A Theory Of Engineering Professorial Intentions: The Role Of Research Group Experiences, Brian A. Burt

Education Publications

This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members’ identification with faculty careers: (1) social identities and personal factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4) faculty prototype; (5) social comparisons; and (6) individual and institutional experiences. The article concludes with implications for further research and recommendations regarding mentoring and design of ...


Action To Awareness: Surfacing Dysconscious Racism Through Focused Professional Development, Dorry Altman 2018 Duquesne University

Action To Awareness: Surfacing Dysconscious Racism Through Focused Professional Development, Dorry Altman

Electronic Theses and Dissertations

Utilizing critical race theory (Ladson-Billings and Tate, 1995) and King’s (1991) theory of dysconscious racism, this dissertation aims to explore the beliefs and actions of teachers operating within an inherently racist society. Teachers struggle with many disadvantages from inadequate funding to lacking support structures. Yet these teachers continue to work hard to support their students. One external disadvantage these teachers may face and not even be aware of is dysconscious racism. Through a qualitative pilot study of journals and discussions of two middle school English Language Arts teachers, this research intends to explore how intentional classroom changes to encourage ...


Case Study Of The Accommodation Readiness Spiral As An Evaluative Framework For Action Research Plans, Stephanie McCutcheon, Erica Sponberg, Judith Mena Pazmiño, Kevin Murry, Socorro Herrera 2018 Kansas State University

Case Study Of The Accommodation Readiness Spiral As An Evaluative Framework For Action Research Plans, Stephanie Mccutcheon, Erica Sponberg, Judith Mena Pazmiño, Kevin Murry, Socorro Herrera

Prairie Journal of Educational Research

This study utilized qualitative research to examine student work for evidence of language exemplifying the progressive levels of the Accommodation Readiness Spiral (ARS). The goal of this research is was to consider how the ARS could be utilized as a purposive framework for the assessment of professional, capacity building potential as related to a teacher’s readiness for the accommodation of culturally and linguistically diverse (CLD) students. Thus, we intended to explore the question, what examples of text within ECM participants’ action research plans appear to correspond to levels of the ARS if used as a framework of evaluation for ...


Engaging Graduate Students In The Online Learning Environment: A Universal Design For Learning (Udl) Approach To Teacher Preparation, Marla J. Lohmann, Kathleen A. Boothe, Andrea R. Hathcote, Amy Turpin 2018 Colorado Christian University

Engaging Graduate Students In The Online Learning Environment: A Universal Design For Learning (Udl) Approach To Teacher Preparation, Marla J. Lohmann, Kathleen A. Boothe, Andrea R. Hathcote, Amy Turpin

Networks: An Online Journal for Teacher Research

Today’s classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This study explores the use of UDL for ...


Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover 2018 Middle Tennessee State University

Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover

Networks: An Online Journal for Teacher Research

A kindergarten teacher used action research to examine how literature, audio books, homework, and Apple iPod Shuffles can be combined to encourage and improve literacy at home. The research participants consisted of 16 kindergarten students in Middle Tennessee and their parents. The kindergarten students took home a tote bag with the following contents: an Apple iPod Shuffle loaded with many audio stories, six books, two types of headphones, and an iPod listening/reading log. The students took the project materials home for a week to enjoy with their parents and other family members. The parents or siblings recorded the students ...


A Scaffolding Approach Using Interviews And Narrative Inquiry, Sharon Heilmann 2018 Wright State University

A Scaffolding Approach Using Interviews And Narrative Inquiry, Sharon Heilmann

Networks: An Online Journal for Teacher Research

This article examines how educational scaffolding was used in a graduate research methods course to encourage student mastery of two qualitative research concepts, interviews and narrative inquiry. Findings suggest that scaffolding resulted in students’ mastery of both concepts as well as students’ increased attention to quality of interview questions and outcomes. Further implications suggest scaffolding would be useful in combining other qualitative topics such as integrating content analysis skills with research designs such as phenomenology, grounded theory, and case studies.


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