Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development Commons

Open Access. Powered by Scholars. Published by Universities.®

17277 Full-Text Articles 17878 Authors 7634432 Downloads 262 Institutions

All Articles in Teacher Education and Professional Development

Faceted Search

17277 full-text articles. Page 2 of 528.

Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene 2017 Kent State University

Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene

Middle Grades Review

Mentor teachers that participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers’ development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as mentor teachers. Findings address how middle grades teachers view their role as mentors, their perceptions of the clinical experience as a collaborative learning partnership, and concludes with suggestions to improve clinical experiences for preservice middle grades teacher candidates.


Our History Clips: Collaborating For The Common Good, Beatrice N. Bailey EDD 2017 Clemson University

Our History Clips: Collaborating For The Common Good, Beatrice N. Bailey Edd

Middle Grades Review

This case study reveals how middle school social studies teachers within a professional development program are encouraging their students to use multiple disciplinary literacies to create Our History Clips as they also work toward developing a classroom community of engaged student citizens.


08.01 New England Kindergarten Conference, 1962-2003, Marie Wasnock 2017 Lesley University

08.01 New England Kindergarten Conference, 1962-2003, Marie Wasnock

Finding Aids

No abstract provided.


New Horizons In A Next Generation School: A Case Study Of Rural Alabama Middle School Students In A Transformational Initiative, Jack Lamey 2017 Liberty University

New Horizons In A Next Generation School: A Case Study Of Rural Alabama Middle School Students In A Transformational Initiative, Jack Lamey

Doctoral Dissertations and Projects

The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following sub-questions: What internal factors affect student success and failure in the mBolden Academic Model? What external factors influence success for students in the mBolden? This study examined a bounded set of students at a rural school in Northeast Alabama that implemented a mastery-based, blended learning model. Data collection included ...


An Investigation Of The Relationship Between Factors Of Beginning Teachers' Development Within A Mentor-Based Induction Program, James Davis 2017 Liberty University

An Investigation Of The Relationship Between Factors Of Beginning Teachers' Development Within A Mentor-Based Induction Program, James Davis

Doctoral Dissertations and Projects

This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers to the role of professional teacher as well as to support and acclimate teachers to the policies, procedures, and culture of the district. A convenience sample totaling 130 teachers at a large urban school district in southeast Georgia participated in this study. The participants represented varied levels of degree completion ...


The Relationship Between Teacher Attitudes Toward The Common Core State Standards And Informational Text, Marcie Estruch 2017 Liberty University

The Relationship Between Teacher Attitudes Toward The Common Core State Standards And Informational Text, Marcie Estruch

Doctoral Dissertations and Projects

This study sought to determine the relationship between teachers’ attitudes toward the Common Core State Standards and three predetermined factors. These factors were (1) teachers’ attitudes toward the practicality of pedagogical shift three, balancing informational and literary texts, (2) teachers’ attitudes toward school support with the implementation process of pedagogical shift three, balancing informational and literary texts, and (3) teachers’ attitudes toward the balance of informational and literary texts in comparison with the previous set of New York State standards. Through the use of a teacher survey, the researcher assessed the relationship between teachers’ attitudes toward the Common Core State ...


The Source, Yolanda Carr, C.J. Smith 2017 Southwestern Oklahoma State University

The Source, Yolanda Carr, C.J. Smith

The Source

No abstract provided.


Teachers’ Self-Efficacy When Differentiating Between Language Acquisition Difficulties Or Possible Learning Disabilities In English Language Learners, Elizabeth Hallett 2017 University of New England

Teachers’ Self-Efficacy When Differentiating Between Language Acquisition Difficulties Or Possible Learning Disabilities In English Language Learners, Elizabeth Hallett

All Theses And Dissertations

This multiple-case study examines teachers’ self-efficacy, or perceptions of their effectiveness, when differentiating between typical language acquisition difficulties and possible learning disabilities in English Language Learners (ELLs) who are challenged academically. Five mainstream elementary teachers from a mid-sized urban school district in the northeastern United States participated in the study. Data from individual interviews, meeting observations and artifacts were collected from each of the participants. Meeting observations occurred during each participant’s Integrated Learning Team meetings. During interviews, participants described their experiences working with ELLs who struggled more than typical ELLs and presented an artifact representing experiences teaching such students ...


Passages: A Case Study Of An Iowa Female Secondary Principal, Victoria L. Robinson 2017 University of Northern Iowa

Passages: A Case Study Of An Iowa Female Secondary Principal, Victoria L. Robinson

Victoria Robinson

The purpose of this exploratory case study was to identify and describe one female Iowa secondary principal's career path to the principalship in an Iowa public high school. Several factors were considered in the selection of the participant including: demographics, administrative experience, and her willingness to spend time in the interview process. To provide semi-structure to the interviews and in turn suggest the conceptual frame for analyzing the data, the following questions were formulated:

1. What were the experiences which served as perceived barriers in the career path to the high school principalship for one Iowa female high school ...


Using The Gartner Hype Cycle To Evaluate The Adoption Of Emerging Technology Trends In Higher Education – 2013 To 2016, Tania Prinsloo Mrs, Phil van Deventer 2017 University of Pretoria

Using The Gartner Hype Cycle To Evaluate The Adoption Of Emerging Technology Trends In Higher Education – 2013 To 2016, Tania Prinsloo Mrs, Phil Van Deventer

Tania Prinsloo

The landscape of higher education is changing, with more techno-savvy students entering these institutions. The aim of this paper is to identify the trends of the Gartner Hype Cycles for Emerging Technologies for 2013 and 2016 and to compare the rate of adoption by higher education institutions worldwide. The research approach is a quantitative meta-analysis. Results indicate that higher education institutions are slow to adopt emerging technologies and rather adopt technologies once they have become common in the everyday lives of people. A possible solution is to find innovative and cheaper ways of incorporating the emerging trends in higher education.


Teacher Leader And Teacher Leadership: A Call For Conceptual Clarity, Susan Lovett 2017 University of Canterbury

Teacher Leader And Teacher Leadership: A Call For Conceptual Clarity, Susan Lovett

2009 - 2017 ACER Research Conferences

Education systems cannot afford to lose promising teachers who could be the school leaders of tomorrow. My work shows a need to promote leadership as learning for teachers and students rather than as management and administration, heavy workloads and disconnectedness from students and their learning. Conceptions of leadership that allow teachers to see professional learning as the reason for their work make a contribution to school leadership as a whole. Schools benefit from leaders at all levels no matter their distance to classrooms. School cultures can stimulate leadership practices when professional learning exchanges among teachers are reciprocated. Professional learning is ...


Science Of Learning Network Of Schools: The Science Of Communities Of Practice, Andrew Jones, Frank Vetere 2017 University of Melbourne

Science Of Learning Network Of Schools: The Science Of Communities Of Practice, Andrew Jones, Frank Vetere

2009 - 2017 ACER Research Conferences

Frameworks referencing synthesised bodies of prominent research adorn education improvement policy like curiously named pieces of Ikea furniture—peculiar in their assemblage, ostensibly contemporary, and striking in their modular convenience. Amid this, most pundits still agree that we have an education advancement issue in this country. Despite significant increases in funding from successive federal and state governments, we simply haven’t been able to shift the needle. What we can ascertain is that compliance-based improvement approaches don’t work. They are unable to influence the cognitive maps, beliefs and understandings of the educator to the extent necessary to effectively improve ...


Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt 2017 Erebus International

Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt

2009 - 2017 ACER Research Conferences

The NSW Literacy and Numeracy Action Plan, which operated from 2012 to 2016, provided $261 millon to improve literacy and numeracy learning in 448 the most disadvantaged and lowest performing schools across the three education sectors in NSW. A key objective of the Action Plan was to enhance teacher and school leader capacity, including the ability to apply evidence-based practices and evaluative thinking to planning and programming for teaching and learning at a classroom level, and to planning and decision-making at a whole-school level. The concept and terminology of ‘evidence-based practice’ is in common parlance in Australian schools; however, in ...


Pre-Service And In-Service Teacher Education: A Leadership Model For Collaborative Learning, Jo-Anne Reid 2017 Charles Sturt University

Pre-Service And In-Service Teacher Education: A Leadership Model For Collaborative Learning, Jo-Anne Reid

2009 - 2017 ACER Research Conferences

Innovative collaboration between schools and university can enhance teacher education. This model was developed as part of a partnership between a school principal leading a cluster of diverse primary schools, and a local university school of teacher education. The partnership established a memorandum of understanding to support targeted and standards-based professional learning for teachers and new leaders across the schools in the cluster. Novice pre-service teachers were also assigned to these schools for an extended weekly professional placement. This session outlines the model as it was designed: to respond to the strategic demands of particular school communities, as well as ...


Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke 2017 Graduate School of Education, University of Western Australia

Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke

2009 - 2017 ACER Research Conferences

This session contends that leadership and learning are mutually supporting and reinforcing. It is only recently that attempts have been made to describe in practice the complex connections existing between the two activities by drawing on empirical evidence. To this end, this session will depict ways in which leadership and learning are indispensable to each other in day-to-day teachers’ work, and the implications this symbiosis has for practice. Firstly, the session will consider the key foundations and principles of leadership for learning, especially as they relate to the Carpe Vitam international leadership for learning research project. Secondly, we will discuss ...


Enhancing Instructional Leadership: Lessons From The Nsw Literacy And Numeracy Action Plan, Tim Wyatt 2017 Erebus International

Enhancing Instructional Leadership: Lessons From The Nsw Literacy And Numeracy Action Plan, Tim Wyatt

2009 - 2017 ACER Research Conferences

Over the past decade, schools, school systems and governments at all levels have invested heavily in enhancing the quality of school leadership. The Australian Government-funded National Partnerships (2012–2014) identified principal leadership as one of its explicit goals. More recently, the emphasis of leadership development has been on enhancing instructional leadership. This paper describes an approach to enhancing instructional leadership adopted as part of the NSW Literacy and Numeracy Action Plan (2012–2016), which was the particular approach of the NSW government school sector. The three school sectors in NSW each adopted different models for their implementation of the Action ...


Book Review: Whitaker, T., Zoul, J., & Casas, J. (2015). What Connected Educators Do Differently. New York: Routledge., Tisha Duncan 2017 Meredith College

Book Review: Whitaker, T., Zoul, J., & Casas, J. (2015). What Connected Educators Do Differently. New York: Routledge., Tisha Duncan

Internet Learning

A review of Whitaker, Zoul, and Casas's What Connected Educators Do Differently.

Connections to others are important in any field or educational context. Connecting to colleagues and students is especially critical in digital learning environments. What Connected Educators Do Differently is a recommended read for anyone who teaches—especially those in virtual or hybrid classrooms. The notions of connecting personally and professionally through communication, collaboration, and community are at the core of this book.


Immersive Technology: Motivational Reactions From Preservice Teachers, Kevin J. Graziano 2017 Nevada State College

Immersive Technology: Motivational Reactions From Preservice Teachers, Kevin J. Graziano

Internet Learning

Within teacher education, there is limited literature on the use of contemporary immersive technologies with preservice teachers. This study describes the instructional design of an online, immersive technology module taught to undergraduate, preservice teachers (N = 27), and discusses preservice teachers’ reactions to creating and interfacing with immersive technology. The online module was designed using strategies from the Attention, Relevance, Confidence and Satisfaction (ARCS) motivational design model. Data were collected using the Instructional Materials Motivation Survey. Participants thought the module contained content that was worth knowing, and was relevant to their needs and interests. Participants reported that the module impacted their ...


Students: Professors, I Wish You Would.., Norman Eng 2017 CUNY City College

Students: Professors, I Wish You Would.., Norman Eng

Publications and Research

What do students wish they could tell their professors about their instruction but never do? Read their unvarnished responses in this eye-opening post.


Binge-Eating Disorder: A Primer For Professional Counselors, Raissa M. Miller, Jaime D. McManus 2017 Boise State University

Binge-Eating Disorder: A Primer For Professional Counselors, Raissa M. Miller, Jaime D. Mcmanus

Raissa M. Miller

Binge-Eating Disorder (BED) is a primary diagnosis listed in the Feeding and Eating Disorders chapter of the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5; American Psychiatric Association [APA], 2013). Although BED is considered one of the most common eating disorders, symptoms often go unrecognized and untreated (Striegel-Moore et al. 2010). In this article, BED criteria are reviewed and guidelines for assessment, diagnosis, and treatment are offered. A case study is also provided to illustrate the application of BED utilizing best practices.


Digital Commons powered by bepress