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Reflections On Preservice Preparation And Professional Development Among Instructors Of Adult Emergent Bi/Multilingual Learners, David A. Housel
Reflections On Preservice Preparation And Professional Development Among Instructors Of Adult Emergent Bi/Multilingual Learners, David A. Housel
Theses and Dissertations
The preservice preparation and ongoing professional development for instructors of adult emergent bi/multilingual learners (EBLs) in the United States has been characterized as “deeply uneven,” lacking uniformity, consistent academic rigor, and practical application to bolster instructors’ feelings of self-efficacy and agency in addressing their students’ complex learning needs. Using the Standards for ESL/EFL Teachers of Adults (2008) as a foundation, this explanatory sequential mixed methods research study explored the reflections of instructors of adult EBLs regarding their preservice preparation, ongoing professional development, and the guidance and support received from teaching colleagues and supervisors. The survey instrument developed contained a combination …
Direct Response To Usb64: Focus On Compliance Or Improved Student Learning, Patrick Edward Flanagan
Direct Response To Usb64: Focus On Compliance Or Improved Student Learning, Patrick Edward Flanagan
Theses and Dissertations
Using the professional literature surrounding change knowledge, this study assesses Utah public school districts' response to Utah Senate Bill 64 (USB64) that was passed in 2012. USB64 required school districts to ensure that principals were evaluating teacher performance through the use of a chosen evaluation tool. The chosen evaluation tool needed to include evaluation rubrics tied to the state teacher standards. USB64 was passed with the intent to improve classroom instruction and thereby improve student learning in Utah schools. Utah school districts complied with USB64 requirements and timelines. Districts successfully identified and adopted observation tools that principals could use to …
Implementation Of Student-Centered Teaching Methods Among Stem Faculty, Melissa Cavan
Implementation Of Student-Centered Teaching Methods Among Stem Faculty, Melissa Cavan
Theses and Dissertations
Students at the college level need good instruction and active learning has been shown to improve student retention and learning. Science, Technology, Engineering, and Math Faculty Institution (STEMFI) aims to assist faculty in implementing active learning in the classroom. This qualitative case study sought to understand faculty perspectives two years after completion of STEMFI in the areas of active learning implementation, methodology and student attitudes and impact. Data collected reported that the faculty participants still use active learning strategies in their classrooms two years after exiting the STEMFI program. The faculty also felt the need for a refresher course and …
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Theses and Dissertations
Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in …
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Theses and Dissertations
Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in …
Looking For Hope: The Experience Of Early Career Teachers Engaged In A Collaborative Community Of Reflective Practice As A Model Of Induction And Professional Development, Donia E. Spott
Theses and Dissertations
Teaching has always been an isolated profession and many professional development programs are seen as disconnected from the realities and daily needs of teaching. With the pressures of standards, paperwork, classroom management, and learning to teach, early career teachers can be especially vulnerable to becoming discouraged, disillusioned, and demoralized. This study used a qualitative, narrative inquiry approach to tell the stories of seven early career teachers’ experiences with induction and the development of a reflective community to support early career teachers in their professional practice. As part of the action research approach taken in designing the program, the discussions and …