Digital Commons Network^™

Promoting Positive White Racial Identity Development In K-12 Teachers: A Qualitative Case Study, Johnny Cole

Educational Studies Dissertations

The process of racial identity development (RID) is widely agreed to be the process by which an individual comes to understand the role race plays in their sense of self, how it influences their ability to acquire information and reach goals, how it affects their interpersonal interactions with others, and the manner in which it assigns group membership in the larger society. The formative years students spend in K-12 educational environments can play an important role in their RID; thus educators’ awareness of these developmental processes can potentially help dismantle the systems of inequity within a critical race theory framework …

Social Networking Sites As A Form Of Viable Professional Development For Secondary English Educator, Virginia Joan Messinger

Electronic Theses and Dissertations

Social Networking Sites or SNSs have been used as a form of self-guided professional development (PD) by educators of all grade levels. However, there are limited students regarding Secondary educators using SNSs as a form of self-guided PD and there is also a lack of an examination of how those educators are using what the learn from SNSs within an English classroom. The purpose of this research was to determine not only what Secondary English educators seek on SNSs for self-guided PD but also if that what they learn is applied to their classroom practices and if they are successful. …

Evaluating An Integrated Science, Technology, Engineering, And Math/Computational Thinking Professional Development Program For Elementary Level Paraprofessional Educators, Aubrey A. Rogowski

All Graduate Theses and Dissertations, Fall 2023 to Present

For my dissertation, I looked at a training program one Utah school district used to teach paraprofessional educators science, technology, engineering, math, and computational thinking. Specifically, the program taught them about what computational thinking is and how they could use it when teaching science, technology, engineering, and math to students from kindergarten to sixth grade. While reviewing this program, I evaluated 1) The experiences the paraprofessionals had with the program, 2) Whether the paraprofessionals understood computational thinking, and 3) Whether the program prepared them to teach computational thinking to K-6 students.

I worked with eight paraprofessionals who participated in this …

Supporting Ksu English Instructors In Meeting The Access Needs Of Deaf And Hard And Hearing Students, Kris Roberson

Master's Projects

The lack of instructors prepared to work with deaf and hard of hearing (DHOH) students in higher education causes course accessibility barriers (Palmer et al., 2019; National Deaf Center [NDC] of Postsecondary Outcomes, n.d) and increased stress for students and instructors (Valle-Flórez et al., 2021; Salko, 2023). These obstacles inhibit DHOH student graduation rates and workforce entry (Garberoglio, 2019). Instructors require more training to effectively support DHOH students with best practices beyond basic accommodations. This qualitative research study presents phenomenological data from six interviews conducted with participants from one large, southeastern, R2 public university (Kennesaw State University, [KSU]) and one …

Inservice Professional Development For Educators In A Democracy: Moving From Theory To Practice, Rachel Lynn Wadham

Theses and Dissertations

This dissertation presents research that addresses the question of how professional development influences inservice teachers' professional identity. In three journal articles, specific inquiries address research questions drawn from this broader conversation. In article one, we answered the question of what unifying characteristics democratic educators exhibit in their pedagogies and methods. By conducting an integrative literature review, we find that those who indicate that they are democratic educators used four major pedagogical categories including inquiry methods, artistic methods, oral methods, and student-centered methods. In the second article, we addressed the question of how professional development influences teachers' professional civic identities. In …

A Qualitative Descriptive Study Exploring The Perceptions Of New Teacher Induction Supports, Tonya Dixon

Electronic Theses and Dissertations

The problem of novice teachers leaving the profession in the first few years of their career represented a global issue and an increased attrition rate. The purpose of this qualitative descriptive study was to explore the perceptions of novice U.S. teachers and effective systemic supports provided to new teachers through the lens of social capital. For this study, the intangible components of social capital emerged through the development and fostering of mentoring relationships in an induction program. The methodology used was a qualitative descriptive study using a survey, interviews, and thematic analysis of the survey and interview data collected. The …

Enhancing Teachers’ Tpack And Self-Efficacy Through Content-Based Technology Professional Development, Chloe Wilson

Dissertations

The purpose of this quantitative research study was to examine the impact of content-based instructional technology on teacher’s TPACK, specifically the technology related knowledge domains, and instructional technology self-efficacy. Demographic data was compared for correlations with TPACK or self-efficacy ratings. Additionally, the professional development model was evaluated by gathering teacher perceptions. A pre- and post-intervention survey was conducted to gather TPACK, self-efficacy, and perceptions of professional development. Findings were consistent and built upon previous research. Teachers experienced growth in all TPACK technology knowledge domains and displayed increased instructional technology self-efficacy ratings. Additionally, suggestions from previous research regarding best practices for …

Sharing Stories Of Development: How School Leaders Perceive Developing A Trauma-Informed School, Mandy L. Cyr

Doctor of Education Program Dissertations

ABSTRACT

This narrative inquiry explored how educational leaders perceive the development of a trauma-informed school. A trauma-informed school acknowledges the impact of trauma and responds by integrating effective practices, programs, and procedures to build resilience. The problem addressed by this study is, with rising numbers of adverse childhood experiences (ACEs), school staff lack targeted skills to help students mitigate trauma. Further, this qualitative study fills the gap in literature by providing the lived experiences of educational leaders in developing trauma-informed schools. Through narrative research, semistructured interviews which lasted up to 60 minutes were individually conducted with five educational leaders who …

Leading Through A Trauma-Informed Lens, Taylor Van Clay

Graduate Teacher Education

Abstract

This paper examined research on what is necessary for leaders to lead and create a school culture that supports students through a trauma-informed lens. This research looked for findings from multiple quantitative, qualitative, and mixed-methods studies which examined the importance of effective leadership, the necessity of professional development for educators, and the implementation of trauma-informed practices that will lead to student success. The research revealed specific factors that lead to beneficial leadership outcomes along with interconnectedness of purposeful and ongoing professional development and implementation of trauma-informed practice due to the fact that response to student behaviors is not intuitive. …

Training And Supporting Early Childhood Providers In Inclusive Settings, Kimberly K. Bennett

Walden Dissertations and Doctoral Studies

Early childhood providers care for infants and toddlers with developmental delays and special needs in their programs and classrooms. This study addressed the problem that there is insufficient professional development (PD) training for early childhood providers working with infants and toddlers with special needs in inclusive settings. The purpose of this basic qualitative study was to understand what training early childhood providers report they have had, and what training early childhood providers perceive that they need to support infants and toddlers with special needs in inclusive settings. Using the whole teacher approach as the conceptual framework, the research questions explored …

Differentiated Instruction: A Qualitative Study Focusing On The Voices Of Elementary Teachers And Their Needs, Suzanne S. Fanelle

West Chester University Doctoral Projects

This qualitative study examined teachers’ perspectives about their implementation of differentiated instruction in an effort to support district-led professional development programming. Differentiated instruction is based on well-considered goals and thorough analysis of students’ achievement, progress, and instructional needs, combined with formative assessments and progress monitoring (Van Geel et al., 2019). An initial questionnaire was administered to all K-5 teachers in a suburban school district, followed by individual interviews with three teachers who expressed that they often use differentiation in the classroom. Each of the three teachers participated in two interviews lasting 45-60 minutes each over the course of several weeks. …

Encouraging Equity Through Rural Elementary Professional Learning, Jana K. Stone

Graduate Theses, Dissertations, and Problem Reports

This study employed design-based research to explore the efficacy of professional learning materials and approaches in developing social justice advocacy with rural elementary teachers in Appalachia. Bronfenbrenner’s (2005) bioecological theory and Boler’s (1999) pedagogy of discomfort formed the theoretical framework for the design, implementation, and analysis. Mid-way through the study, Allport’s (1954) contact hypothesis was included to inform the revision of intervention approaches. Four elementary teachers attended seven in-person informational discussion meetings over five months. During this time, these teachers also read two books and completed journal responses and surveys. The qualitative data was analyzed using Braun and Clark’s (2006) …

The Influence Of Faculty Mentorship On Graduate Student Development Through The Lens Of Self-Efficacy, Connor Lynn Ferguson

Graduate Theses, Dissertations, and Problem Reports

This exploratory sequential mixed-methods case study explores the relationship between perceived self-efficacy and faculty mentorship with biomedical sciences graduate students. The intent of the study was to understand the extent at which faculty mentorship contributes to self-efficacy development in the population of biomedical sciences doctoral students enrolled at a mid-Atlantic R1 institution. Data collected consisted of a survey assessing perceived self-efficacy and mentoring, interviews and documents. Data analysis explored themes related to the perceived academic and professional development of the students through their responses. The research highlights the significance of the mentor-mentee relationship and influence of the mentor on the …

A Mixed Methods Study Of Efficacy And Digital Learning Competencies For School Administrators In A Rural North Carolina District, Stephanie B. Harrell

Doctor of Education Dissertations

The purpose of this mixed methods research study was to determine the efficacy of digital learning competencies for school administrators in a rural eastern North Carolina district. The study had four research questions that were answered through a survey and a focus group. The survey had 44 quantitative items that participants chose from a 4-point Likert scale and two open-ended questions. A total of 20 administrators from District A completed the survey. A focus group with four participants was conducted following the closing of the survey to gain a better understanding of the results from the survey. Previous research in …

Experience Of Early Educators Currently Enrolled In The North Coast Teacher Induction Program: A Case Study, Melissa Hodgson

Cal Poly Humboldt theses and projects

The teacher induction program is a 2-year program designed to support new teachers in their first two years of teaching. The program was created to provide job-embedded support to set teaching goals, attend professional learning to increase understanding of the California standards for the Teaching Profession, and provide teacher mentor support. In more recent years with the decline in enrollment of teacher preparation programs, teachers leaving the profession, and teachers retiring, there has been a great need for training and retaining highly qualified teachers. Higher turnover among underprepared teachers in California, are seeing close to 40% of new teachers hired …

Behind The Scenes: Instructional Coaches’ Perceptions Of Curriculum Leadership Development, Cora C. Garner

Educational Leadership & Policy Studies Dissertations

Since the 20th century, instructional coaching has influenced curricular and pedagogical practices that impact student achievement in K-12 schools; however, the existing literature provides minimal evidence of their experiences in curriculum leadership development. To fill the research gap, this study explores instructional coaches’ perceptions of their professional learning related to curriculum development and leadership. The research questions included (1) How do ICs perceive professional learning opportunities for curriculum leadership? and (2) How do instructional coaches describe the development of their curriculum coaching knowledge and practices? Upon applying the conceptual framework, which included the Saylor et al. (1981) curriculum development model …

Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek

Electronic Theses and Dissertations

The purpose of this study was to investigate the beliefs K-12 teachers have when working with students with disabilities in a rural Pennsylvania school district. This study aimed to identify if teachers’ personal beliefs created biases about their students and school systems; thus, forming barriers and preventing an inclusive education when working with disabled students. Instrumentation for this quantitative study is the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) survey. Findings suggest that some teachers at Sunnyside School District (pseudonym) hold personal beliefs that could create biases about their students and school system that may form barriers when working with …

Childhood Trauma In Early Care And Education: Understanding School Administrators’ Perceptions, Olawale Olubowale

Electronic Theses and Dissertations

This mixed-methods study explores childhood trauma with a primary focus on the beliefs and attitudes of elementary school administrators in their ability to offer trauma-informed leadership and assist their teachers in trauma-informed care (TIC) and education. Participants at various stages of their careers were recruited from elementary schools across 10 U.S. states (N = 240). Employing an explanatory sequential mixed method design, Phase I assessed school administrators’ attitudes using the attitudes related to trauma-informed care scale (ARTIC-45) (see Appendix A). Phase II employed semi-structured interviews to collect qualitative data to explain further and clarify the quantitative results. Findings suggest …

Impact Of School Leaders’ Actions On Teachers And Their Practices, Dinara Metova

Dissertations

School leaders play a vital role in teachers' performance; while some leaders create an environment conducive to learning, collaboration, and achievement, others inadvertently contribute to teacher attrition and educational disparities. The purpose of this study is to determine the impact of school leaders' actions on teachers and their practices. The context of this inquiry includes two stakeholder groups: 582 school leaders and 1,054 teachers from all 50 states who are members of Facebook Educator Groups. I implemented a mixed methods design by researching scholarly articles and using qualitative and quantitative survey data to find the most effective school leader practices …

Professional Development, Digital Platforms, And Middle School Education During Covid-19, Cynthia Susan Castro

Theses and Dissertations

The COVID-19 outbreak shifted towards online learning, requiring educators and administrators to adapt to new digital platforms and technologies quickly. The purpose of this quantitative study is to examine whether there is a significant difference in the frequency of use of digital platforms among middle schools. Secondly, it explores the relationship between teachers' attendance at professional development sessions and their integration of Nearpod lessons during the pandemic. Lastly, it investigates the relationship between the time campus principals invested in technology-related professional development and teachers' adoption of digital platforms at their respective campuses. Surveys and administrative records were …

Pursuing Culturally Responsive Math Teaching By Secondary Math Educators: A Professional Development Action Research Study, Emily Bell Redding

Theses and Dissertations

This action research study examines the use of professional development to build the self-efficacy of secondary math teachers in culturally responsive mathematics teaching (CRMT), with the hope to address achievement gaps of Black and Hispanic students. Seven math teachers from a school division in Southwest Virginia participated in a 9-week professional development that included virtual meetings to learn about CRMT, collaboration with colleagues, classroom applications, and self-reflection. Quantitative and qualitative data were collected throughout the 9 weeks in the forms of questionnaires, meeting transcripts, and reflection journals. The research study results found the professional development to build teacher self-efficacy, especially …

Beyond The Acronym Of Stem: Experiential Learning Professional Development For Integrative Stem Education, Christine Mitchell

Theses and Dissertations

STEM education and integrative STEM education are increasingly popular in the K-12 domain. However, there is not a consensus on their definitions, nor a sufficient amount of instructional support to help teachers that are unfamiliar with these learning approaches. This study examined how an intentionally designed experiential professional development model impacted the application of integrative STEM practices and teachers’ perceptions of this student-centered approach. A qualitative approach allowed for an integration of various perspectives over multiple cycles of professional development, reflection, and application. Data was collected from a focus group discussion, pre- and post- classroom observations, teacher reflection journals, and …

Assessing The Role Of The Northern Education Initiative (Nei) Plus Teacher Training Program In Enhancing Teachers’ Professional Development In Gamawa, Bauchi State, Nigeria., Aisha Yakub

Educational Studies Dissertations

The lack of access to quality education in northern Nigeria has proven endemic due to the incessant marginalization of the area by various governments since independence to date. The marginalization and lack of investment in teacher training institutions to bridge the manpower gap has created a vicious cycle of poverty, high illiteracy rates, and banditry in most of the northern states in Nigeria. Apart from the historical marginalization of these states, another critical factor that has been identified as contributing to this problem is the lack of professional development opportunities for teachers. The NEI Plus teacher training program is a …

Instructors At A Crossroad: Perceptions Of Collaboration And Support Intersect With Intentions To Implement A Cure, Justin Berl

Dissertations and Theses

An ongoing crisis of student drop-off from undergraduate science, technology, engineering and mathematics (STEM) education has led to a sustained call over the last 15+ years for the increased implementation of updated practices in undergraduate STEM education. Though over the past few decades many researchers have developed and analyzed the efficacy of various evidence-based teaching practices (EBTPs) designed to improve the state of undergraduate STEM education throughout the country, the rate at which these EBTPs are implemented in undergraduate STEM classrooms remains low.

In order to better understand the specific factors that affect individual instructors' efforts to implement EBTPs, we …

Professional Development For Teaching In The Digital Age: Addressing Teachers’ Digital Competency, Blanca Nery Ibarra

Theses and Dissertations

The purpose of this study was to identify teachers’ digital skills proficiency gaps in order to determine preparedness for teaching in the digital age. Using a survey research design helped identify teachers’ digital skills self-confidence, attitudes towards the use of technology in the classroom, and current uses of technology for instructional purposes. The participants in this research study consisted of 320 middle school teachers from a border school district in south Texas. The data was collected using a survey instrument consisting of the TPSA C-21 and researcher-developed items. The data was analyzed using the Spearman-rank order correlation to describe the …

Empowering Teachers To Support Mtss Students: An Action Research Study, Sahalija Dentico

Theses and Dissertations

In 2018, the elementary school where I serve as an instructional interventionist adopted a data-based multi-tiered system of supports (MTSS). Although our process has evolved over the years, I saw room for improvement. Therefore, the purpose of this action research study was to improve the MTSS process at my school, specifically by addressing teachers’ lack of awareness of their role. Framing the study with a combination of social cognitive theory and curriculum ideologies, I explored 12 English language arts teachers’ perceptions of the MTSS model, curricular views, and sense of self-efficacy. Through a two-phase, mixed-method approach, I investigated how sharing …

Autonomous Professional Learning Through Practitioner Inquiry: A Study Of Growth Plan System Experiences, Daina Kelly Gaputis

USF Tampa Graduate Theses and Dissertations

The need for quality science education has long been established, but despite reform after reform, it remains a current concern. What we know as good teaching is not happening, perhaps because there is an increase in science teachers using alternative certification programs to enter the field. This lack of formal training causes teachers to have a reliance on professional learning opportunities to learn about reform-based science education. Unfortunately, traditional forms of professional learning are often inadequate, so newer professional learning designs have been established. Some of these newer designs, such as practitioner inquiry, offer teachers autonomy over how they assess …

Primed For Sport Coaching: A Mixed-Methods Pilot Study Of A Six-Week Intervention, Pete S. Paciorek

Dissertations

This six-week pilot study was conducted using grounded theory from “What Works in Character Education” (Berkowitz & Bier, 2014) and specifically the “PRIMED for Character Education” framework (Berkowitz, 2021) applied to 11 high school sport coaches. The three key ideas of focus were on whether the PRIMED framework could increase the coach-participants’ commitment to character education, self-efficacy as character educators, and self-identification as Servant Leaders in an effort to “nurture the flourishing of human goodness” (Berkowitz, 2021) of our youth and, in this case, specifically, high school student-athletes.

With millions of youth involved in sport in North America and across …

Exploring The Impact Of Social Networking Sites On Adult Education, Bhumika Suresh Upadhyay

Major Papers

Social Networking Sites (SNS) are rapidly taking over people’s personal as well as professional lives, globally. It has not only changed the way masses communicate and express but is also transforming the way learning is looked at. Though considered as inherently personal spaces, these sites are now proving to be professional spaces to learn; used by millions of consumers and validated by field experts and mentors. Although there is some amount of research done on the effects social network platforms have on school education, the way it is moulding adult education is yet to be fully investigated. Adult education is …

Eliminating The Gap: Proposed Implementation Methodology For Phonemic Awareness And Phonics Professional Development, Amanda May Brunette

Culminating Experience Projects

Teachers have the opportunity to improve students’ early literacy success by becoming more proficient in phonemic awareness (PA) and phonics instruction through Professional Development. While some studies show that teachers struggle with PA and phonics concepts, application of implementation best practices could provide teachers with the instructional guidance and support needed to help students achieve the best early literacy outcomes.

This project explores the unique challenges of phonics instruction and the best practices in professional development implementation that can bridge the gap between what the curriculum learning goals and teachers’ practical instruction actions. The project identifies a framework for the …