Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 6 of 6
Full-Text Articles in Entire DC Network
Coequal Responsibility For Feedback And Trust In Teacher Professional Development, Stefanie Whitney
Coequal Responsibility For Feedback And Trust In Teacher Professional Development, Stefanie Whitney
Doctorate in Education
Instructional feedback offers a critical contribution to teacher professional development aimed at improving student learning outcomes. The most influential feedback comes from principals who have developed strong collegial relationships with teachers through observation-based understanding of their instructional practices, intentional interpersonal connection, and collaboration on shared goals. In essence, collegial relationships between principals and teachers nurture the development of trust, an essential element in the process of giving and receiving feedback. Unfortunately, instructional feedback has historically been delivered through teacher evaluations, which attempt to serve two contradictory purposes: To evaluate for retention and to nurture professional development. These dual purposes have …
Generation Z: Perceptions From Today’S Collegiate Athlete On The Coach-Athlete Relationship And Its Impact On Success In Athletics, Mandy R. Vance
Generation Z: Perceptions From Today’S Collegiate Athlete On The Coach-Athlete Relationship And Its Impact On Success In Athletics, Mandy R. Vance
CUP Ed.D. Dissertations
Members of Generation Z now fill not only the dorms of higher education institutions, but also the rosters of each collegiate athletic team. Dubbed by many as the tech generation, they are the digital natives that have—in many respects—grown up more connected than their predecessors, and yet self admittedly lack the relational connectedness that they desire. Coaches and athletic policymakers must recognize the defining relational characteristics and needs of this generation of athletes if they hope to maximize athletic success. Using a qualitative design, this study explored the coach-athlete dyadic relational needs of collegiate Generation Z athletes from various institutions …
Principal Actions That Foster Positive School Climate, Courtney Mccormick
Principal Actions That Foster Positive School Climate, Courtney Mccormick
Graduate Teacher Education
School climate has become a focus of the work of educational leaders due to the potential positive influence on student achievement. The overall climate of a school is ultimately the responsibility of the principal and requires knowledge of effective strategies to employ to support staff to ensure that student learning is maximized. This review of research synthesized current research to determine what specific actions and strategies a principal can employ to foster a positive school climate that supports student achievement. Three themes emerged in the current research to guide a principal’s actions to impact school climate: shared-leadership, collaboration, and trust. …
Teaching Middle School Children Affected By Homelessness: An Interpretive Phenomenological Investigation Of Teachers’ Lived Experiences, Timothy B. Smart
Teaching Middle School Children Affected By Homelessness: An Interpretive Phenomenological Investigation Of Teachers’ Lived Experiences, Timothy B. Smart
CUP Ed.D. Dissertations
The human experience occupies the central role in phenomenological research. In this interpretive phenomenological study, the researcher recruited and interviewed secondary school teachers from three public urban schools in the Pacific Northwest in order to have them describe their lived experiences that relate to instructing students affected by homelessness. The researcher used two semi-structured, conversational interviews with six participants who reflected on how their classroom experiences influenced their teaching, engagement strategies, emotional states, and student relationships. The conceptual framework for this study included: Homelessness in America, public school setting, impact of homelessness, and teacher perspective. In this study, the researcher …
Teacher Transformation Through Story And Experience: A Narrative Study Of Peer Observation, Critical Inquiry, Collaboration, And Trust, Eryn Elizabeth Berg
Teacher Transformation Through Story And Experience: A Narrative Study Of Peer Observation, Critical Inquiry, Collaboration, And Trust, Eryn Elizabeth Berg
CUP Ed.D. Dissertations
Professional development has long been out of the hands of those for whom it matters most—the teachers. The history of professional development from the founding of common schools to the bloom of accountability with the enactment of national policy, has long left the teacher out of the discussion. In addition, what teachers need to experience to undergo change for their classrooms has also been left out of the conversation. This dissertation was an exploration of the history of professional development as well as why it matters that teachers have meaningful and transformational professional development that enables them to change. From …
Experiences Of North American Teachers Working Overseas Who Broke Their Contracts Within One Year, Stephanie L. Kattera
Experiences Of North American Teachers Working Overseas Who Broke Their Contracts Within One Year, Stephanie L. Kattera
CUP Ed.D. Dissertations
The purpose of this qualitative study was to gain insight into the experiences of North American teachers working in international schools and why they chose to leave within the first year. The findings offer insights into the following questions; (1) How do these teachers experience relationships with leadership and students? (2) What role, if any, did their recruitment and induction have on these teachers’ decision to leave? (3) What role, if any, did the culture of the host country play in these teachers’ decision to leave? The struggles experienced from these conditions led teachers to abruptly leave their contracted international …