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Full-Text Articles in Education
The Culturally Responsive Teacher, Tova Markowitz
The Culturally Responsive Teacher, Tova Markowitz
Theses and Dissertations
According to the U.S. Census Bureau, by 2060, the White population in the United States is projected to fall by more than 20 million people, while the Hispanic, Black, Asian, and Biracial populations are expected to increase (Vespa, 2020). There is a mismatch between the adopted curriculum and the student population. Are teachers prepared to teach the diverse students in their classrooms? To better understand the current status and to support the teachers, the study incorporated the work of Gay (2010, 2013, 2018), Ladson-Billings (1992, 1995, 2008, 2014), and Paris (2012) and examined the factors influencing culturally responsive teaching. Utilizing …
Simple Awareness Or Actionable Impact? A Phenomenological Study Of The New York City Department Of Education Implicit Bias Training, Dannielle Darbee Muelthaler
Simple Awareness Or Actionable Impact? A Phenomenological Study Of The New York City Department Of Education Implicit Bias Training, Dannielle Darbee Muelthaler
Theses and Dissertations
This phenomenological study explored teachers’ perceptions and examined the impact of implicit bias training conducted by the New York City Department of Education (NYCDOE) Office of Equity and Access on teachers’ instructional practices and expectations for student learning. Participants were teachers in the NYCDOE who took part in implicit bias training between 2018 and June 2022. Methods included participant interviews and document analysis. The theoretical/conceptual framework for this study considered educational values and organizational sensemaking as the lens for analyzing the shift in the New York City Department of Education to an Equity and Excellence agenda, with a specific focus …
Instructional Practices Impacting Struggling Eighth Graders’ Reading Achievement: A Non-Experimental Quantitative Analysis, Deon Lavigne-Jones
Instructional Practices Impacting Struggling Eighth Graders’ Reading Achievement: A Non-Experimental Quantitative Analysis, Deon Lavigne-Jones
Theses and Dissertations
Despite ongoing efforts to reform schools, the longstanding racial/ethnic achievement gap still persists, particularly for boys of color; in many cases, the gap is widening, particularly for students transitioning from elementary to middle school. The focus of this study was to examine the impact of effective instructional practices for struggling eighth-grade readers, and how these practices can help bridge the achievement gap among students from diverse backgrounds. This study utilized correlational research methods to determine the relationship between teacher qualities and instructional practices and the reading achievement of struggling eighth-grade students. The study used national data from the 2013 NAEP …
The Impact Of Blended Professional Development On Teacher Efficacy And Practice, Sonia Hood
The Impact Of Blended Professional Development On Teacher Efficacy And Practice, Sonia Hood
Theses and Dissertations
The purpose of this quantitative study was to examine the impact of blended professional development on teacher efficacy. The variables hours of blended learning, subjects taught, and years of experience were investigated. Additionally, teacher efficacy was analyzed across domains of student engagement, instructional practices, and classroom management. Multiple regression analyses were conducted, and the Teachers’ Sense of Efficacy Scale was administered to 112 teachers to investigate the following research questions: (a) What is the relationship between teachers’ self-efficacy and blended professional learning? (b) Is teacher efficacy influenced by the amount of time spent receiving blended professional learning, by the years …
A Phenomenological Study Exploring Teachers’ Perceptions Of Virtual Professional Development Through The Lens Of Adult Learning Theory, Mary-Ellen Montauredes-Kakalos
A Phenomenological Study Exploring Teachers’ Perceptions Of Virtual Professional Development Through The Lens Of Adult Learning Theory, Mary-Ellen Montauredes-Kakalos
Theses and Dissertations
This phenomenological study design explored the lived experiences of teachers’ perceptions of virtual professional experiences through the lens of adult learning theory. The participants were comprised of elementary educators from a suburban county in New York state. The participants in this study were all forced to shift to virtual teaching and learning during the COVID-19 pandemic. The research questions addressed were how do educators describe their experiences with virtual professional development, what characteristics of adult learning do educators value most, and how does virtual professional development compare to traditional in person professional development as it relates to educators' professional growth …
Examining The Influence Of Professional Development And Pre-Service Training On The Use Of Self-Regulation Pedagogical Practices Of Middle School Teachers, Lauren A. Porter
Examining The Influence Of Professional Development And Pre-Service Training On The Use Of Self-Regulation Pedagogical Practices Of Middle School Teachers, Lauren A. Porter
Theses and Dissertations
Academic self-regulated learning (SRL) skills closely align with the 21st century skills that lead to student success. Research demonstrates that academic achievement is closely related to the use of SRL in the classroom and that teacher practices are fundamental in imparting these skills to their students. It is not clear, however, how teachers are acquiring these skills and/or how their knowledge of metacognition and SRL are generalized into their pedagogical practices. This quantitative study examined the relationship between use of SRL pedagogical practices and teacher exposure to pre-service training and professional development, as well as their years of teaching, subject …
Fostering Teacher Self-Efficacy For K-12 Classroom Technology Integration: The Role Of Professional Development And Growth Mindset, Audra Lisa Beberman
Fostering Teacher Self-Efficacy For K-12 Classroom Technology Integration: The Role Of Professional Development And Growth Mindset, Audra Lisa Beberman
Theses and Dissertations
Professional development, in some form, is a critical part of a teachers’ evolution and how they learn and develop new skills to integrate into their teaching practice. This quantitative study was conducted to describe the extent to which self-efficacy is fostered by the type of technology integration professional development (one-to-one coaching or traditional professional development) in which a teacher participates when they later try to incorporate technology into their lessons. The sample will be currently working teachers from suburban Long Island school districts who voluntarily responded to a 3-part, 39 question survey distributed via a listserv. The survey collected teacher …