Education Commons^™

Traumatic Brain Injury: The Efficacy Of A Half-Day Training For School Psychologists, Susan C. Davies, Ashlyn M. Ray

Susan C. Davies

The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative survey analysis indicated there was little increase in knowledge and skills from pre-training to one-year follow-up, although participants did increase in confidence related to their decision-making abilities in working with students with TBI. The data indicate a need for future study of more effective training models.

Adding Fuel To The Fire: Life And Meaning Of Data In A Principal’S World, Donald Angelaccio, Maja Miskovic

Journal of Inquiry and Action in Education

In this paper a former middle school principal and his dissertation chair look back at the research process envisioned and carried out against the neo-positivist grain aggressively put forward by the government and espoused in school districts across the United States. We revisit the meaning of data and show how they emerged from the paradigmatic stance of action research and came to life via collaboration between teachers-research participants and a school principal-researcher. We provide examples of data that was simultaneously collected and interpreted and served as evidence that the process of action research resulted in meaningful learning, genuine change, and …

Professional Development In Urban Schools: What Do The Teachers Say?, Tanya R. Green, Mishaleen E. Allen

Journal of Inquiry and Action in Education

This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n=134) teachers from high-achieving schools, and 137 (n=137) teachers from low-achieving schools. Teachers in high-achieving schools reported receiving professional development more aligned to the 12 NSDC standards for quality professional development than teachers in low-achieving schools. In addition, teachers in high-achieving schools indicated receiving professional development modeled as Professional Learning Communities (PLCs). Findings suggest that high quality professional development designed with elements of professional …

The Professional Development Needs Of Teachers Necessary To Implement And Sustain Ipad Use In Secondary Classrooms, Diana Miller Fenton

All Electronic Theses and Dissertations

With the recent adoptions of 1:1 technology initiatives with iPads in schools, it is urgent to provide professional development opportunities for teachers to maximize student use. This study provides vital information on the professional development needs of teachers for initial implementation of the iPad device and what is needed beyond the first year to sustain use. One hundred and ninety-one teachers from 10 school districts participated in the study. The results of this study indicate that successful professional development occurs when teachers are allowed time to collaborate with colleagues and learn from peers on how they integrated curriculum with the …

An Implementation Evaluation Of The Let Me Learn® Process: Leadership Practices And Cultural Conditions That Support Implementation And Sustainability, Lisa Webb, Anna Hebb, Sarah Morris

Graduate Research Posters

In the 20 years since its development, the Let Me Learn Process^® has been implemented in over 75 grade pre-Kindergarten through 12 schools in the United States. The Let Me Learn Process^® is based on research in the field of neuroscience which explores the interface between the brain and the mind as it relates to learning (Bruer, 1997; Johnston, 2013). Throughout the twenty-year history of implementation, however, there has been no established approach to achieving implementation and sustainability of the Let Me Learn Process^®. The client for this implementation evaluation was interested in better understanding the …

A Study On The Relationships Of Professional Development, Teacher Working Conditions And Job Satisfaction While Controlling For Years Of Teaching Experience And Grade Level Taught, Daniel W. Silvia

Seton Hall University Dissertations and Theses (ETDs)

“Over the next ten years, 1.6 million teachers will retire, and 1.6 million new teachers will be needed to take their place. This poses both an enormous challenge and an extraordinary opportunity for our education system: “if we succeed in recruiting, preparing, and retaining great teaching talent, we can transform public education in this country and finally begin to deliver an excellent education for every child” (Duncan, 2011, pg. 1). Indeed, teacher preparation and professional development is an extremely important issue facing our educational system today. There is a great deal of research that supports the idea that the most …

Teachnj: An Evaluation Of Two Years Implementation, Kathe Callahan, Leila Sadeghi

South Florida Education Research Conference

The Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the overall quality of instruction. As a result of this act, new teacher evaluation systems are being introduced in school districts across the state in an effort to more accurately assess teacher performance. The new teacher evaluations will be based on multiple classroom observations as well as the academic achievement of their students as measured on standardized tests. In addition, professional development opportunities are likely to change under …

The Unique Skills And Traits Of One-Way And Two-Way Dual Immersion Principals, Ryan K. Rocque

Theses and Dissertations

The principal is an important key to school success and student achievement (Anderson & Togneri, 2003; Met & Lorenz, 1997). Considering the role of principals of dual immersion schools, few studies have considered factors leading to their success (Nicholson, Harris-Johhn, & Schimmel, 2005; Simmons et al., 2007). With current advancements in skill mapping and meta-analyses, the understanding of skill and trait theory has improved, greatly enhancing the researcher's ability to effectively identify a leader's skills and traits (Derue, Nahrgang, Wellman, & Humphrey, 2011; Marzano, Waters, & McNulty, 2005; Scouller, 2011; Zaccaro, 2007). A clearer understanding of the skills and traits …

The Professional Learning Motivation Profile (Plmp): A Tool For Assessing Instructional Motivation, Barbara A. Marinak, Divonna M. Stebick, Mary Paxton

Education Faculty Publications

This article chronicles the collaboration of administrators from six districts and three college professors as they assessed professional learning during the first year of teaching. The examination led to the development of a Professional Learning Motivation Profile. Results from the profile indicated a traditional model of professional development was not effective in growing the professional learning motivation of beginning teachers. Anecdotal data shared includes how administrators used the data to inform conversations designed to support teachers in their journey toward courageous, effective instruction.

Comparing Professonal Development Practices Of Low Performing Public Schools And High Performing Public Schools In The State Of Mississippi, Lori Rogers Wilcher

Dissertations

This study was designed to investigate the professional development practices of public schools in Mississippi. More specifically, the causal comparative design sought to discover if there were differences in professional development practices between low-performing public schools in Mississippi and high-performing public schools in Mississippi. For the purposes of this study, high-performing schools were classified A or B and low-performing schools were classified D or F by the Mississippi Department of Education. Classifications were based on student performance measures from the statewide testing system for the 2012-2013 school year.

The review of literature guided the examination of differences in perceived value …

An Evaluation Of Student Achievement Before And After Training In Response To Instruction In A Rural School District, Caroline T. Davis

Electronic Theses and Dissertations

The purpose of this quantitative study was to provide research in examining the difference in student achievement in reading and math through the quantitative data collection of North Carolina EOG scores for students in third through fifth grade from one high poverty and high performing North Carolina public school district before and after implementation of RtI. The population of this study included all students in the public school system who participated in EOG testing during the 2009-2012 school years in grades 3-5. Data collection was carried out using the North Carolina Department of Public Instruction Testing and Accountability website to …

The Development Of Faith Leadership In Novice Principals, Barbara Stacy Rieckhoff

Journal of Catholic Education

This article describes the Catholic School Principal Support Program (CSPSP), a mentoring program for first and second-year Catholic school principals in a large urban diocese, and identifies key challenges, impacts and influences on decision-making. Ten school leaders describe their work and provide the lens by which they reflect on their role as faith leaders. The challenges these principals face along with the various roles they play are discussed. Based on the perceptions and insights of their roles as faith leaders and how that role is situated within other leadership roles, this study seeks to better understand how the faith leadership …

The Influence Of Teacher Leadership And Professional Learning On Teachers’ Knowledge And Change Of Instructional Practices In Low Performing Schools, Christen Conklin Topolinski

Dissertations

A cross-sectional survey was utilized in this study to explore the perceptions of teacher in low performing schools. These perceptions concerned the influence of teacher leadership and professional learning on their changes in knowledge and instructional practices. Research advises that in order to help students grow, teachers must engage in professional learning activities which help them to develop and master new instructional strategies (Bredeson & Scribner, 2000; DuFour & Marzano, 2012; Harrison & Killion, 2007). Research also suggests that distributed leadership can have a positive influence on the professional culture in a building, creating a positive learning environment for both …

Traumatic Brain Injury: The Efficacy Of A Half-Day Training For School Psychologists, Susan C. Davies, Ashlyn M. Ray

Counselor Education and Human Services Faculty Publications

The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative survey analysis indicated there was little increase in knowledge and skills from pre-training to one-year follow-up, although participants did increase in confidence related to their decision-making abilities in working with students with TBI. The data indicate a need for future study of more effective training models.

A Comparison Of Teachers' Beliefs Of The Use Of Inquiry Teaching, Origin Of Knowledge Of Inquiry Teaching, And Student Achievement Between International Baccalaureate And Non-International Baccalaureate Primary Years Programme Schools, Lucy Haddock

Electronic Theses and Dissertations

The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) …

The Identification Of Successes And Barriers In Establishing Professional Learning Communities From Principals' Perspectives, Katie Carol Clarke

All Graduate Theses, Dissertations, and Other Capstone Projects

The purpose of this mixed-methods study was to identify the successes and challenges in establishing professional learning communities (PLC) within 25 school districts in southwest Minnesota. Data was generated by school principals completing a closed-ended online survey that revealed degrees of implementation of PLCs. Survey data was analyzed using descriptive statistics and provided a foundation for the development of semi-structured focus group questions. This was a sequential mixed methods study, as the quantitative data was first collected followed by obtaining qualitative focus group data. Themes were generated during data analysis of the focus group questions and findings revealed successes and …

A Study Of A Professional Development Initiative To Increase Cultural Competency, Jennifer C. Coleman

Theses and Dissertations

Abstract

A STUDY OF A PROFESSIONAL DEVELOPMENT INITIATIVE TO INCREASE

CULTURAL COMPETENCY

By Jennifer Crowe Coleman, Ph.D.

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.

Virginia Commonwealth University, 2014

Major Director: Charol Shakeshaft, Ph.D.

Professor, Department of Educational Leadership

School of Education

While there are broad, societal forces that contribute to achievement gaps, the professional development of teachers is one way educational leaders have sought to improve schools, improve teacher performance, and increase teacher knowledge and skills. Given the achievement and cultural gaps that exist between teachers and …

Teachers' Perceptions About The Types, Quality, And Impact Of Their Job-Embedded Professional Development Experiences, Delilah Mitchell

Dissertations

This study was designed to determine eighth grade teachers’ perceptions of the impact, quality, and types of job-embedded professional development activities they have participated in and the relationship to student achievement in language arts, math, or science. The researcher identified school districts with 50% or more of their eighth grade students scoring proficient or advanced on all three areas of Mississippi’s Curriculum Test, Second Edition (MCT2). Sixty-four eighth grade language arts, math, or science teachers who had been at their current school at least two years completed a questionnaire created by the researcher. Multiple Linear Regression and Pearson’s Correlation were …

An Investigation Of The Factors That Motivate K-12 Christian School Teachers To Participate In Professional Development And The Relationship To Job Satisfaction And Retention, Bonita Bailey

Doctoral Dissertations and Projects

This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field because of very limited research on Christian-based schools, especially with regards to professional development, job satisfaction and retention. The study was a quantitative, non-experimental, correlational research design using two instruments, i.e., the Participation Reasons Scale (PRS) and the Job Satisfaction/Retention/Demographic Survey. The PRS scores indicated that the motivating factors for teachers to …

Student And Teacher Attitudes Toward Giftedness In A Two Laboratory School Environment: A Case For Conducting A Needs Assessment, Jennifer Riedl Cross, Tracy Cross, Andrea D. Frazier

NALS Journal

Providing effective professional development in laboratory schools around topics that can be divisive, such as preparing a school environment for expansion of gifted education services, can be quite difficult. However, doing so based on data collected through a needs assessment can be invaluable to the planning process. As part of a needs assessment in preparation to enroll 100 new gifted students, students and teachers (N=171) from a unique setting in which a residential school for gifted high school students is housed within a laboratory school were surveyed using F. Gagné and L. Nadeau’s (1991) Opinions about the Gifted …

Mentoring: A Grounded Theory Study Examining How The Relationship Between The Mentor And Mentee Becomes Mutually Beneficial, David Martin

Doctoral Dissertations and Projects

This grounded theory qualitative study examined the mentee/mentor relationship between five first year teachers and their five assigned mentors in a school district in Central Florida. To generate a model that seeks to explain how and why a mentee/mentor relationship changes and evolves from that of a single directional stream of information to that of a bidirectional stream which benefits the professional development of both parties, the grounded theory approach was utilized. Three forms of data were collected: interviews, focus groups, and participant journaling. This data along with artifacts and documents describing the school setting and the use of mentors …

A District-Wide Study Confirming The Relationship Between Professional Learning Communities And Student Achievement In Elementary Schools, Joseph Samuel Backman

Theses and Dissertations

Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms this relationship. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 students. An analysis of professional learning communities and student achievement data through hierarchical linear modeling indicated that each of the …

An Analysis Of Student Achievement Outcomes Of Teachers Who Have Earned The Reading Endorsement Offered Through Brevard Public Schools Compared To Those Who Earned The Reading Endorsement Through Other Means, And Those Who Have Not Earned A Reading Endorsement, Carrie Chancellor

Electronic Theses and Dissertations

This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the …

Building Self-Directed Teachers: A Case Study Of Teachers' Perspectives Of The Effects Of Cognitive Coaching On Professional Practices, Kevin S. Bjerken

All Graduate Theses, Dissertations, and Other Capstone Projects

This case study of a single school district aims to identify teachers' perceptions of how their professional practices have been affected after four years of receiving Cognitive Coaching. Cognitive Coaching was used in participants' professional development as a part of an Alternative Teacher Professional Pay System and included three observational cycles per year for four consecutive years with a certified Cognitive Coach. Through focus group interviews and surveys, Cognitive Coaching was found to have multiple positive effects on professional development, according to the perspectives of the sample group. Themes of an increase in reflective practice, increased awareness level, and greater …

A Brimming Cup: The Life Of Kathleen Fitzpatrick, Elizabeth Kleinhenz

Dr Elizabeth Kleinhenz

Kathleen Fitzpatrick, born in 1905, was the grand - daughter of Melbourne real estate agent JR Buxton, whose investments in land and housing brought him wealth and significantly influenced much of his city's early development. In her memoir, Solid Bluestone Foundations, described by her great friend Manning Clark as 'a magnificent book of memories', Kathleen painted an evocative picture of family life at her grandparents' mansion Hughenden in Middle Park, and of middle - class living in early twentieth - century Melbourne. In adulthood she went on to become a brilliant academic and teacher whose former pupils became some of …

Master Principals' Perceptions Of The Impact Of The Arkansas Leadership Academy's Master Principal Program On Leadership Practices, School Cultures And Student Achievement, Diana Peer

Graduate Theses and Dissertations

A qualitative dissertation study was conducted to examine the impact of the Arkansas Leadership Academy's Master Principal Program through the perspective of those who have completed the entire program and attained designation as a Master Principal. A logic model for the Master Principal Program offered a context for the study. A review of relevant literature provided the identification of gaps in the research which included limited findings for a program comparable to the Master Principal Program. Research methods for this phenomenological study were explained. The research sample included Master Principals, as of 2011. Interviews and a focus group using collaborative …

Influence Of Teacher Qualifications, Experience, Instructional Methods, And Professional Development On Student Achievement On The Mississippi Writing Assessment In Grades Four And Seven, Stacy Kihneman Garcia

Dissertations

The purpose of this study was to determine if teacher qualifications, experience, instructional methods, and professional development influenced student achievement on the Mississippi Writing Assessment in grades four and seven. The study was conducted in the three coastal counties of southern Mississippi. Participants were fourth or seventh grade teachers who taught in one of the eight school districts that were included in the study.

Participants were asked to provide information regarding their qualifications, amount of classroom experience, preferred instructional methods, and feelings on professional development. Also requested from each teacher was his/her classroom average on the Mississippi Writing Assessment from …

An Examination Of Mississippi Public School Teachers' Perceptions Of The Effectiveness Of Their Professional Development Experiences In Raising Student Achievement, Daniel Martin Rushing

Dissertations

The purpose of this study is to provide insight into the elements needed to produce a high quality professional development program for teachers. The researcher sought to determine possible factors that had a significant relationship to Mississippi public school teachers’ perceptions of the effectiveness of their professional development experiences in raising student achievement. Furthermore, the researcher wanted to identify possible inequities with professional development opportunities for teachers in Mississippi. It is the hope of the researcher to highlight the characteristics of effective professional learning defined by research that would kindle a desire in classroom teachers to advance their skill levels …

Moving Forward On Common Ground: A Mixed Methods Exploration Of National Standards, Sharon Kay Cogan

UNLV Theses, Dissertations, Professional Papers, and Capstones

There is extant literature regarding teacher professional development; however, there is limited research in the area of "high-quality" teacher professional development practices which are advocated for at the government and district levels based on Learning Forward's (formerly National Staff Development Council - NSDC) guidelines for school reform.

The intent of this proposed research study is to examine the professional development practices of three elementary schools in a large urban area in the southwest region of the United States, and how well the professional development practices align with Learning Forward's national standards for constructing effective professional development. Administrators and teachers anonymously …

Re-Envisioning Professional Development For The Teaching Of Writing: Lessons Learned From The National Writing Project And Where We Go From Here, Susan M. Diaz

Theses and Dissertations - UTB/UTPA

In this thesis, I compare what we know about the teaching of writing from thirty years of disciplinary research and development versus what secondary pre-service and in-service teachers know about it. In terms of theoretical and practical alignment, I also examine the transition in Texas from one standardized test (TAKS) to another (STAAR) and the implications for teachers. Finally, I outline a Professional Development sequence for secondary school teachers that would better prepare teachers to teach writing across the secondary school curriculum, including an argument for particularly effective methods of delivery for communicating this information. This professional development design includes, …