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Articles 1 - 14 of 14
Full-Text Articles in Education
Using Online Video Observations And Real Time, Peer Reflective Analysis Of Culturally Responsive Teaching Pedagogy In A University Teacher Preparatory Program For Preservice Teachers, Adrian E. Cortes
Doctor of Education (EdD)
This research aimed to understand the impacts of using online video observations and real-time peer reflection to teach and address culturally responsive teaching in a Pacific Northwest university’s teacher preparatory program. Six active university students enrolled in a university’s new teacher preparatory program (i.e., preservice, new teacher candidates) actively participated in all areas of this study (i.e., nonrandom sampling) and provided both quantitative and qualitative data. Study participants completed self-evaluative pre- and post-surveys in a research group session. Surveys were built using the ready 4 rigor framework (Hammond & Jackson, 2015) and the four areas of culturally responsive teaching as …
Demystifying Preservice Teacher Reflective Thinking: A Systematic Literature Review, Joan Flora
Demystifying Preservice Teacher Reflective Thinking: A Systematic Literature Review, Joan Flora
Doctor of Education (EdD)
This systematic literature review responds to the need for research on clarity of what reflective thinking practice is and in determining the value of that practice for preservice teachers. While much has been written about preservice teacher reflective thinking, few studies have explored empirical research on the processes that inform and shape preservice teachers’ reflective practice. This study examines the existing literature to discern common themes in the diverse definitions of reflective thinking. This study also examines diverse frameworks that help teacher educators guide, analyze, assess, and measure the quality of preservice teacher reflective thinking. This study helps inform education …
Paraeducator Experience Participating In Professional Development: A Phenomenological Perspective, Loren K. Sickles
Paraeducator Experience Participating In Professional Development: A Phenomenological Perspective, Loren K. Sickles
Doctor of Education (EdD)
This qualitative research used a phenomenological method to foreground Washington State instructional paraeducator voices describing their experiences participating in state mandated professional development certification program. The participants all received a minimum of 14 hours, out of 98 hours, of the state’s required professional development for the paraeducator certificate program. An unstructured interview method was utilized to allow participants to openly describe their experience participating in the professional development and describe impacts the professional development had on how they understand their role and responsibility as a paraeducator. Analysis of the data was conducted through the lenses of two adult learning theories, …
"You Don't Have To Be A Head Teacher": Perceptions Of Long-Term Male Elementary Teachers On Why They Stay In The Classroom, Maranda Turner
"You Don't Have To Be A Head Teacher": Perceptions Of Long-Term Male Elementary Teachers On Why They Stay In The Classroom, Maranda Turner
Doctor of Education (EdD)
The purpose of this phenomenological study was to examine the lived experiences of four longterm male elementary classroom teachers. Each of the participants had spent at least 25 years as a classroom teacher at the elementary level in a Pacific Northwest school district. The study utilized a three-interview protocol to learn from the stories of long-term male elementary teachers, in order to discern what encouraged and sustained them to remain in the elementary classroom. Several themes were noteworthy: a) participants stuck by their teaching priorities, b) believed in the importance of the male perspective in elementary schools, c) recognized their …
Exploring How Second-Career Teachers Construct A New Professional Identity: A Narrative Inquiry Study, Bethany Pflug
Exploring How Second-Career Teachers Construct A New Professional Identity: A Narrative Inquiry Study, Bethany Pflug
Doctor of Education (EdD)
This qualitative, narrative inquiry explored how second-career teachers constructed their new professional identity as a teacher. Through personal, in-depth interviews, the study analyzed how each participant constructed their professional identity. Four common themes were found among the participants in how they constructed their professional identity: professional identity shaped by identity as a parent, professional identity as shaped by personal identity, professional identity as shaped by prior professional skills and experiences, and professional identity as shaped by social context. In addition to these themes, each participant had unique ways in which they constructed their professional identity as at teacher which did …
Tillamook School District / George Fox University Collaborative Partnership: An Immersion Practicum In A Rural School District, Saurra Heide
Tillamook School District / George Fox University Collaborative Partnership: An Immersion Practicum In A Rural School District, Saurra Heide
Doctor of Education (EdD)
This dissertation describes the Tillamook Model that developed from the collaboration between the Tillamook School District and George Fox University, and explains why this model of a rural teaching practicum can be useful in other rural districts. I explore the benefits and challenges through a case study – using personal interviews that draw on the experiences of the teacher candidates, host families, and district and university personnel. Additionally, I make recommendations for improvements in the program. Each of these components are important in ensuring that as the collaborators share this model with those interested, they are able to learn from …
Experiences Of Early Career Teachers And Their Influences On Teacher Retention, Rachael Harms
Experiences Of Early Career Teachers And Their Influences On Teacher Retention, Rachael Harms
Doctor of Education (EdD)
Nationwide, the attrition rate for beginning teachers is near 50%. As a result, school districts are counting the costs and paying attention to teacher retention in new ways. The purpose of this qualitative study was to explore the experiences of ten early career teachers and four of their mentors to discover how those experiences influenced their decision to remain in the teaching profession. Data was collected through personal interviews with early career teachers and their mentors from one large Oregon school district. Several important findings emerged which have relevance for school leaders, school district leaders, mentoring and induction program coordinators, …
A Critical Analysis Of Multiculturalism, Cultural Competence, And Cultural Humility: An Examination Of Potential Training Opportunities For Pre-Service Teachers, Elizabeth A. Nolan
A Critical Analysis Of Multiculturalism, Cultural Competence, And Cultural Humility: An Examination Of Potential Training Opportunities For Pre-Service Teachers, Elizabeth A. Nolan
Doctor of Education (EdD)
This dissertation is a critical analysis of the concepts of multiculturalism, cultural competence, and cultural humility. The intent is to examine the historical background of these concepts, the changing demographics of the United States that are forcing an assessment of the meaning of these terms (especially the frequently used notion of multiculturalism), and comparison of cultural competence and cultural humility. The dissertation also engages in a reflection on new possibilities and opportunities offered by a focus on cultural humility for pre-service teacher training.
"This Is New To Me": The Importance Of Coaching For First- Time Technology Use In Primary Grades, Randall J. King
"This Is New To Me": The Importance Of Coaching For First- Time Technology Use In Primary Grades, Randall J. King
Doctor of Education (EdD)
This exploratory, qualitative case study conducted in an urban elementary school examined a second-grade teacher’s experience of first-time Chromebook use. The teacher implemented Chromebooks with the support of a technology coach, using them with her students for reading responses during guided reading. Students comprised a mixed group of twenty-five students from four second-grade classrooms. This study explored the teacher’s perspective as to possible advantages and disadvantages of Chromebook use through teacher interviews, lesson observations and debriefs, and classroom observations. Findings included: a) Despite her limited experience with Chromebooks, the teacher was willing to implement new technology, b) The technology coach …
Getting To The Stories: Research On Participant Perceptions Of Race- And Equity-Focused Professional Development, Kehaulani Haupu
Getting To The Stories: Research On Participant Perceptions Of Race- And Equity-Focused Professional Development, Kehaulani Haupu
Doctor of Education (EdD)
This qualitative research study explored participant perceptions of district-sponsored race-and equity-focused professional development, specifically as it applies to racial consciousness. This study utilizes Singleton’s (2006) Courageous Conversations About Race (CCAR) Protocol to examine participant perceptions of district race-and equity-focused professional development and its impact personally, professionally, and as members of an organization engaged in ongoing conversations about race and equity. Results showed that participants perceived a change in their racial consciousness as a result of participation in the district’s ongoing race-and equity-focused professional development. The study explored the results and its implications for education, specifically regarding participant perception of the …
One Pre-Service Program's Dispositional Efforts Revealed, Michelle C. Hughes
One Pre-Service Program's Dispositional Efforts Revealed, Michelle C. Hughes
Doctor of Education (EdD)
This case study examined the pre-service teacher’s dispositional development in one small, undergraduate preparation program. The author conducted personal interviews with four former students and two faculty members, and analyzed and triangulated the data with archived artifacts. The study revealed four distinct expressions for dispositional development in the pre-service program: an early and sustained focus on dispositions, modeling by faculty, as well as embedded coursework and multiple practice contexts, with particular emphasis on clinical experience contexts. The four expressions functioned in tandem to foster dispositional development in the pre-service teacher. The research revealed that because the dispositional focus was embedded …
Investigating The Use Of Mobile Technology For Classroom Instruction: A Case Study Of Two K-12 Christian Schools, Matt Gehrett
Investigating The Use Of Mobile Technology For Classroom Instruction: A Case Study Of Two K-12 Christian Schools, Matt Gehrett
Doctor of Education (EdD)
How useful is the Technological Pedagogical Content Knowledge (TPACK) model in analyzing and explaining teacher effectiveness in the use of technological tools for teaching and learning? One way a researcher can answer this question is to apply the TPACK model to specific cases such as the Christian school environment. As a result, the purpose of this case study was to explore the connections between the use of mobile computing technology, system wide factors that promote successful implementation, and a teacher's technological pedagogical content knowledge (TPACK) on classroom instruction in two K-12 Christian schools in the Central Valley of California. Specifically, …
Professional Learning Communities And Teacher Self-Efficacy, Tim Porter
Professional Learning Communities And Teacher Self-Efficacy, Tim Porter
Doctor of Education (EdD)
The purpose of this research is to see if there is a correlation between the implementation of professional learning communities and teacher self-efficacy. This quantitative study involved 86 certified staff members from a low SES school district in the Willamette Valley of Oregon. Survey data was analyzed from two different surveys, the Professional Learning Communities Survey – Revised (PLCA-R) and the Teacher Sense of Efficacy Scales (TSES). Participants were asked an open-ended question: "Has the implementation of professional learning communities changed the teachers’ beliefs about teaching and learning?" The findings from this study revealed a significant relationship between six of …
Veterinary Professionals' Workplace Learning In A Corporate Organization: An Ethnographic Study, James F. Steele
Veterinary Professionals' Workplace Learning In A Corporate Organization: An Ethnographic Study, James F. Steele
Doctor of Education (EdD)
The purpose of this study was to investigate learning orientations, strategies and tactics of veterinarians, and generate explanatory theory grounded in ethnographic data. A theory of approaches to transdisciplinary and disciplinary learning emerged from qualitative analysis of interviews, learning journals and field observations. Eleven subjects in 4 regions were newly employed by a corporate veterinary practice. This research is framed by theories of adult learning, workplace learning, and occupational community. The study was guided by 3 research questions about learning orientations, approaches, strategies and tactics veterinarians applied in the workplace. Question 1 asked about orientation toward learning. Question 2 aimed …