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Full-Text Articles in Education

Moral Professional Agency: A Framework For Exploring Teachers’ Constructions Of Professionalism Within A Democratic Space, Brionna C. Nomi Jan 2019

Moral Professional Agency: A Framework For Exploring Teachers’ Constructions Of Professionalism Within A Democratic Space, Brionna C. Nomi

Theses and Dissertations

Despite long-standing debates about the nature of professions and professionalism related to teaching, little consensus has been reached due in large part to an ever-changing political climate and a number of competing ideologies and interests (Bair, 2014; Hargreaves & Goodson, 1996). This lack of consensus fosters variable expectations of teachers, creating opportunities for the generation and implementation of initiatives that ultimately control and undermine teachers’ work (Ingersoll, 2003). While the quality of our nation’s education system depends on teachers' capacity to have professional input regarding their work, concepts of teacher agency and professionalism remain ill-defined, and few studies explore teachers ...


Emotional Intelligence Instruction For Millennials In Undergraduate Education, Jason M. Pollett Jan 2019

Emotional Intelligence Instruction For Millennials In Undergraduate Education, Jason M. Pollett

Electronic Theses and Dissertations

The purpose of this study was to examine the improvement, if any, of emotional intelligence scores of students who participated in and completed the specified professional development seminar. In addition, this study aimed to examine the relationship between emotional intelligence subscales of students enrolled in a professional development seminar that focuses on enhancing the emotional intelligence. The research design for this study was an ex post facto, quasi-experimental correlational quantitative research design. Data from the 371 students who enrolled in the Professional Development Seminar course during academic years 2015-2017 served as the sample for this study.

This study focused on ...


Dissertation: Professionalism In Trinidad And Tobago's Early Childhood Sector: A Case Study, Cynthia Juliana Celestin Jan 2019

Dissertation: Professionalism In Trinidad And Tobago's Early Childhood Sector: A Case Study, Cynthia Juliana Celestin

Walden Dissertations and Doctoral Studies

This case study explored early childhood practitioners' response to government mandates for increased professionalism in Trinidad and Tobago; the impact of mandates on their personal and professional lives; and their conceptions of professionalism. The study addressed government concerns about lack of professionalism in Early Childhood Care and Education; informed policymakers of the myriad challenges therein; and included practitioners' voices in international discourse on professionalism. Change theory, systems thinking, and voice elicitation formed the conceptual framework for understanding changes needed to increase professionalism in the sector. The meaning of professionalism as defined in mandates; difference between practitioners and officials' definitions of ...


The Knowledge They Possess: Elementary Teachers' Expertise And Where It Becomes Usable Knowledge In The Ma Education System, Helen-Ann Ireland Jul 2018

The Knowledge They Possess: Elementary Teachers' Expertise And Where It Becomes Usable Knowledge In The Ma Education System, Helen-Ann Ireland

Doctoral Dissertations

ABSTRACT

The Knowledge They Possess: Elementary Teachers’ Expertise and Where It Becomes Usable Knowledge in the Massachusetts Education System

February 15, 2018

By

Helen-Ann Ireland

BA University of New Hampshire

MEd Antioch University

EdD University of Massachusetts Amherst (pending)

Dr. Sharon Rallis, Dissertation Chair

Elementary teachers are facing a dilemma. They are expected to uphold the Massachusetts (MA) state mandate and deliver Common Core State Standards (CCSS), use the programs their school has adopted aligned with CCSS and meet the various cognitive and behavioral needs of their students. Sometimes the teachers experience competing commitments between meeting standards, using programs, pacing ...


Changing Expectations, Same Perspective: Pre-Service Teachers’ Judgments Of Professional Efficacy, Graham Hardy, David Spendlove, Damien Shortt Jan 2015

Changing Expectations, Same Perspective: Pre-Service Teachers’ Judgments Of Professional Efficacy, Graham Hardy, David Spendlove, Damien Shortt

Australian Journal of Teacher Education

This two-part study tracks and measures the professional self-efficacy judgements of two cohorts of pre-service teachers (PST). In Part One, the GTCE’s Code of Conduct and Practice (GTCE, 2009) was used to help form an instrument which tracked changes in the professional self-efficacy judgements of 211 PST through a one-year graduate program. Judgements were sought from PST both about themselves, and importantly, also about practicing teachers in the profession. In Part Two, statements making up the new DfE Teaching Standards (DfE, 2011) were similarly used to form an instrument and used with a subsequent cohort of 416 PST. Outcomes ...


The Moral Imagination In Pre-Service Teachers’ Ethical Reasoning, Amy Chapman, Daniella Forster, Rachel Buchanan May 2013

The Moral Imagination In Pre-Service Teachers’ Ethical Reasoning, Amy Chapman, Daniella Forster, Rachel Buchanan

Australian Journal of Teacher Education

This paper will discuss findings from a teaching project pilot study designed to investigate the ways in which pre-service teachers understand and reason through ethical tensions perceived to arise during their final professional experience situation. The project utilised an assessment strategy based on the ‘community of inquiry’ model to document the ways in which pre-service teachers understand and reason through ethical tensions perceived to arise in their profession. Whilst there is significant research examining the pedagogical development of pre-service teachers’ knowledge and skills after their internship experience, there is little research examining their experience of ethical tensions, nor ways to ...


Charter Schools Or Progressive Education? Lessons From Finland, Christopher J. Poor Jan 2013

Charter Schools Or Progressive Education? Lessons From Finland, Christopher J. Poor

Christopher J Poor

New Zealand’s current government has embarked on a course of supporting private providers of education in the form of “partnership” schools with the claim that these charter schools can address the recalcitrant problem of disparity of achievement between students from different ethnic and socio-economic backgrounds. This paper examines evidence from the research on charter schools and argues that attention should rather be paid to the Finnish example of high and equal educational achievement and to the landmark achievements of New Zealand’s own pioneers of progressive education as we prepare a new generation for the twenty-first century.


Supporting Professionalism In Educational Development In Irish Higher Education, Muireann Okeeffe Dec 2012

Supporting Professionalism In Educational Development In Irish Higher Education, Muireann Okeeffe

Articles

Higher education, in Ireland and globally, is undergoing profound change influenced by a variety of factors. In conjunction with these changes many initiatives to improve teaching and learning and the quality of graduates in higher education have been introduced in recent years. The changes and expansions in the sector has enabled growth of new roles in higher education described as ‘third space’ professionals by Whitchurch (2008).

This paper describes the struggle of those in third space professions, such as academic development, to establish a professional identity in higher education. The benefits of these contemporary roles to higher education are discussed ...


Teacher Reflection Among Professional Seminary Faculty In The Seminaries And Institutes Department Of The Church Educational System, Ryan S. Gardner May 2011

Teacher Reflection Among Professional Seminary Faculty In The Seminaries And Institutes Department Of The Church Educational System, Ryan S. Gardner

All Graduate Theses and Dissertations

This qualitative study aimed at exploring and explaining the practices and processes of teacher reflection among a group of professional secondary-level religious educators in the Church Educational System of The Church of Jesus Christ of Latter-day Saints, as well as seeking to understand the perceived impact of those reflective practices on the professional development of these teachers. The researcher described, analyzed, and interpreted the data to develop a mid-range grounded theory for explaining the process of teacher reflection in a way that could lead to the improvement of teacher reflection among these teachers as an integrated function of professional development ...


Professionalism: What Is It And Are We Teaching For It?, Brian K Tate Dec 2010

Professionalism: What Is It And Are We Teaching For It?, Brian K Tate

Doctoral Dissertations

With rising accountability standards and the need for content specialists within education, the qualifications of mathematics teachers have become increasingly scrutinized. For over three decades, within the parameters of educational reform, the need for the professionalization of teaching has reoccurred (Carnegie Task Force, 1986). When examining the nature of teacher professionalism, no concise definition within the educational community exists (Noddings, 1992). The purpose of this study was to take characteristics defined by the medical and law fields and use them to develop a definition of professionalism within mathematics education. Once a clear set of characteristics was identified, the study then ...


Processes Of Disposition Development In K--5 Teachers, Deborah A. Obara Jan 2009

Processes Of Disposition Development In K--5 Teachers, Deborah A. Obara

UNLV Theses, Dissertations, Professional Papers, and Capstones

Educators concur that teacher competency requires more than teaching knowledge and skills; competency requires appropriate professional dispositions. The development of professional dispositions is an expected outcome of teacher education programs. Since 2002, program accreditation has been contingent on documentation that prospective teachers have met national standards for dispositions. The body of educational research on disposition assessment has been growing. Research on disposition learning and development, however, has been impeded by the prevailing conceptualization of dispositions as fixed traits resistant to change. The present study conceptualized dispositions as malleable constructs within a theoretical framework that synthesized a cognitive model of thinking ...


Bamberg Donates Time: Andragogues Develop A City, Jost Reischmann Nov 2005

Bamberg Donates Time: Andragogues Develop A City, Jost Reischmann

Reischmann, Jost

A project of cultural learning in a community in Germany is described: Students of andragogy organized a public exchange of “gifts” without material value; the idea was that the donator offered to share two to three hours of the personal life in a joint activity. About 200 people including local respected authorities participated. The event on the market-place before Christmas became a public festival; the idea was widely welcomed with joy. The regional press reported; many gift-encounters took place. A challenging discussion took place about the relationship to adult education and andragogy.


Describing The Ball: Improve Teaching By Using Rubrics - Explicit Grading Criteria, Sophie M. Sparrow Jan 2004

Describing The Ball: Improve Teaching By Using Rubrics - Explicit Grading Criteria, Sophie M. Sparrow

Law Faculty Scholarship

Assessment is crucial to effective teaching and learning. Carnegie's Educating Lawyers and Roy Stuckey's Best Practices for Legal Education emphasize the importance of assessment. This article explains how detailed, written grading criteria describing what students should learn and how they will be evaluated should be a central part of law teachers' assessment plans. The article details how rubrics can improve law student learning, and contains both detailed, step-by-step directions on creating rubrics and examples of rubrics from many different law school courses.