Education Commons^™

Instructional Coaching: A Support For Increasing Engagement In Middle School Mathematics, Christi Ritchie Edwards

Theses and Dissertations

This observational case study employed a qualitative design to investigate the impact of student-centered instructional coaching and self-determined professional development on student engagement in middle school mathematics. Research demonstrates that engaging students in the learning process increases their attention and motivates them to engage in higher-level critical thinking. Teachers who adopt a student-centered approach to instruction increase opportunities for student engagement. Instructional coaches are used as a professional development tool to support teachers with student-centered instructional practices to engage students in their learning. This four-week study involved two sixth-grade mathematics teachers conducting Number Talks in one of their classes of …

A Descriptive Study Of Factors That Support And Hinder Classroom Discourse With English Learners, Jillian Camille Plum

Theses and Dissertations

The population of English Learner (EL) students in the United States is increasing and is projected to represent 40% of our country by 2030 (Flynn and Hill, 2005). Many educators do not feel prepared to teach this marginalized group of students effectively. Therefore, EL coaches in this urban district in the Midwest collaborate with teachers to support instruction for EL students. However, teachers in this district still have a difficult time implementing classroom discourse, one of many EL components to help EL students achieve Fluent English Proficiency (FEP) status. This dissertation in practice (DIP) seeks to investigate and answer two …

The Evolution Of Contextualized, Discourse-Based Professional Development To Support Elementary Teachers In The Implementation Of Conceptual Mathematical Teaching Practices, Jennifer Aren Kueter

Theses and Dissertations

This holistic, mixed-methods action research case study aimed to determine the influence of professional development on participants' mathematical teaching practices and how the changes influenced students’ opportunities for discourse. In this two-year study, participants engaged in two professional development phases and implemented new conceptual teaching practices. Quantitative data were collected through surveys and observations. Qualitative data were collected through observations and interviews. Phase-one findings showed that while teachers changed their practices, they were not proficient in conceptual and discourse-based teaching practices. A second phase of professional development occurred using a Community of Practice model. Phase-two findings showed conceptual teaching practices …

Measuring The Impact Of Peer Coaching On Teacher Effectiveness At Friendship County High School, Whittney Michele Mcpherson

Theses and Dissertations

Student success and achievement can be measured in myriad ways; however, the impact of teacher effectiveness in each classroom is an essential part of the formula for student success. Although most teachers work in isolation in their classrooms, it is important for school leaders to support student success by finding effective methods of supporting teachers. This study investigates the instructional coaching of novice teachers as a professional development tool to support student success and achievement. The specific aim of this study was to investigate if an intervention of instructional coaching was effective in supporting the development of equitable and effective …

The Impact Of Extended Professional Development In Project-Based Learning On Middle School Science Teachers, Margrett Caroline Upchurch-Ford

Theses and Dissertations

This Mixed-Method Action Research study aimed to implement an extended Project-Based Learning professional development series with middle school science teachers. The professional development series took place during the teachers’ Communities of Practice, offering them high-quality support, active participation, and content-specific conversations.

The study collected data on (a) changes in teachers’ attitudes toward in-district professional development, (b) teachers’ perceptions of students’ 21st-century skills, and (c) changes in science teacher self-efficacy. Findings from this study add to the growing body of research indicating the need to offer teachers content-specific, supportive, and extended professional development opportunities. Additionally, the findings of this study indicate …

The Impact Of A Series Of Professional Development Sessions On Culturally Responsive Pedagogy (Crp) On The Awareness Level Of Seven Teachers At A Suburban High School, Charity Jo Brady

Theses and Dissertations

This dissertation aimed to examine the impact that culturally responsive pedagogy had on a suburban high school. Specifically, it focused on the effectiveness of a six-session professional development series in increasing the awareness level of seven teacher-participants at Bayside High School during the Spring 2022 semester. The study utilized pre- and post- questionnaires, weekly journal reflections (written), field notes and observations, and participant interviews for data collection. The findings suggest that the professional development sessions were successful in increasing the awareness level of the teachers, leading to a more culturally responsive classroom environment. This study highlights the importance of ongoing …