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A Grounded Theory Of Professional Development Preferences Of Millennial Educational Professionals, Bobbie M. Downs
A Grounded Theory Of Professional Development Preferences Of Millennial Educational Professionals, Bobbie M. Downs
Theses and Dissertations
The purpose of this grounded research study is to answer the question: How should professional development be designed to best meet the preferences of educational professionals of the millennial generation? As the workplace, including the field of education, becomes more generationally diverse, it is education leaders who must learn the unique needs of their staff members and develop meaningful professional development opportunities that meet these requirements. Both generational cohort theory and transformative learning theory became the underpinnings of the research. The research was conducted primarily through qualitative interviews at an educational services commission in New Jersey. A theory about millennial …
Perceptions Of Teachers Who Engage In Social Media Networking: A Multiple Case Study, Celese Nolan
Perceptions Of Teachers Who Engage In Social Media Networking: A Multiple Case Study, Celese Nolan
Theses and Dissertations
The purpose of this study was to examine how and why teachers engage in social media networks. Using a case study approach, data was gathered through semi-structured interviews, online observations, direct observations, artifacts, and documents to gain understanding to how and why teachers are using online networks such as Facebook, LinkedIn, Pinterest, and Twitter for professional learning. The underpinnings of constructivism and social constructivism theories served to provide a framework for understanding how teachers perceive their professional use of social media. Moreover, this study sought to gain insight into how this practice may or may not influence teacher practice at …
Professional Development: Teacher As Learner For Differentiated Instruction, Marilyn L. Castellano
Professional Development: Teacher As Learner For Differentiated Instruction, Marilyn L. Castellano
Theses and Dissertations
This action research study sought to investigate a sample of urban Catholic school teachers' perceptions of how an exploration of differentiated instruction through embedded professional development changed their traditional one-size-fits-all pedagogical practices to a model that addressed students diverse academic needs. Research studies provide evidence that a one-size-fits-all recipe of instruction continually fails to build students’ capacity to learn. Interviews are the primary source to elicit teachers' perceptions of changed pedagogical practices. In conjunction with classroom observations, a focus group formed to better understand the rationale for the principles of differentiated instruction, make sense of the practice, and determine if …