Education Commons^™

Delphi Study Identifying Future Technical Competencies For Architecture And Construction Educators, Jon Richard Jones

Graduate Theses and Dissertations

The purpose of this modified Delphi study was to identify the dominant technical competencies needed to effectively teach architecture and construction at the secondary and post-secondary level and to determine if there are differences of opinion among educators, recent graduates and business and industry personnel as to what those competencies should be.

At the time of publication, the menu of technical workshops offered by the Kansas Center for Career and Technical Education (KCCTE) was determined by the workshop administrator and the director of the KCCTE. To ensure that these workshops provide instructors with the knowledge and skills that align with …

How Do Instructional Coaches Support The Adult Development Of Teachers, Amanda Carol Linn

Graduate Theses and Dissertations

This case study focused on five Instructional Coaches working in public high schools. The intent of this study was to determine how these Coaches support the adult development of teachers. Three themes emerged from this study: 1) ambiguity regarding the role of Instructional Coaches impacts the performance of Coaches and the adult learners they support, 2) Instructional Coaches struggle to balance the work of supporting adult learners with tasks unrelated to supporting adult learners, and 3) preparation and ongoing professional development for Instructional Coaches is inconsistent in content and frequency.

An Analysis Of Adult Educators’ Experiences With Professional Development Activities, Robbie Scott Cornelius

Graduate Theses and Dissertations

This study was designed to explore Adult Basic Education (ABE), Adult Secondary Education (ASE), and English as a Second Language (ESL) teachers’ experiences with professional development. The study sought to determine whether adult learning principles were evident in the facilitation of professional development activities. The study instrument was administered online to members of the Coalition on Adult Basic Education (COABE), with a total of n=348 respondents to the survey. The survey consisted of demographic questions, questions related to professional development experiences, and an open response question. The majority of respondents were teachers/instructors (n=232, 66.7%), held a master’s degree (n=187, 54.4%), …

The Effect Of An Adult Esl Project-Based Literacy Training On Teacher Practice, Rachel Lynn Gerner

Graduate Theses and Dissertations

This case study evaluates the effectiveness of a project-based learning professional development training conducted at a literacy center for nine ESL teachers who are working in a workforce literacy environment. The researcher investigated principles of andragogy in the training and examined whether participants implemented the content of the training in their teaching environments via observation, self-reported answers on a questionnaire, individual interviews, and a focus group. There was no direct follow-up after six weeks of the training. The findings of the study indicate that none of the teachers implemented project-based learning in their teaching environment directly following the professional development …

Principal Engagement In The Professional Development Process: The Identification Of Barriers, Resources, And Supports, Michael John Koonce

Graduate Theses and Dissertations

The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process and identify what resources or supports were needed to increase engagement levels. For the purpose of this study, the professional development process included the identification of the professional learning needs of teachers on an ongoing and annual basis and the evaluation of the effectiveness of the professional development that has been provided. This study used a qualitative approach to examine principal engagement in the professional development process throughout a large geographic area in the Midwest. 20 principals were purposefully …

Teacher And Administrator Perceptions Of The Teacher Excellence And Support System (Tess) In Arkansas, Allison Louise Byford

Graduate Theses and Dissertations

The purpose of this study was to investigate differences in Arkansas teachers’ and building-level administrators’ perceptions regarding the purpose of the Arkansas TESS teacher evaluation system, whether TESS authentically assesses teacher effectiveness, how teacher evaluation data are used, and how the TESS process supports learner-centered professional development. Additionally, the relationship of teacher and administrator demographics on their perceptions of TESS was explored. The results of this study highlight the differences in perceptions in all areas questioned along with misalignment in perceptions among teachers. Overall, the study points toward the need for clear communication and the cultivation of relationships among building …