Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (67)
- Educational Administration and Supervision (34)
- Educational Leadership (18)
- Educational Assessment, Evaluation, and Research (17)
- Science and Mathematics Education (14)
-
- Elementary and Middle and Secondary Education Administration (13)
- Educational Methods (11)
- Secondary Education and Teaching (11)
- Curriculum and Instruction (10)
- Elementary Education and Teaching (10)
- Higher Education (10)
- Special Education and Teaching (8)
- Arts and Humanities (7)
- Higher Education Administration (7)
- Junior High, Intermediate, Middle School Education and Teaching (7)
- Other Teacher Education and Professional Development (7)
- Social and Behavioral Sciences (6)
- Adult and Continuing Education Administration (5)
- Adult and Continuing Education and Teaching (5)
- International and Comparative Education (5)
- Online and Distance Education (5)
- Educational Psychology (4)
- Instructional Media Design (4)
- Bilingual, Multilingual, and Multicultural Education (3)
- Higher Education and Teaching (3)
- Other Education (3)
- Physical Sciences and Mathematics (3)
- Reading and Language (3)
- Special Education Administration (3)
- Institution
-
- Walden University (24)
- Selected Works (12)
- Bank Street College of Education (6)
- Boise State University (4)
- Edith Cowan University (4)
-
- Western Michigan University (4)
- Brigham Young University (3)
- City University of New York (CUNY) (3)
- Gardner-Webb University (3)
- Loyola Marymount University and Loyola Law School (3)
- Purdue University (3)
- University of Nebraska at Omaha (3)
- Australian Council for Educational Research (ACER) (2)
- Claremont Colleges (2)
- Grand Valley State University (2)
- Kansas State University Libraries (2)
- Marshall University (2)
- Technological University Dublin (2)
- University of Arkansas, Fayetteville (2)
- University of Denver (2)
- University of Missouri, St. Louis (2)
- University of Nebraska - Lincoln (2)
- University of New England (2)
- University of Tennessee, Knoxville (2)
- Utah State University (2)
- Virginia Commonwealth University (2)
- Antioch University (1)
- Assumption University (1)
- Clemson University (1)
- East Tennessee State University (1)
- Publication
-
- Walden Dissertations and Doctoral Studies (23)
- Dissertations (5)
- Electronic Theses and Dissertations (5)
- Theses and Dissertations (5)
- Maria Northcote (4)
-
- Occasional Paper Series (4)
- Australian Journal of Teacher Education (3)
- Boise State University Theses and Dissertations (3)
- Academic Chairpersons Conference Proceedings (2)
- All Theses And Dissertations (2)
- Dissertations, Theses, and Capstone Projects (2)
- Education Dissertations and Projects (2)
- Employee-Related (2)
- Graduate Theses and Dissertations (2)
- Journal of Catholic Education (2)
- Masters Theses (2)
- Open Access Dissertations (2)
- Professor Kathryn Moyle (consultant) (2)
- Teaching and Learning in a Digital Context (2)
- Teaching/Writing: The Journal of Writing Teacher Education (2)
- The STEAM Journal (2)
- Theses, Dissertations and Capstones (2)
- Administrative Issues Journal (1)
- All Capstone Projects (1)
- All Graduate Theses and Dissertations, Spring 1920 to Summer 2023 (1)
- Antioch University Full-Text Dissertations & Theses (1)
- Biological Sciences Faculty Publications (1)
- Chris Hackett (1)
- Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (1)
- Daniel Reynaud (1)
- Publication Type
Articles 121 - 127 of 127
Full-Text Articles in Education
Math Coaching In Metropolitan Detroit, Monica G. Mcleod
Math Coaching In Metropolitan Detroit, Monica G. Mcleod
Wayne State University Dissertations
On-going professional development for in-service teachers is critical to efforts to reform schools and increase student achievement. Coaching has been advocated as an approach to meet the conditions of quality professional development, and it has demonstrated a positive impact on student mathematics achievement scores when implemented over multiple years. Ambiguity of title, definition, and role surround coaching, presenting challenges to its execution in schools.
This study proposed a definition of Enacted Math Coaching to help address this ambiguity. As schools throughout Metropolitan Detroit adopt coaching as a component of school reform initiatives, the purpose of this study was to document …
Characteristics Of Effective Reading Language Arts Teachers In Closing The Achievement Gap, Latasha Price Bassette
Characteristics Of Effective Reading Language Arts Teachers In Closing The Achievement Gap, Latasha Price Bassette
Walden Dissertations and Doctoral Studies
This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these …
Caricature And Hyperbole In Preservice Teacher Professional Development, Mica Pollock, Candice Bocala, Sherry L. Deckman, Shari Dickstein-Staub
Caricature And Hyperbole In Preservice Teacher Professional Development, Mica Pollock, Candice Bocala, Sherry L. Deckman, Shari Dickstein-Staub
Publications and Research
Professional development (PD) “for diversity” aims to prepare teachers to support students from varying backgrounds to succeed, often in underresourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist “diversity” inquiry as extra to teaching, saying they cannot “do it all.” In this article, we discuss how preservice teachers at times caricature the requests of PD for diversity, hearing the task as a call to undertake superhuman tasks and to be people other than who they are. We argue that these caricatures require direct acknowledgment by both preservice teachers and teacher educators working in …
Investigating The Use Of Creative Mask-Making As A Means To Explore Professional Identity Of Doctoral Psychology Students, Laura Louise Bentley
Investigating The Use Of Creative Mask-Making As A Means To Explore Professional Identity Of Doctoral Psychology Students, Laura Louise Bentley
Antioch University Full-Text Dissertations & Theses
The goal of this qualitative study is two-fold: to explore doctoral psychology students' current sense of self-identity as clinicians (nearing graduation) and their future sense of who they hope to become as practicing clinical psychologists using a creative arts methodology and to illustrate how the use of creative arts processes have clinical relevance for not only mental health clinicians and psychologists but also educators. Seven doctoral psychology students nearing graduation participated (individually) in a guided imagery and mask-making experience and in a phenomenological, semi-structured, in-depth interview following the art making. Through the use of Interpretative Phenomenological Analysis (IPA), an integrative, …
Investigating Curriculum Use And Its Impact On Teachers And Their Practice, Tiah B. Alphonso
Investigating Curriculum Use And Its Impact On Teachers And Their Practice, Tiah B. Alphonso
LSU Doctoral Dissertations
This study provided insights into how upper elementary teachers from three southern school districts used standards based curriculum materials and the resulting changes in their beliefs, knowledge, and practice. Additionally, this study sought to identify whether the following four factors were predictors of change in teacher practice: coherence of the professional development program, opportunities to collaborate, years of teaching experience, and curriculum use. The participating school districts were selected through purposeful sampling with districts being chosen largely based on a strong commitment to implementing Eureka Math in their schools. For comparison purposes, a contrast school district was also included in …
Understanding The Impact Of A Global Universal Design For Learning (Udl) Virtual Classroom On Jamaican Educators Through The Lens Of How People Learn (Hpl), Kathryn W. Best
Theses and Dissertations
This case study examined learning components and outcomes of the UDL Virtual Classroom project, a web-based professional development program that was a collaboration between educators in the United States and Jamaica. The study applied the HPL lens (NRC, 2000) in order to understand the ways that Jamaican educator-participants perceived the integration of learner-centered learning, knowledge-centered learning, assessment-centered learning, and community-centered learning in the program itself, and also examined the impact of these components, despite numerous hurdles, on teachers’ mindsets and practices and the engagement and performance of students in their schools and classrooms. The researcher’s intent was to address the …
Gifted Students: Perceptions And Practices Of Regular Class Teachers, Tracy Taylor
Gifted Students: Perceptions And Practices Of Regular Class Teachers, Tracy Taylor
Theses: Doctorates and Masters
The purpose of this research was to examine provision of differentiated learning experiences for gifted students in regular classes in Western Australian primary schools. Specifically, it was intended to explore differentiation strategies used with gifted students, issues faced by teachers in their efforts to provide for their gifted students, and teachers’ suggestions on solutions for these issues.
Presently reality in Western Australia is that gifted primary students spend at least 90% of their time at school in regular classes. Therefore, the regular class teacher’s role in implementing appropriate learning opportunities for these students is critical. Relevant literature clearly identifies the …