Education Commons^™

The Impact Of Teacher Preparedness And Professional Development On Fourth-Grade Students' Science Achievement, Craig L. Mayo, Faye Bradley

Journal of Research Initiatives

Science scores among US fourth-grade students have declined compared to their international counterparts in recent years. Recent results show that teachers are the most impactful influence on student success and accountability. Teacher preparedness and professional development are two key areas that serve as indicators of providing relevant and essential information for students' success. A correlational quantitative study was conducted to assess the relationship between teacher preparedness and professional development on fourth-grade students’ science achievement. The TIMSS 2019 data were secured from the Boston College, TIMSS, and PIRLS International websites. The data was evaluated using the SPSS 27 Hierarchical Linear Regression. …

Primed For Sport Coaching: A Mixed-Methods Pilot Study Of A Six-Week Intervention, Pete S. Paciorek

Dissertations

This six-week pilot study was conducted using grounded theory from “What Works in Character Education” (Berkowitz & Bier, 2014) and specifically the “PRIMED for Character Education” framework (Berkowitz, 2021) applied to 11 high school sport coaches. The three key ideas of focus were on whether the PRIMED framework could increase the coach-participants’ commitment to character education, self-efficacy as character educators, and self-identification as Servant Leaders in an effort to “nurture the flourishing of human goodness” (Berkowitz, 2021) of our youth and, in this case, specifically, high school student-athletes.

With millions of youth involved in sport in North America and across …

The Influence Of The Covid-19 Pandemic On Rural Virginia Secondary Teachers’ Self-Efficacy, Sherol L. Southerland

Theses and Dissertations

The COVID-19 pandemic has presented unique challenges for PK-12 education and exposed educators’ skill deficits. Teachers had to learn new approaches to doing their jobs while navigating the mental, emotional, spiritual, and financial impact of the pandemic on their personal lives. This undertaking was even more demanding for rural school divisions, which tend to lack the resources (e.g., personnel, technology, financial) that suburban and urban school divisions have. Schools reopened in fall 2020 offering fully remote, fully in-person, and hybrid modalities, however, there was no going back to teaching as it was before the pandemic. The present study sought to …

Teacher Growth In Knowledge Of Conservation Of Energy And In Self-Efficacy, Paul H. Wilson

Electronic Theses and Dissertations

This study examines a conversation between a group of three in-service teachers during a professional development workshop. During the workshop, the teachers collaborated to answer a set of survey questions pertaining to energy concepts in physical science. The teachers began the survey expressing low self-efficacy in their knowledge of energy. Through this study, we were able to observe teachers as they learned new concepts. This study used a narrative analysis of their conversation. The analysis centers on changes in the teachers’ common content knowledge of conservation of energy and their expressed self-efficacy regarding that knowledge. Their knowledge was evaluated from …

Establishing Trauma-Informed Practices Within The Early Learning Environment, Daria M. Castor

Selected Honors Theses

Nearly half of US children have experienced one or more types of serious trauma with rates continually increasing. Early childhood educators get a first-hand encounter with childhood trauma as it affects the learning and behavior of young students. Young children process their trauma differently whether that be through behavioral issues or a withdrawn demeanor. Building strong, positive relationships with students and creating a safe learning environment are practical methods used by educators when working with traumatized young learners, however there is much more to be done to best meet the needs of these students. This thesis emphasizes the detrimental effects …

Ethnographic "Experimental Collaborations" As Practitioner Methodology, David Poveda, Marta Morgade, Inés Cruz, Natalia Piñeiro, Rebeca Gallego

The Qualitative Report

In this paper we discuss emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design the logic of ethnographic experimental collaboration (XCOL) and participatory action research (PAR) (Clark, 2010; Estalella & Sánchez-Criado, 2018) perspectives. We were involved in three interventions developed in Madrid (Spain) across formal and informal learning contexts as part of the internship/practicum of future educational psychologists. Our work was designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that …

Changes In Educator Attitudes Related To Trauma-Informed Care, Amira Mattison Boylston

USF Tampa Graduate Theses and Dissertations

Historically, teachers have been primarily focused on fostering the academic success and progress of their students. Over the years, the role of a teacher has evolved to also encompass meeting the behavioral and social-emotional needs of their students as well. Students with difficulties in these areas are often at-risk for struggling academically and may make limited progress without adequate social-emotional or behavioral support. Unfortunately, many teacher training programs have not adequately prepared their educators to fulfill this need. This is especially concerning because of the growing number of youths who have adverse childhood experiences, which is exposure to traumatic events …

Mathematics Anxiety: Supplementary Materials, Sarah Buckley

Student learning processes

This publication contains two professional development activities for teachers which focus on mathematics anxiety. One is a team-based activity and the other is an activity for individuals. The activities encourage both mathematics teachers and non-mathematics teachers to reflect on their current practice, their attitudes towards mathematics, their ideas about teaching mathematics and the mathematical beliefs of students.

Faculty Orientations In Esl Professional Development, Jason T. Jay

Theses and Dissertations

The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education …

Improving Classroom Management And Teacher Retention: A Needs Assessment, Jill Stefaniak, Jilian L. Reynolds, Tian Luo

STEMPS Faculty Publications

This case explores how a needs assessment was conducted at a middle school experiencing high rates of teacher turnover. Pamela Frost, an experienced instructional designer, was assigned to assess the situation and identify opportunities to improve professional development opportunities for the teachers. As a part of a needs assessment, Pamela gathered data to address needs pertaining to classroom management challenges, teacher attrition rates, and establishing relations with the local community. This case explores how Pamela gathered data and triangulated her findings to determine what interventions were needed.

Teacher Self-Efficacy And Classroom Managment, Michelle Mitchell

Walden Dissertations and Doctoral Studies

When the classroom environment is safe, reductions in aggression and an increase in compliance with rules can be expected. Teacher self-efficacy is therefore likely to play a significant role in teachers’ participation in the change process of implementing strategies that assist with classroom management styles. The purpose of this study was to examine the relationship between teacher self-efficacy and classroom management styles (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). Teachers’ characteristics such as age, gender, education level, years of teaching experience, grade level taught, and class size were also explored to provide insight on teacher training …

Epistemic Beliefs And The Innovation-Decision Process: A Mixed Methods Analysis Of Faculty Classroom Assessment Practice, Sharon G. Peterson

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study focuses on epistemic belief change and the innovation-decision processes of 193 faculty who participated in a professional development workshop series on classroom assessment. From this study population, focus groups were conducted with a criterion-based research sample of 30 workshop participants (i.e., spring workshop completers n = eight, spring workshop non-completers n =eight, fall workshop completers n = seven, and fall workshop non-completers n = seven). Very little attention in higher education research is devoted to how faculty conceptualize new knowledge during professional development, and how decisions about new knowledge affect existing knowledge. This study addresses this gap by …

Cultivating A Professional Culture Of Peace And Inclusion: Conceptualizing Practical Applications Of Peace Leadership In Schools, Whitney Mcintyre Miller, Annmary S. Abdou

Education Faculty Articles and Research

Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic, and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable …

Laying Groundwork For The Use Of Acceptance And Commitment Therapy Constructs To Enhance The Identity Development Of Counselors-In-Training: An Exploratory Quantitative Analysis, Emma Christine Burgin

Doctoral Dissertations

Counselor educators aid counselors-in-training (CITs) in the process of professional identity development, which has its own challenges, such as managing anxiety and increasing self-awareness. One way proposed to enhance these therapeutic challenges is mindfulness. However, most research examining mindfulness in counselor education to-date lacks a standard theoretical framework, which may cause counselors to diminish the value of mindfulness in counselor training. One theory-driven concept of mindfulness comes from ACT, an empirically validated approach to counseling. It is possible that ACT could serve as a common language for educators to use when implementing mindfulness into counselor training, and thus, there is …

Meeting Yourself Without Rose Colored Glasses: An Urban Public School, Shenelle Dubose, Apryll Mendez

Dissertations

The impact of a culturally relevant professional development series on classroom teacher’s cultural lens was determined. Fifty teachers from two different school districts participated in 16 hours of professional development in an attempt to impact their understanding of how culture and instruction are connected.

During the professional development, participants took part in activities, dialogues and reflections designed to impact their cultural competency. The content of the four professional development sessions included (a) videos on culturally relevant teaching; (b) discussion of cultural identity of participants and how it surfaces in the classroom; (c) discussion of the culture, values, and beliefs of …

Writing Focused Professional Development For Content-Area Teachers: The Effects Of Writing Instruction On Content-Area Student Achievement, Amanda Edwards Whatley

Education Dissertations and Projects

The purpose of this study was to analyze the impact of writing on the content areas when coupled with ongoing professional development and support for content-area teachers. Research shows that writing is an essential skill for success in and beyond the school setting. Research further indicates that writing plays an important role in student learning through its development of cognitive processes; however, in general, writing as a mode of learning is not a focus of either pre or in-service teacher training. As such, writing beyond note-taking and fill-in-the-blank activities is not necessarily a strategy utilized in content-area teacher classrooms. This …

From Silence To Collaboration: Supporting Children With Incarcerated Parents In The Classroom, Lily Cavanagh

Graduate Student Independent Studies

To better support children with incarcerated parents in the classroom, teachers must first know themselves and their biases. Teachers and schools must work to train staff and create a school environment that supports families to form a collaborative relationship with teachers in order to provide the best care for the child. Through the creation of a handbook for teachers and a three-part professional development workshop, this thesis aims to fill this gap in teacher education and proposes some concrete examples for ways teachers can support children with incarcerated parents in the classroom.

Effects Of A Self-Management Procedure Using Student Feedback On Staff Members' Use Of Praise In An Out-Of-School Time Program, Cade T. Charlton

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Out-of-school time (OST) programs are under increasing pressure to improve student achievement. However, OST program administrators face a number of challenges to improving program effectiveness including inconsistent student participation, inexperienced staff members, and a lack of high-quality professional development. OST program administrators can address these challenges by implementing staff development practices that encourage the use of effective instructional strategies.

Specific praise is a simple and effective instructional strategy that has been linked to improved student engagement, enhanced academic achievement, and stronger student-teacher relationships. Unfortunately, there have been very few studies examining the effects of interventions designed to increase OST staff …

Preparing Teachers To Work With Students With Emotional Regulation Difficulties, Dana E. Gottesman

Dissertations, Theses, and Capstone Projects

Difficulty with emotional regulation is a symptom common to many child psychological disorders and classroom-related problems. However, many children with emotional regulation difficulties do not receive adequate support in their classrooms. Although a variety of procedures have been used to help students improve their emotional regulation, there are very few studies that focus on training teachers to deliver classroom-based interventions that are designed to target a broad range of children with difficulties in emotional regulation. This current investigation measured the impact of a professional development program on emotional regulation on teachers’ responses to students with emotional regulation difficulties and their …

Middle School Teachers' Experiences With Teaching Self-Regulation Skills To Adolescents With Disabilities, Jessica Traylor

Walden Dissertations and Doctoral Studies

Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching self-regulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study sought to explore this gap in knowledge and practice. Zimmerman's self-regulated learning theory and Bandura's self-efficacy theory served …

Traumatic Brain Injury: The Efficacy Of A Half-Day Training For School Psychologists, Susan C. Davies, Ashlyn M. Ray

Susan C. Davies

The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative survey analysis indicated there was little increase in knowledge and skills from pre-training to one-year follow-up, although participants did increase in confidence related to their decision-making abilities in working with students with TBI. The data indicate a need for future study of more effective training models.

Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou

Australian Journal of Teacher Education

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …

Cycle Of Renewal: Yoga’S Influence On The Professional Lives Of Novice Teachers, Danette V. Day

Doctoral Dissertations

Teachers must acquire the appropriate knowledge, skills and dispositions to effectively meet the demands and challenges of the teaching profession (Darling-Hammond, 2006, 2010; Shulman, 2000). There is considerable research about how someone perceives they can perform effectively as a teacher, and what constitutes effective teaching (Bandura, 1995, 1997; Ashton & Webb, 1986). Research suggests that novice teachers feel unprepared, unsupported and ineffective; and 50% of novice teachers leave the profession within the first few years of teaching (Levine, 2006; Kaufman, et al., 2002; Kelley, 2004; Maciejewski, 2007) This study examined the question, “To what extent do novice teachers’ experiences and …

Internalizing Disorders In Early Childhood: Professional Development Framework For Teachers, Danielle Guttman

Dissertations, Theses, and Capstone Projects

Recent research indicates that internalizing disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD) manifest in young children. Since early childhood teachers spend a substantial portion of their day with young children, it is important to examine their beliefs and behaviors surrounding these disorders. The role of the school psychologist has come to include providing support for educators such as presenting up-to-date research through professional development (PD). The current investigation implemented an intervention designed to compare different forms of PD seminars ("Information" and "Strategies") designed to increase teachers' awareness of internalizing disorders in early childhood. Ninety-nine participants comprised the …

Traumatic Brain Injury: The Efficacy Of A Half-Day Training For School Psychologists, Susan C. Davies, Ashlyn M. Ray

Counselor Education and Human Services Faculty Publications

The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative survey analysis indicated there was little increase in knowledge and skills from pre-training to one-year follow-up, although participants did increase in confidence related to their decision-making abilities in working with students with TBI. The data indicate a need for future study of more effective training models.

Pe Central: A Possible Online Professional Development Tool, Amber M. Hall

Theses and Dissertations

Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this study was (a) to assess the usage and satisfaction with the online site PE Central and (b) to ascertain whether PE Central constitutes a valid source of professional development leading to changes in teaching practices and student learning outcomes. Participants (45 pre-service and 288 in-service teachers) completed an online survey assessing the effects of using PE Central on their perceptions of usage, satisfaction, professional development, teacher change, and student engagement. Results indicated no significant differences between …

Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese

Soo-Young Hong

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …

Professional Development Of History Content And Skills: Measuring Effects On Teachers And Students, Teresa J. Wanser

Teresa J Wanser

National and local standards in history are evolving from standards on history content to standards on critical thinking and analyzing historical documents. The purpose of this research was to determine the effects of professional development received by K-12 teachers on infusing historical thinking skills into their history instruction. Changes in teacher use and application as well as impacts on students’ self-efficacy were examined. Forty-eight (48) teachers from a mid-western public school district participated in an accredited masters of historical studies degree program at a mid-western liberal arts university. The two and one-half years masters degree program infused historical thinking skills …

Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia C. Torquati, Victoria J. Molfese

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …

Contentious Conversations, Leah A. Zuidema

Faculty Work Comprehensive List

The idea of joining a conversation through reading and writing is not new; in his 1941 book "The Philosophy of Literary Form: Studies in Symbolic Action," Kenneth Burke suggests that the acts of reading and writing are like entering a parlor where others are already conversing. The author explores the place of professional debate within NCTE and in the pages of "English Journal". Regardless, by reading these pages, one is entering into a conversation that is already underway.