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Full-Text Articles in Education
Shifting To Critical Empathy: Exploring The Ideological Becoming Of Secondary Teachers During Critical, Dialogic Professional Development, Maria Mcsorley
Shifting To Critical Empathy: Exploring The Ideological Becoming Of Secondary Teachers During Critical, Dialogic Professional Development, Maria Mcsorley
Doctoral Dissertations
The limited research concerning empathy within secondary education continues to focus on student empathy, rather than shifting the gaze to teacher empathy. Moreover, while teacher empathy is generally conceptualized as an innately positive quality, skill, or disposition, the research (while limited) suggests that empathy without deep understanding of social and structural inequity has demonstrated risk. Teachers who, for example, develop and express empathy across lines of difference without knowledge of systemic inequality (particularly about how inequity shows up in schools) have the potential to oversimplify or overidentify with an “other’s” experience (Boler, 1999). This can lead to the false confirmation …
An Assessment Of The Professional Development Of Special Education Teachers In Saudi Arabia, Raja Almutairi
An Assessment Of The Professional Development Of Special Education Teachers In Saudi Arabia, Raja Almutairi
Doctoral Dissertations
The purpose of this study is to assess the current state of professional development activities of Saudi special education teachers in comparison to the research-based professional development practices of special education teachers. A survey of professional development evaluation and job satisfaction that describe three components was electronically collected from 613 special education teachers who were actively employed in Saudi public schools during the 2019/2020 school year. The results show that participating in professional development activities contributed to the study’s special education teachers’ satisfaction with their teaching profession. Additionally, the findings suggest that improvements to the professional development practices that are …
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro
Doctoral Dissertations
This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders (n=457) and …
Cycle Of Renewal: Yoga’S Influence On The Professional Lives Of Novice Teachers, Danette V. Day
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 …
Science Boot Camp For Librarians – A Five Campus Collaboration., Naka J. Ishii, Elizabeth Winiarz, Marion Muskiewicz
Science Boot Camp For Librarians – A Five Campus Collaboration., Naka J. Ishii, Elizabeth Winiarz, Marion Muskiewicz
Naka J Ishii
Presentation at the ACRL New England Chapter annual conference, 13 May 2011 with with Marion Muskiewicz (UMass Lowell) and Elizabeth Winiarz (UMass Dartmouth) on the inception and collaborative creation of an annual "boot camp" for science librarians. This inexpensive and intensive program covers 3 science subjects over 2.5 days to bring librarians up to speed on these topics. Usually, one faculty member gives an overview of the field, and another describes a current research area. This event also provides librarians with an informal way to network and enjoy each other's company.
International Study Tours And The Development Of Sociocultural Consciousness In K-12 Teachers, Raymond Yu-Kuang Young
International Study Tours And The Development Of Sociocultural Consciousness In K-12 Teachers, Raymond Yu-Kuang Young
Open Access Dissertations
This research study examined the long-term effects of a professional development study tour to Southeast Asia that took place in 2001. Participants included ten public school teachers from Western Massachusetts, which has a significant population of people of Vietnamese and Cambodian descent. Funded by a Fulbright-Hays Group Projects Abroad grant, the purpose of the study tour was to increase teacher awareness, knowledge and understanding of contemporary Southeast Asia so that they could more effectively address the educational needs of students representing diverse cultural backgrounds, particularly immigrant and refugee youth, through the development of culturally relevant curricula and lesson plans. From …
Teacher Change Facilitated By Sustained School Situated Professional Development: Exemplar Learning Of Technology Enhanced Formative Assessment (Tefa), Karen St. Cyr
Doctoral Dissertations 1896 - February 2014
This case study instantiates longitudinal change over a two year period by examining the role of School Situated Sustained Professional Development (SSSPD) on the evolution of the participant's practice. The participant was a secondary science teacher who emerged as an exemplar in integrating Technology Enhanced Formative Assessment (TEFA) pedagogy into her practice, which was facilitated by personal response systems (PRS). The research question was: What could be revealed about the impact of SSSPD by studying teacher learning of a teacher who emerged as an exemplar? The participant was one of ten teachers learning the TEFA pedagogy. Professional development (PD) that …