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Full-Text Articles in Education

Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro Jan 2019

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 ...


Cycle Of Renewal: Yoga’S Influence On The Professional Lives Of Novice Teachers, Danette V. Day Apr 2014

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 perceptions of yoga practice influence their professional lives?” Yoga is a systematic process ...


Supporting Public High School Teachers In A Context Of Multiple Mandates: A Social Justice Approach To Professional Learning Communities, Philip J. Harak Sep 2012

Supporting Public High School Teachers In A Context Of Multiple Mandates: A Social Justice Approach To Professional Learning Communities, Philip J. Harak

Open Access Dissertations

Although public school teaching by its inherent nature presents numerous classroom challenges, the public high school teacher today is faced in addition with multiple external mandates from several outside stakeholders. Given the established track record of professional learning communities (PLCs) to provide teacher support and development, I created a PLC that would serve as an intervention designed to support teachers in their classroom work and with their multiple mandates as well. This enhanced PLC was informed by interviews with administrators, researched best practices of traditional PLCs, and uniquely, by what teachers told me they needed in an optimal PLC experience ...


A Professional Development Program For The Mother Tongue-Based Teacher: Addressing Teacher Perceptions And Attitudes Towards Mtbmle, Rebecca J. Paulson Stone May 2012

A Professional Development Program For The Mother Tongue-Based Teacher: Addressing Teacher Perceptions And Attitudes Towards Mtbmle, Rebecca J. Paulson Stone

Open Access Dissertations

This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative attitudes. It also suggests protocols and issues that trainers should consider when designing professional development for MTBMLE teachers.

The research question guiding this study is:

1. Do teachers' attitudes towards and knowledge about mother tongue-based instruction change after they participate in professional development that is consistent with good professional development practice?

a. What were teachers ...


Science Boot Camp For Librarians – A Five Campus Collaboration., Naka J. Ishii, Elizabeth Winiarz, Marion Muskiewicz May 2011

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 May 2010

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 Feb 2009

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 ...