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Full-Text Articles in Education

Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson May 2020

Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson

Journal of Educational Research and Practice

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual ...


Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin Mar 2020

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a ...


A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb Feb 2018

A Case Study Of Relationships, Resilience, And Retention In Secondary Mathematics And Science Teachers, Angela W. Webb

Journal of Educational Research and Practice

Reasons why mathematics and science teachers leave the profession have been well documented and discussed. However, a critical examination of the nuances contributing to their retention warrants our attention. In this qualitative case study, I applied relational–cultural theory (Miller, 1986) to the experiences of three female mathematics and science teachers. I sought to unpack teachers’ decisions to remain in the classroom year after year and make meaning of their experiences as related to resilience in and through relationships. Based on findings from participants' experiences, recommendations for improving teacher retention along the career trajectory are offered.


Professional Development And Educational Policy: A Comparison Of Two Fields In Education, Linda E. Martin, Sherry Kragler, Denise Frazier Jun 2017

Professional Development And Educational Policy: A Comparison Of Two Fields In Education, Linda E. Martin, Sherry Kragler, Denise Frazier

Journal of Educational Research and Practice

The purpose of this paper is to compare two fields of research related to school reform: professional development and educational policy. A content analysis of the literature in both fields revealed two areas where they align (i.e., a focus on teachers’ professional development and the idea that change takes time) as well as two areas where there are differences (i.e., theoretical grounding of each field and planning for teachers’ learning). Considerations for successful school reform are suggested.


A Content Analysis Of Images Of Novice Teacher Induction: First-Semester Themes, Jennifer R. Curry, Angela W. Webb, Samantha J. Latham Sep 2016

A Content Analysis Of Images Of Novice Teacher Induction: First-Semester Themes, Jennifer R. Curry, Angela W. Webb, Samantha J. Latham

Journal of Educational Research and Practice

The powerful nature of novice teachers’ experiences in their first years of teaching has been well documented. However, the variance in novices’ initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers’ success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants’ pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among ...


“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard Sep 2012

“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard

Journal of Educational Research and Practice

The percentage of higher education students enrolled in online courses has increased from 9.6 percent in fall 2002 to 33 percent in fall 2010. Due to the increased importance of online courses and programs on university campuses there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online masters program. Minutes of meetings, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes ...


Assessing Content Knowledge And Changes In Confidence And Anxiety Related To Economic Literacy In A Professional Development Program For History Teachers, Julia M. Rollison, Larry H. Ludlow, Todd Wallingford Apr 2012

Assessing Content Knowledge And Changes In Confidence And Anxiety Related To Economic Literacy In A Professional Development Program For History Teachers, Julia M. Rollison, Larry H. Ludlow, Todd Wallingford

Journal of Educational Research and Practice

The purpose of this study was to determine the impact of a Teaching American History professional development program on content knowledge, and confidence and anxiety associated with teaching economic literacy. Two content assessments and a confidence and anxiety instrument were administered to teachers prior to and immediately following a two-week Summer Institute. Statistically significant findings included an increase in economics content knowledge and an increase in confidence combined with a decrease in anxiety. The scale and measurement model employed to examine status and subsequent change should be useful for similar professional development initiatives and evaluations.


Adjunct Faculty Perceptions Of Participation In Online Collaborative Research Teams, Rita Hartman, Danielle Sixsmith Edd, Patricia Akojie, Christa Banton Dec 2011

Adjunct Faculty Perceptions Of Participation In Online Collaborative Research Teams, Rita Hartman, Danielle Sixsmith Edd, Patricia Akojie, Christa Banton

Higher Learning Research Communications

Career professionals who serve as adjunct faculty at the university level are expected to engage in continual research and publishing to maintain their status as adjunct (part-time) faculty, to be considered for potential advancement, and to qualify for additional compensation. One way of meeting this objective is to participate in online collaborative research projects benefiting from a set of multiple lenses, multiple insights, and a multitude of considerations in regard to design, methodology, data interpretations, and broader reaching implications. A narrative inquiry approach was applied to gain an in-depth understanding of the experiences of adjunct faculty working in online collaborative ...


Developing Faculty To Provide University Students With Improved Learning Experiences, Águeda Benito, Neal A. Green, Deborah R. Popely, Phuong M. Thai-Garcia, Art T. Schneiderheinze Nov 2011

Developing Faculty To Provide University Students With Improved Learning Experiences, Águeda Benito, Neal A. Green, Deborah R. Popely, Phuong M. Thai-Garcia, Art T. Schneiderheinze

Higher Learning Research Communications

The article addresses the importance of incorporating faculty development as a key priority of higher education institutions. A literature review and some face-to-face and online interviews were conducted at various U.S. institutions, to identify common and best practices regarding this important matter. The article offers some ideas about what is done, and how it is done, to help faculty be ready for the challenging role they need to play: to be effective developers of a diverse student body that meets the evolving needs of industry and that utilizes technological tools that never existed before.


Becoming A Scholar: Everything I Needed To Know I Learned On Sabbatical, Steven Maranville Aug 2011

Becoming A Scholar: Everything I Needed To Know I Learned On Sabbatical, Steven Maranville

Higher Learning Research Communications

The essence of being a faculty member is to be a scholar. And, the work of a scholar is to think. However, the demands of academic life correlated with mid-career concerns can form a distraction away from this essential activity. As such, the goal of this essay is to discuss matters of professional development for tenured business professors at teaching-oriented universities. These faculty members are at particular risk of a career plateau accompanied by diminished productivity and satisfaction. Employing autoethnographic methods, the author reflects on his personal experience and posits initiatives for career revitalization, positing that professional development is vital ...


Using Professional Certification Criteria To Assess Occupational Safety Curricula In Degree Programs Investigating Accreditation, Todd William Loushine, Robert G. Feyen Aug 2011

Using Professional Certification Criteria To Assess Occupational Safety Curricula In Degree Programs Investigating Accreditation, Todd William Loushine, Robert G. Feyen

Higher Learning Research Communications

The aim of this paper is to demonstrate a novel assessment method developed to determine if the curriculum from two separate safety degree programs provided sufficient opportunity for students to obtain the knowledge required for professional practice in occupational safety. The method relies on the Board of Certified Safety Professionals (BCSP) examination blueprints. In the graduate program case study, over 88% of the BCSP criteria were met through an explicit means and up to 64% through assignments or better. Aggregating criteria into respective subject areas showed that the curriculum covered anywhere from 58% to 100% of the items within each ...