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Walden Dissertations and Doctoral Studies

Educational Administration and Supervision

Professional Development

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Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr Jan 2019

Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr

Walden Dissertations and Doctoral Studies

The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers' knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers' perceptions of PD around assessment. Guided by a framework based on Chen and McCray's whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary ...


Early Childhood Education Trainers' Knowledge And Use Of Andragogical Principles, Kimberly Thornton Jan 2019

Early Childhood Education Trainers' Knowledge And Use Of Andragogical Principles, Kimberly Thornton

Walden Dissertations and Doctoral Studies

Early childhood education (ECE) teachers often lack the experience and skills to provide children with supports necessary to foster academic and social skill development. Professional development can improve ECE teachers' skills, but ECE trainers often lack understanding of adult learning principles, known as andragogy. Knowles' conceptual framework of andragogy was used to explore the knowledge and use of andragogical principles of 8 ECE trainers selected via criterion-based purposive sampling. The research questions focused on ECE trainers' knowledge and use of andragogical principles. Three cases, each consisting of 2 or 3 live professional development trainings for early childhood educators, were used ...


Teacher Perceptions Of Math Professional Development In A Small Vocational School, Nisha Woody Jan 2019

Teacher Perceptions Of Math Professional Development In A Small Vocational School, Nisha Woody

Walden Dissertations and Doctoral Studies

Abstract The vocational math teachers at a vocational secondary school lack the adequate skills needed to be effective in math classrooms. The vocational teachers who teach math at the local vocational school have been identified as noncertified teachers based on their certification with the state department of education. The purpose of this project study was to determine the best professional development sessions needed to improve the instructional practice of untrained math teachers at the school. Their work is critical to the academic and career development of students. The social development theory of Vygotsky, which states that social interaction has an ...


Influence Of Professional Learning Communities On K-8 Teacher Responsibilities, Kristen Lynn Martello Jan 2018

Influence Of Professional Learning Communities On K-8 Teacher Responsibilities, Kristen Lynn Martello

Walden Dissertations and Doctoral Studies

Professional learning communities (PLCs) were established in a local suburban school district in 2010; however, since their inception, the value of the program has not been determined. In a K-8 school district, a qualitative case study was conducted to determine the influence of PLCs on the 4 domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties. The conceptual framework was based on Bandura's social learning theory and Danielson's framework for teaching. The research questions focused on how teacher participation and the allotment of time in a PLC, and the structure of a PLC, influence teacher classroom ...


Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling Jan 2018

Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling

Walden Dissertations and Doctoral Studies

Walden University

College of Education

This is to certify that the doctoral study by

DaMesia Denise Starling

has been found to be complete and satisfactory in all respects,

and that any and all revisions required by

the review committee have been made.

Review Committee

Dr. Cathryn Walker White, Committee Chairperson, Education Faculty

Dr. J Don Jones, Committee Member, Education Faculty

Dr. Nicolae Nistor, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University

2018

â??

Fidelity of Implementation of an Urban Elementary Montessori Kindergarten Program

by

DaMesia D. Starling

MS, Walden University, 2010

BS, Jarvis Christian College ...


The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye Jan 2018

The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye

Walden Dissertations and Doctoral Studies

Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample ...


How High School Teachers Perceive The Quality Of Professional Development, Leslie Puente-Ervin Jan 2017

How High School Teachers Perceive The Quality Of Professional Development, Leslie Puente-Ervin

Walden Dissertations and Doctoral Studies

New Jersey is 1 of 46 states to enroll in President Obama's Raceâ??toâ??theâ??Top Initiative. Participating states must adopt national standards, revise teacher evaluation procedures, and administer new state assessments. States are prioritizing quality professional development (PD) to prepare teachers for these rapid shifts. The overall problem studied was how high school teachers perceive the quality of PD in a high school in New Jersey. While substandard PD alone is not enough to lose tenure, it has recently become one of the evaluative measures for teacher performance according to a new tenure law signed in 2012 by ...


Faculty Self-Efficacy Instructing In A Hybrid Learning Environment At A Career College, Donna Gosselin Gosselin Jan 2017

Faculty Self-Efficacy Instructing In A Hybrid Learning Environment At A Career College, Donna Gosselin Gosselin

Walden Dissertations and Doctoral Studies

Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members' understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura's social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college ...


Content Area Teacher Perspectives On Integrating Literacy Strategies, Lynette Smith Smith Jan 2017

Content Area Teacher Perspectives On Integrating Literacy Strategies, Lynette Smith Smith

Walden Dissertations and Doctoral Studies

The Common Core State Standards recommend that all educators prepare students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine 7th and 8th grade content area teachers' perspectives towards teaching literacy. The research questions addressed teachers' capabilities in the role of literacy instructor as well as the actual application of literacy. 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 to provide literacy instruction. Eleven English, math ...


Secondary Teachers' Perceptions Of The Effectiveness Of A Professional Learning Community, Catina Shontelle Stewart Jan 2017

Secondary Teachers' Perceptions Of The Effectiveness Of A Professional Learning Community, Catina Shontelle Stewart

Walden Dissertations and Doctoral Studies

The implementation of professional learning communities (PLCs) in schools has been shown to serve as a catalyst in transforming school culture and increasing the academic performance of students. Our school district mandated that PLCs were established at the research site, an urban Louisiana school, for the primary purpose of closing the achievement gap. Yet, recent data from the local district indicate that these PLCs have not resulted in capacity building for sustainable improvement. Ineffective implementation of the current PLCs may have contributed to the poor outcomes. One purpose of this qualitative case study was to examine teachers' perceptions of the ...


Teacher Education In Central Equatoria, South Sudan, Catherine Hahs Brinkley Jan 2016

Teacher Education In Central Equatoria, South Sudan, Catherine Hahs Brinkley

Walden Dissertations and Doctoral Studies

Without education, many South Sudanese will continue living in poverty. There are numerous factors that limit their educational opportunities including tribal warfare, colonialism, missionary malpractice, civil wars, a high illiteracy rate, low government funding, and threats of war. These factors have left a substantial deficiency in available training for teachers. The purpose of this study was to determine the pedagogical needs of the teachers of South Sudan. Within a conceptual framework of participatory action research, this qualitative study examined educators' view of the effectiveness of the teacher education that they had received, the pedagogical needs of teachers, and the ideal ...


Professional Development Of Head Start Teachers In Emotional And Instructional Support, Marilyn Mcleod Harris Jan 2016

Professional Development Of Head Start Teachers In Emotional And Instructional Support, Marilyn Mcleod Harris

Walden Dissertations and Doctoral Studies

In the southwest region of Tennessee, a local Head Start program classroom assessment scoring system's (CLASS) scores fell in the lowest 10% among national Head Start programs in emotional and instructional support. Since 2012, the Office of Head Start has released reports showing that the average Head Start program has low performance CLASS emotional and instructional support scores. The purpose of this exploratory case study was to investigate the professional development of local Head Start teachers with low CLASS scores in emotional and instructional support. Knowles's adult learning theory of andragogy was the overall conceptual framework and the ...


Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson Jan 2016

Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson

Walden Dissertations and Doctoral Studies

The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored ...


Predicting Mathematics Teachers' Acceptance Of Reflective Blogging To Improve Instruction, Diana Sue Fesmire Jan 2016

Predicting Mathematics Teachers' Acceptance Of Reflective Blogging To Improve Instruction, Diana Sue Fesmire

Walden Dissertations and Doctoral Studies

An internal district audit identified that a rural, socioeconomically disadvantaged Southwestern school district has a lack of congruent and consistent implementation of the Common Core State Standards in mathematics. Innovative and cost-saving avenues for professional development (PD), such as reflective blogging, foster teacher learning to reconcile the enacted curriculum with the intended curriculum. This correlational study investigated the predictive power of technology acceptance and motivation constructs on reflective mathematics teachers' social media use intention and participation in informal, virtual Communities of Practice (vCoP). The framework that guided this study is the unified acceptance and use of technology and self-determination theory ...


Impact Of Professional Development In Response To Intervention On Secondary Teachers' Efficacy, Crystal Joy Spence Jan 2016

Impact Of Professional Development In Response To Intervention On Secondary Teachers' Efficacy, Crystal Joy Spence

Walden Dissertations and Doctoral Studies

In 2012, a southeastern state mandated that all school districts employ the response to intervention (RtI) tiered approach model to meet the needs of struggling students. RtI was implemented at the study site; however, secondary teachers were not confident in their abilities to implement RtI. Researchers have found that a teacher's sense of efficacy can impact student academic outcomes. Professional development on implementing RtI was provided for teachers in the study school. The purpose of this study was to examine the effect of explicit RtI professional development on the perceived self-efficacy of secondary teachers and their ability to impact ...


Factors That Impact African American High School Equivalency (Hse) Students' Pursuit Of Higher Education, Jamiyla Chandler-Melton Jan 2016

Factors That Impact African American High School Equivalency (Hse) Students' Pursuit Of Higher Education, Jamiyla Chandler-Melton

Walden Dissertations and Doctoral Studies

African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong ...


Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins Jan 2016

Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins

Walden Dissertations and Doctoral Studies

Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured ...


District-Funded Common Core Collaboration Grants Used For Teacher Professional Development, Stephanie Pratt Gregson Jan 2016

District-Funded Common Core Collaboration Grants Used For Teacher Professional Development, Stephanie Pratt Gregson

Walden Dissertations and Doctoral Studies

With the adoption of the Common Core State Standards (CCSS) in English language arts and mathematics by the State of California in 2010, a shift in instructional practices along with the level of rigor and expectations for students began. As a result of these changes, a local school district sought a way through district-funded Common Core Collaboration Grants (CCCG) to provide professional development that supported 4thâ??6th grade teachers in their implementation of the CCSS. The purpose of this qualitative program evaluation case study was to examine teachersâ?? perceptions of the effectiveness of professional development funded by CCCG in supporting ...


Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald Jan 2015

Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald

Walden Dissertations and Doctoral Studies

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations ...


Exploring The Efficacy Of School-Based Professional Development, Michele Theresa Glynne Jan 2015

Exploring The Efficacy Of School-Based Professional Development, Michele Theresa Glynne

Walden Dissertations and Doctoral Studies

No method exists for evaluating the effectiveness of professional development (PD) for teachers in Boston Public Schools. Often PD does not contribute to teacher quality, which can hinder student outcomes. The purpose of this study was to explore teachers' perceptions of the effectiveness of PD among K-8 teachers and to examine the alignment of PD in the schools with the 4 prerequisites of professional learning outlined by Learning Forward. These 4 prerequisites served as the conceptual framework. Of the research questions, 4 reflected the topics of the 4 prerequisites: commitment to students, readiness to learn, collaboration, and learning styles. The ...


Exploring The Impact Of Wyoming's Pathways To Professional Development Program On Childcare Providers And Quality Early Childcare, Colleen Kay Bartlett Jan 2015

Exploring The Impact Of Wyoming's Pathways To Professional Development Program On Childcare Providers And Quality Early Childcare, Colleen Kay Bartlett

Walden Dissertations and Doctoral Studies

Childcare programs that provide high quality care can strengthen children's early development. One component of a quality program is having providers who are knowledgeable in child development; however, despite the understanding of these known predictors of child development, Wyoming does not require childcare providers to complete any training before beginning to work with children. Guided by the constructivist theories of Piaget, Vygotsky, Dewey, and Bruner, this objectives-based program evaluation investigated the Pathways to Professional Development program to determine participants' perceptions of the strengths and weaknesses of the program. A researcher-produced survey was created based on the objectives of the ...


Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins Jan 2015

Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins

Walden Dissertations and Doctoral Studies

Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior ...


Teacher Perceptions Of Administrative Involvement In Transfer Of Training, Stephanie Michelle Heflin Jan 2015

Teacher Perceptions Of Administrative Involvement In Transfer Of Training, Stephanie Michelle Heflin

Walden Dissertations and Doctoral Studies

This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve ...


Teachers' Perceptions Of The Implementation Of The Response-To-Intervention Program, Alfred Saldivar Lopez Jan 2015

Teachers' Perceptions Of The Implementation Of The Response-To-Intervention Program, Alfred Saldivar Lopez

Walden Dissertations and Doctoral Studies

This study was designed to address teachers' difficulties implementing Response-to-Intervention (RtI) program strategies at a low-performing school in south Texas in response to students failing to meet statewide assessment standards in reading. This exploratory case study investigated the perceptions of Grades 3 and 4 teachers to assist in understanding a pathway to increase higher fidelity of RtI implementation and improve student academic performance. Knowles's theory of andragogy and Lewin's change theory provided the framework for the study. The study included interview data from 6 purposefully selected Grades 3 and 4 teachers supplemented by document reviews of professional development ...


Assessing And Guiding Instructional Practice: Administrators' And Teachers' Perceptions Of The Framework For Teaching Evaluation, Latonya Patrice Wright Jan 2015

Assessing And Guiding Instructional Practice: Administrators' And Teachers' Perceptions Of The Framework For Teaching Evaluation, Latonya Patrice Wright

Walden Dissertations and Doctoral Studies

School officials in a large district adopted a research-based teacher evaluation system, the Framework for Teaching (FFT). Despite a 4-year phase-in of the FFT, teachers' evaluation ratings increased while student achievement results decreased. This disparity impacted the school district's growth targets as set by the State Department of Education. If target growths are unmet, school administrators must relinquish school operations to the state. A bounded, qualitative case study was designed to explore administrators' and teachers' perceptions of the FFT and its influence on school administrators' assessment of teachers' instructional practices. Social constructivist and andragogy theories formed the study's ...