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Theses/Dissertations

Curriculum and Instruction

2019

Professional development

Gardner-Webb University

Articles 1 - 2 of 2

Full-Text Articles in Education

The Impact Of Common Core Mathematics Professional Development On Elementary Mathematics Teaching Self-Efficacy And The Resulting Effects On Their Student Achievement, Alissa Smith Lee Jan 2019

The Impact Of Common Core Mathematics Professional Development On Elementary Mathematics Teaching Self-Efficacy And The Resulting Effects On Their Student Achievement, Alissa Smith Lee

Education Dissertations and Projects

The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. …


The Impact Of Blended Professional Learning Focused On Total Physical Response Storytelling (Tprs®) On Teacher Perceptions And Practices, April Dawn Debord Jan 2019

The Impact Of Blended Professional Learning Focused On Total Physical Response Storytelling (Tprs®) On Teacher Perceptions And Practices, April Dawn Debord

Education Dissertations and Projects

Professional learning plays an integral role in every educator’s career. Studies show that traditional workshop professional learning in a one-round session without follow-up training is not effective (Ball & Cohen, 1999), yet this type of professional learning still comprises the bulk of professional development offerings. This study sought to discover the impact of providing blended professional learning with coaching on teacher perception, teacher knowledge, classroom practice, and student learning. Participating instructors from various Grades 9-12 backgrounds received asynchronous virtual training in the TPRS® method and Marzano’s (2004) vocabulary learning strategies. The training was delivered via the Canvas Learning Management System. …