- Boise State University Theses and Dissertations (1)
- Theses, Dissertations and Capstones (1)
- Educational Studies Dissertations (1)
- Doctoral Dissertations 1896 - February 2014 (1)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (1)
Articles 1 - 8 of 8
Full-Text Articles in Education
Are Teachers Prepared? Predictors Of Teachers’ Readiness To Serve As Mandated Reporters Of Child Abuse, Emily A. Greytak
Publicly Accessible Penn Dissertations
The Child Abuse Prevention and Treatment Act (1974) requires that states receiving U.S. federal funds directed at child abuse implement mandated reporting laws. As a result, all states have adopted legislation requiring teachers and other professionals who deal with children to report suspicions of child abuse. The federal mandate for such reporting laws assumes that teachers will have the capability to fulfill their role as mandated reporters. However, prior research suggests that educators do not always report their suspicions of child abuse to child protective services.
Using survey data from a sample of teachers trained by the University of ...
The Role Of A Literacy Coach In Supporting Instructional Improvement And Student Achievement, Holly Jo Murer
College of Education Theses and Dissertations
Using qualitative research methods, this study examines the professional development model of literacy coaching. Literacy coaches and classroom teachers were interviewed to explore the work of literacy coaching. The findings of this study indicate the importance of relationship building as part of the work of literacy coaching. It also indicates that literacy coaching is ongoing and requires a significant amount of time for implementation. Additionally, the principal not only has a significant impact on setting the purpose and providing support for literacy coaching but also impacting the teachers’ use of time within a school. Also, systemic support within a school ...
Searching For Patterns Of Discourse In A Sea Of Professional Development: Professional Learning And Teacher Discourse, Brian T. Whitney
Boise State University Theses and Dissertations
Professional development, like a sea of changing tides, ebbs and flows through a myriad of professional trends. Some of these trends have disenfranchised teachers from the core of professional learning while others have empowered teachers to confront change with passion and courage. As collaboration continues to gain popularity as an empowering and effective route to professional learning, scrutinizing the effects of professional development on teacher discourse will ensure desired outcomes are achieved.
While collaboration holds the power to break down some of the isolation that exists in the teaching profession, talk alone, void of inquiry and reflection, will not necessarily ...
Influencing Pedagogy And Belief: A Case Study In The Professional Development Of Teachers Of Mathematics, Charles Howard
This study forms a holistic, rich description of the way a professional development experience transformed teachers of mathematics. This professional development targeted teachers from six underachieving schools in a southern state who trained for a week in inquiry techniques of instruction. The method used to study the impact this experience had upon participants is a case study design in which three of the high school teachers were the subjects of analysis. Additional data were incorporated from project administrators and other teachers and assistants involved with the professional development experience. Data sources include highly structured questionnaires, observations, semi-structured interviews, documents, archival ...
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 ...
The Current State Of Professional Development In Appalachia, Lisa D. Beck
Theses, Dissertations and Capstones
Tied to the current federal legislation, the No Child Left Behind Act (NCLB), and all the national influences on American Education which have come before is the need for teachers to receive high-quality professional development. Approximately 5,500 National Board Certified Teachers (NBCTs) work in the 13 states that lie along the Appalachian Mountain Region of the United States. To complete this study, a stratified random sample was performed with 650 NBCTs contacted by mail. They were asked to complete and return The Beck's Professional Development Inventory (BPDI). In order to analyze the data and to determine if statistical ...
Teacher Candidates' Attitudes Toward Immigration And Teaching Learners Of English As A Second Language, Midena M. Sas
UNLV Theses, Dissertations, Professional Papers, and Capstones
While in theory, democratic ideals promise the equal participation of all its citizens in the decisions that affect them, in practice some populations, i.e., those who do not possess membership to the dominant cultural group, often miss out on the privileges a democratic society is supposed to ensure. Critical theorists pointed out that "democracies like ours exhort equal opportunity but often ignore ways in which our schools operate unconsciously and unknowingly to guarantee that there will be no real equality" (McLaren, 2007, p. 176). In the education arena, inequitable treatment has received significant attention, perhaps due to the glaring ...
Teacher Transformations: A Phenomenological Study On The Effect Of Courage To Teach On Experienced Teachers' Growth And Development: A Dissertation, Kathleen M. Nollet
Educational Studies Dissertations
The purpose of this study is to investigate the effects of a professional development experience on ten experienced teachers who participated as a cohort in Courage to Teach. Courage to Teach, founded by Parker Palmer, is a program of quarterly retreats that foster personal and professional renewal for teachers. The program focused on renewal through deep reflection that helps teachers to investigate the inner and outer landscapes of their lives. By using seasonal themes, poetry, readings, and insights from various wisdom traditions, teachers reflect on their identity and integrity as teachers as large groups, and solitary settings.