Education Commons^™

Inservice Professional Development For Educators In A Democracy: Moving From Theory To Practice, Rachel Lynn Wadham

Theses and Dissertations

This dissertation presents research that addresses the question of how professional development influences inservice teachers' professional identity. In three journal articles, specific inquiries address research questions drawn from this broader conversation. In article one, we answered the question of what unifying characteristics democratic educators exhibit in their pedagogies and methods. By conducting an integrative literature review, we find that those who indicate that they are democratic educators used four major pedagogical categories including inquiry methods, artistic methods, oral methods, and student-centered methods. In the second article, we addressed the question of how professional development influences teachers' professional civic identities. In …

Professional Development, Digital Platforms, And Middle School Education During Covid-19, Cynthia Susan Castro

Theses and Dissertations

The COVID-19 outbreak shifted towards online learning, requiring educators and administrators to adapt to new digital platforms and technologies quickly. The purpose of this quantitative study is to examine whether there is a significant difference in the frequency of use of digital platforms among middle schools. Secondly, it explores the relationship between teachers' attendance at professional development sessions and their integration of Nearpod lessons during the pandemic. Lastly, it investigates the relationship between the time campus principals invested in technology-related professional development and teachers' adoption of digital platforms at their respective campuses. Surveys and administrative records were …

Pursuing Culturally Responsive Math Teaching By Secondary Math Educators: A Professional Development Action Research Study, Emily Bell Redding

Theses and Dissertations

This action research study examines the use of professional development to build the self-efficacy of secondary math teachers in culturally responsive mathematics teaching (CRMT), with the hope to address achievement gaps of Black and Hispanic students. Seven math teachers from a school division in Southwest Virginia participated in a 9-week professional development that included virtual meetings to learn about CRMT, collaboration with colleagues, classroom applications, and self-reflection. Quantitative and qualitative data were collected throughout the 9 weeks in the forms of questionnaires, meeting transcripts, and reflection journals. The research study results found the professional development to build teacher self-efficacy, especially …

Professional Development For Teaching In The Digital Age: Addressing Teachers’ Digital Competency, Blanca Nery Ibarra

Theses and Dissertations

The purpose of this study was to identify teachers’ digital skills proficiency gaps in order to determine preparedness for teaching in the digital age. Using a survey research design helped identify teachers’ digital skills self-confidence, attitudes towards the use of technology in the classroom, and current uses of technology for instructional purposes. The participants in this research study consisted of 320 middle school teachers from a border school district in south Texas. The data was collected using a survey instrument consisting of the TPSA C-21 and researcher-developed items. The data was analyzed using the Spearman-rank order correlation to describe the …

Empowering Teachers To Support Mtss Students: An Action Research Study, Sahalija Dentico

Theses and Dissertations

In 2018, the elementary school where I serve as an instructional interventionist adopted a data-based multi-tiered system of supports (MTSS). Although our process has evolved over the years, I saw room for improvement. Therefore, the purpose of this action research study was to improve the MTSS process at my school, specifically by addressing teachers’ lack of awareness of their role. Framing the study with a combination of social cognitive theory and curriculum ideologies, I explored 12 English language arts teachers’ perceptions of the MTSS model, curricular views, and sense of self-efficacy. Through a two-phase, mixed-method approach, I investigated how sharing …

Evaluating Readiness To Teach Online By Examining The Relationship Between Faculty’S Perceptions Of Importance Of Course Design, Course Communication, Time Management, And Technical Competency, And Their Readiness To Teach Online, Francisco Garcia

Theses and Dissertations

The purpose of this study was to examine faculty’s perceptions of the importance of online teaching competencies and their perceptions of their ability to teach online. Two aspects of readiness are focused on in this framework: 1) faculty attitude on importance of online teaching competencies and 2) faculty perception on their ability to confidently teach online, and four competencies were utilized in this study: Course Design, Course Communication, Time Management, and Technical Competency. A quantitative research design was utilized to analyze data and show the degree of correlation between importance and ability in the four competencies. MANOVA was used to …

Fifth Grade Teachers Use Of Cooperative Learning In Science, Liza Ramos

Theses and Dissertations

This study aimed to explore Cooperative Learning theories and practice by examining the relationships among three aspects: Experience, Practice and Perceptions. The data were from interview records from eight science teachers.

As a student-centered active pedagogical trend, cooperative learning has become part of one of the most effective and efficient educational trends that has illuminated constructivist science classrooms in South Texas. This method is conducive in the field of education. Students, in general, are encouraged to cooperatively get involved and to collaboratively participate in problem solving, discussions, and/or productions in group sessions to build a sense of community with the …

Online Professional Development’S Effect On Teachers’ Technology Self-Efficacy And Continuance Intention To Use Pear Deck, Katherine Shirley Degar

Theses and Dissertations

Districts and schools are spending millions of dollars on technology, training, and professional development each year; however, a disconnect between technology use and good pedagogy remains. The one-shot, sit-and-get professional development model has not provided North Lake Intermediate School’s teachers the necessary skills and knowledge to prepare students for the 21st century through the use of innovative technologies. The purpose of this action research study was to investigate how a TPACK-focused online professional development experience influenced teachers’ development of technology self-efficacy and intention to integrate the technology tool, Pear Deck, and measure changes in their attitudes toward Pear Deck.

The …

Teacher Observations As Professional Development Opportunities, Ashton Carrie Padgett

Theses and Dissertations

This research project sought to understand how the complexities and challenges of offering high-quality professional development district-wide impacted teachers’ ability to implement their new learning. The literature posits that to be considered effective, professional development must include six distinct design elements: (1) Data driven, (2) Incorporates active learning utilizing adult learning theory, (3) Supports collaboration, (4) Context-Specific, (5) Feedback-centered, and (6) Supported by principal leadership (Darling Hammond et al., 2017, p. 4). While each of these design elements seems appropriate and rooted in best practices, when planning professional development, the scheduling and unique circumstances of secondary schools makes incorporating these …

The Culturally Responsive Teacher, Tova Markowitz

Theses and Dissertations

According to the U.S. Census Bureau, by 2060, the White population in the United States is projected to fall by more than 20 million people, while the Hispanic, Black, Asian, and Biracial populations are expected to increase (Vespa, 2020). There is a mismatch between the adopted curriculum and the student population. Are teachers prepared to teach the diverse students in their classrooms? To better understand the current status and to support the teachers, the study incorporated the work of Gay (2010, 2013, 2018), Ladson-Billings (1992, 1995, 2008, 2014), and Paris (2012) and examined the factors influencing culturally responsive teaching. Utilizing …

Simple Awareness Or Actionable Impact? A Phenomenological Study Of The New York City Department Of Education Implicit Bias Training, Dannielle Darbee Muelthaler

Theses and Dissertations

This phenomenological study explored teachers’ perceptions and examined the impact of implicit bias training conducted by the New York City Department of Education (NYCDOE) Office of Equity and Access on teachers’ instructional practices and expectations for student learning. Participants were teachers in the NYCDOE who took part in implicit bias training between 2018 and June 2022. Methods included participant interviews and document analysis. The theoretical/conceptual framework for this study considered educational values and organizational sensemaking as the lens for analyzing the shift in the New York City Department of Education to an Equity and Excellence agenda, with a specific focus …

Instructional Practices Impacting Struggling Eighth Graders’ Reading Achievement: A Non-Experimental Quantitative Analysis, Deon Lavigne-Jones

Theses and Dissertations

Despite ongoing efforts to reform schools, the longstanding racial/ethnic achievement gap still persists, particularly for boys of color; in many cases, the gap is widening, particularly for students transitioning from elementary to middle school. The focus of this study was to examine the impact of effective instructional practices for struggling eighth-grade readers, and how these practices can help bridge the achievement gap among students from diverse backgrounds. This study utilized correlational research methods to determine the relationship between teacher qualities and instructional practices and the reading achievement of struggling eighth-grade students. The study used national data from the 2013 NAEP …

Professional Development And Teachers’ Self-Efficacy Regarding Research-Based Practices For English Language Learners In Middle School, Lydia R. Escobar

Theses and Dissertations

This applied dissertation was designed to describe the research-based practices used by middle school teachers of multilingual or ELL students in the subject area courses and the teachers’ self-efficacy to implement those research-based practices while teaching. Also, this study aimed to describe the impact of professional development regarding research-based teaching practices on the implementation of these practices and to compare the teachers’ practices, their perceptions of self-efficacy, and the impact of professional development had on their teaching.

This study followed a quantitative methodology with a survey design. A non-probabilistic sampling was used for the selection of the participants. The sample …

The Relationship Of Mentorship And Professional Development On Special Educators’ Intent, Christine S. Powell

Theses and Dissertations

Current literature in special education has examined professional development (PD) and mentorship separately; however, no studies have investigated the relationship between PD and mentorship on special education teachers’ intent. The purpose of this study was to examine the extent to which participating in PD and mentorship opportunities predicted the likelihood of Early Career Special Education Teachers' (ECSETs) intent to leave the teacher workforce while examining factors related to duration and quality. Based on two conceptual models, Desimone’s (2009) best practices for professional development and Nick et al. (2012) best practices for academic mentoring, this study identified key features and characteristics …

Seeing Themselves: White Preservice Teachers As Raced Individuals And As Members Of Their Future School Communities, Laurie Koth

Theses and Dissertations

Students of color, of poverty, with disabilities continue to slide into the school to prison pipeline (STPP.) Very often, an antecedent step is harsh exclusionary discipline that removes them from the classroom. Teachers, who play a major role in the decision whether to keep students in or eject them from the classroom and the school, are among multiple forces driving students toward or away from the STPP. A salient feature of the issue is that nearly 80% of teachers are white and their most vulnerable students are not. Rooted in critical race and care theories, and buttressed by self determination …

The Influence Of The Covid-19 Pandemic On Rural Virginia Secondary Teachers’ Self-Efficacy, Sherol L. Southerland

Theses and Dissertations

The COVID-19 pandemic has presented unique challenges for PK-12 education and exposed educators’ skill deficits. Teachers had to learn new approaches to doing their jobs while navigating the mental, emotional, spiritual, and financial impact of the pandemic on their personal lives. This undertaking was even more demanding for rural school divisions, which tend to lack the resources (e.g., personnel, technology, financial) that suburban and urban school divisions have. Schools reopened in fall 2020 offering fully remote, fully in-person, and hybrid modalities, however, there was no going back to teaching as it was before the pandemic. The present study sought to …

A Case Study Of The Retention-Supporting Needs Of Beginning Teachers In A West Central Georgia School System, Vicki Thrailkill Pheil

Theses and Dissertations

Even though the State of Georgia has issued suggested guidance for new teacher induction programs, not all school systems follow that guidance and varying induction practices have been implemented. Because replacing exiting teachers in the first 5 years of their career has become costly to school systems—both financially and academically regarding student achievement—it is in all stakeholders’ best interest to support new teachers to increase retention rates. The purpose of this case study was to describe 1st-year teachers’ experiences in a West Central Georgia school system induction program and to identify the retention-supporting needs these new teachers reported as part …

Informing Professional Development To Support K-12 Blended Teaching: A Study Of Practices Of Seasoned Blended Teachers And Coaching Experiences Of Emerging Blended Teachers, Michelle Jensen

Theses and Dissertations

This dissertation is presented in a journal-ready format and aims to inform professional development designed to support blended teaching. The first is a qualitative study of the practices of secondary educators currently using blended teaching strategies. Thematic analysis of the interviews identified activities teachers use in the online space and how they are connected to in-person activities. Activities aligned with two prior frameworks. Moore's (1989) interaction framework supported classifications of student interactions with content, other learners, and instructors. Kimmons et al.'s (2020) technology use framework supported classifications of student use of online technology in passive, interactive, and creative ways. Participants …

A Descriptive Mixed-Methods Study Examining Teachers’ Needs And Preferences For Technology Integration Professional Development, Amber Birden

Theses and Dissertations

The purpose of this study was to examine teachers’ needs and preferences for technology integration professional development (PD). To guide the study, three research questions were developed: (1) What are teachers’ needs and preferences for technology integration professional development in K-12 schools?, (2) How are teachers currently integrating technology for teaching and learning in their classroom?, and (3) How do teachers perceive technology benefits and usefulness of technology integration for teaching and learning?

This was a descriptive mixed methods study. The research study included 33 educators from six different U.S. states. Quantitative data was collected from the technology needs assessment …

Career And Technical Education Teacher Self-Efficacy Of Staff Development As Part Of A Beginning Teacher Induction Program: A Qualitative Research Of Cte Teacher Externs Of A South Texas School District…From The Classroom To The Job Site, And Back Again, Raul Alvarez Jr.

Theses and Dissertations

Career and Technical Education (CTE) has proven itself through substantial research, to provide a positive impact on the U.S. economy and the job market in its college and career preparedness of high school students. However, the ability of school districts in retaining competent CTE teachers is not as reassuring. The progressive years for any beginning CTE teacher are during their initial tenure in the profession. Teacher self-knowledge is also developed during these years inclusive of the occupational reflection of either removing oneself from or continuing as a teacher. Therefore, it can be stated that it is during this period when …

A Missing Piece In The K-12 Online Learning Puzzle: Professional Development For Online Teachers, Chad A. Turley

Theses and Dissertations

K-12 online learning continues to grow, and with it, the need for well-trained online teachers. This multiple-article dissertation explores K-12 online teaching professional development. A literature review describes research trends regarding unique strategies and competencies related to online teaching. It explores strategies such as acting as a facilitator, developing course knowledge, encouraging student engagement, interacting regularly with students, giving feedback, and developing time management skills. The literature review suggests that there is a lack of specific recommendations about what content should be covered and why professional development is beneficial for both teachers and students. Programs that incorporate online teaching professional …

Autism Spectrum Disorder: Community College Faculty Awareness, Practices, And Professional Development, Kristyn Sacrestano

Theses and Dissertations

Students with Autism Spectrum Disorder (ASD) are increasingly selecting to participate in postsecondary education. These individuals often face a number of challenges and barriers to success resulting in poor persistence and completion rates. For institutions of higher education, it is imperative that appropriate supports be put in place and faculty are prepared to support learners with ASD to allow for positive student experiences and successful completion. The purpose of this study was to examine disability awareness and faculty preparedness for working with students with ASD in order to move towards creating welcoming campuses which appropriately support and retain learners with …

The Impact Of Blended Professional Development On Teacher Efficacy And Practice, Sonia Hood

Theses and Dissertations

The purpose of this quantitative study was to examine the impact of blended professional development on teacher efficacy. The variables hours of blended learning, subjects taught, and years of experience were investigated. Additionally, teacher efficacy was analyzed across domains of student engagement, instructional practices, and classroom management. Multiple regression analyses were conducted, and the Teachers’ Sense of Efficacy Scale was administered to 112 teachers to investigate the following research questions: (a) What is the relationship between teachers’ self-efficacy and blended professional learning? (b) Is teacher efficacy influenced by the amount of time spent receiving blended professional learning, by the years …

A Phenomenological Study Exploring Teachers’ Perceptions Of Virtual Professional Development Through The Lens Of Adult Learning Theory, Mary-Ellen Montauredes-Kakalos

Theses and Dissertations

This phenomenological study design explored the lived experiences of teachers’ perceptions of virtual professional experiences through the lens of adult learning theory. The participants were comprised of elementary educators from a suburban county in New York state. The participants in this study were all forced to shift to virtual teaching and learning during the COVID-19 pandemic. The research questions addressed were how do educators describe their experiences with virtual professional development, what characteristics of adult learning do educators value most, and how does virtual professional development compare to traditional in person professional development as it relates to educators' professional growth …

Reconceptualizing Mathematical Word Problems To Reflect Social Justice Principles And Culturally Relevant Teaching, Michelle Aryam Jackson

Theses and Dissertations

As currently developed and written, mathematical word problems lack cultural relevance for an increasingly culturally diverse population in elementary schools in the United States. The design and context of mathematical word problems promote the norms, values, and beliefs of the dominant culture while potentially negatively influencing students from non-dominant culture engagement and achievement in mathematics.

The purpose of this sequential, explanatory mixed-methods study was threefold: to (a)examine in-service teachers’ preexisting beliefs about the relevance of social justice and culturally relevant teaching related to their mathematics instructional practices before receiving a synchronous online professional development program; (b) assess the impact of …

Reflections On Preservice Preparation And Professional Development Among Instructors Of Adult Emergent Bi/Multilingual Learners, David A. Housel

Theses and Dissertations

The preservice preparation and ongoing professional development for instructors of adult emergent bi/multilingual learners (EBLs) in the United States has been characterized as “deeply uneven,” lacking uniformity, consistent academic rigor, and practical application to bolster instructors’ feelings of self-efficacy and agency in addressing their students’ complex learning needs. Using the Standards for ESL/EFL Teachers of Adults (2008) as a foundation, this explanatory sequential mixed methods research study explored the reflections of instructors of adult EBLs regarding their preservice preparation, ongoing professional development, and the guidance and support received from teaching colleagues and supervisors. The survey instrument developed contained a combination …

Direct Response To Usb64: Focus On Compliance Or Improved Student Learning, Patrick Edward Flanagan

Theses and Dissertations

Using the professional literature surrounding change knowledge, this study assesses Utah public school districts' response to Utah Senate Bill 64 (USB64) that was passed in 2012. USB64 required school districts to ensure that principals were evaluating teacher performance through the use of a chosen evaluation tool. The chosen evaluation tool needed to include evaluation rubrics tied to the state teacher standards. USB64 was passed with the intent to improve classroom instruction and thereby improve student learning in Utah schools. Utah school districts complied with USB64 requirements and timelines. Districts successfully identified and adopted observation tools that principals could use to …

Implementation Of Student-Centered Teaching Methods Among Stem Faculty, Melissa Cavan

Theses and Dissertations

Students at the college level need good instruction and active learning has been shown to improve student retention and learning. Science, Technology, Engineering, and Math Faculty Institution (STEMFI) aims to assist faculty in implementing active learning in the classroom. This qualitative case study sought to understand faculty perspectives two years after completion of STEMFI in the areas of active learning implementation, methodology and student attitudes and impact. Data collected reported that the faculty participants still use active learning strategies in their classrooms two years after exiting the STEMFI program. The faculty also felt the need for a refresher course and …

Professional Development And Change In Teachers' Beliefs And Practice For Teaching English Language Learners, Kerong Wu

Theses and Dissertations

To provide quality education to all students, including ELLs, teachers need professional development designed and enacted according to best practice. However, a common problem for professional development is that teachers' practices often do not change. Implemented through the partnership collaboration with university, education, and public school faculty, the professional development designed in this study focused on educating teachers about needed content and engaging them in ways that would increase the likelihood they would enact such practices in their classrooms (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007). The professional development program comprised six courses that adhered to the …

Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen

Theses and Dissertations

Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in …