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Full-Text Articles in Education
Getting To The Stories: Research On Participant Perceptions Of Race- And Equity-Focused Professional Development, Kehaulani Haupu
Getting To The Stories: Research On Participant Perceptions Of Race- And Equity-Focused Professional Development, Kehaulani Haupu
Doctor of Education (EdD)
This qualitative research study explored participant perceptions of district-sponsored race-and equity-focused professional development, specifically as it applies to racial consciousness. This study utilizes Singleton’s (2006) Courageous Conversations About Race (CCAR) Protocol to examine participant perceptions of district race-and equity-focused professional development and its impact personally, professionally, and as members of an organization engaged in ongoing conversations about race and equity. Results showed that participants perceived a change in their racial consciousness as a result of participation in the district’s ongoing race-and equity-focused professional development. The study explored the results and its implications for education, specifically regarding participant perception of the …
One Pre-Service Program's Dispositional Efforts Revealed, Michelle C. Hughes
One Pre-Service Program's Dispositional Efforts Revealed, Michelle C. Hughes
Doctor of Education (EdD)
This case study examined the pre-service teacher’s dispositional development in one small, undergraduate preparation program. The author conducted personal interviews with four former students and two faculty members, and analyzed and triangulated the data with archived artifacts. The study revealed four distinct expressions for dispositional development in the pre-service program: an early and sustained focus on dispositions, modeling by faculty, as well as embedded coursework and multiple practice contexts, with particular emphasis on clinical experience contexts. The four expressions functioned in tandem to foster dispositional development in the pre-service teacher. The research revealed that because the dispositional focus was embedded …
Investigating The Use Of Mobile Technology For Classroom Instruction: A Case Study Of Two K-12 Christian Schools, Matt Gehrett
Investigating The Use Of Mobile Technology For Classroom Instruction: A Case Study Of Two K-12 Christian Schools, Matt Gehrett
Doctor of Education (EdD)
How useful is the Technological Pedagogical Content Knowledge (TPACK) model in analyzing and explaining teacher effectiveness in the use of technological tools for teaching and learning? One way a researcher can answer this question is to apply the TPACK model to specific cases such as the Christian school environment. As a result, the purpose of this case study was to explore the connections between the use of mobile computing technology, system wide factors that promote successful implementation, and a teacher's technological pedagogical content knowledge (TPACK) on classroom instruction in two K-12 Christian schools in the Central Valley of California. Specifically, …
Professional Learning Communities And Teacher Self-Efficacy, Tim Porter
Professional Learning Communities And Teacher Self-Efficacy, Tim Porter
Doctor of Education (EdD)
The purpose of this research is to see if there is a correlation between the implementation of professional learning communities and teacher self-efficacy. This quantitative study involved 86 certified staff members from a low SES school district in the Willamette Valley of Oregon. Survey data was analyzed from two different surveys, the Professional Learning Communities Survey – Revised (PLCA-R) and the Teacher Sense of Efficacy Scales (TSES). Participants were asked an open-ended question: "Has the implementation of professional learning communities changed the teachers’ beliefs about teaching and learning?" The findings from this study revealed a significant relationship between six of …