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Full-Text Articles in Education

A Qualitative Study On Teachers' Perceptions Of Co-Teaching In Inclusion Classrooms, Cheryl M. Banks Dec 2018

A Qualitative Study On Teachers' Perceptions Of Co-Teaching In Inclusion Classrooms, Cheryl M. Banks

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this research study was to examine teachers’ perceptions toward co- teaching in inclusion classrooms and provide valuable information on relevant content, activities and assignments that focus on collaboration between school professionals. A second purpose of this study was to add knowledge to the existing literature describing factors for developing effective co-teaching programs in schools that serve large populations of students with disabilities in urban schools. This included examining their perspectives about the co-teaching model, their relationships formed with their co-teacher, and the support given by administration. The study was a descriptive study that used qualitative research methods ...


On-Site, Ongoing, And Individualized Professional Development: A Case Study At Rural Charter School, Ashley Funderburke Nov 2018

On-Site, Ongoing, And Individualized Professional Development: A Case Study At Rural Charter School, Ashley Funderburke

Doctor of Education in Teacher Leadership Dissertations

The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al., 2009; DeMonte, 2013). This case study research focused on reaching a deeper understanding of an on-site, ongoing, individualized professional development innovation implemented at Rural Charter School for eight primary teachers as they began to apply a new instructional model; the integration of English-Language Arts standards into the science, social studies, and mathematics. My role within the study fluctuated between that of the researcher, an informant, and a teacher leader in delivering the personalized professional development.

Two ...


Exploring Perceptions Of Advanced Online Faculty Professional Development Needs: A Case Study, Keisha Kidan Oct 2018

Exploring Perceptions Of Advanced Online Faculty Professional Development Needs: A Case Study, Keisha Kidan

Ed.D. Dissertations

Over the last 10 years, funding for higher education has steadily declined. Illinois public institutions had to make many adjustments, particularly because higher education funds were cut by 50% in some cases, and on-campus enrollments declined by as much as 25%. Despite these issues, institutions with online enrollments sustained steady enrollment. The goal of this qualitative, descriptive, single case study was to examine the types of training participated in by online faculty, what training they perceive they need, and to inquire if they perceive their feedback is incorporated into PD offerings. Data collection consisted of a PD observation, survey, and ...


The Impact Of Professional Development Grounded In Social Learning On Community College Faculty Efficacy, Shanika Shantell Strickland-Davis Jul 2018

The Impact Of Professional Development Grounded In Social Learning On Community College Faculty Efficacy, Shanika Shantell Strickland-Davis

STEMPS Theses & Dissertations

Community college faculty have experienced a shift in focus from access to access and student success. Given this shift in responsibility for student learning, community college faculty should be sufficiently prepared to teach a diverse student body and subsequently uphold beliefs regarding their ability to bring about desired outcomes of student engagement and learning. Given preparedness is a measure of self-efficacy, professional development for community college faculty is a critical investment in the support and development of teacher efficacy and faculty skill.

Social learning theory specifically speaks to a means of increasing self-efficacy. As a professional development practice, social learning ...


Design, Implementation And Perceptions Of A Preservice Mentor Development Program, Jill R. Heiney-Smith Jun 2018

Design, Implementation And Perceptions Of A Preservice Mentor Development Program, Jill R. Heiney-Smith

Education Dissertations

Teacher education programs support their mentor teachers through a variety of resources and professional development, but generally lack a dedicated curriculum for pre-service mentoring. This study was designed to learn what kinds of resources, tools, trainings, and experiences would better support mentor teachers in a teacher education (or pre-service) program. The study was grounded in social learning theories and empirical research on mentoring, as well as research on teacher induction and professional development. Mixed-methods data were collected in three sequential phases with a total sample of n = 199 mentor teachers. Results indicate that mentors have sophisticated expectations for their professional ...


Zero Tolerance, Zero Justice: Teacher Perceptions Of Using Restorative Justice, Ajayi Monell Jun 2018

Zero Tolerance, Zero Justice: Teacher Perceptions Of Using Restorative Justice, Ajayi Monell

Doctor of Education in Teacher Leadership Dissertations

While many schools are spending millions on instructional programming, new technology, and colorful chart paper for data walls, an area that often takes a back seat to improving achievement is the social and emotional learning of students (SEL). Until the education community starts focusing on the well-being of our students, closing the achievement gap will continue to be a nice catch phrase and not a reality. The purpose of this study was to investigate the perceptions of K-8 teachers to determine how they felt about the use of Restorative Justice, with a focus on Peace Circles. This study explored this ...


The Use Of Student Feedback In Teacher Development, Lawrence Jarocki May 2018

The Use Of Student Feedback In Teacher Development, Lawrence Jarocki

Dissertations

Purpose: The purpose of this study was to explore the perceptions of master teachers, administrators, and teacher trainers about the content of Student Evaluations of Teachers (SET) in California high schools. This study also sought to reach a consensus among experts concerning how SETs can be used both in teacher evaluations and in professional development practices and content at the secondary level.

Methodology: A classical Delphi method was utilized to collect perceptual data from a panel of California master teachers, administrators, and teacher trainers that met specific criteria regarding their education, involvement in their professional communities, and their role training ...


Developing An Internal Leadership Pipeline In Urban Districts: A Pathway To Capacity Building, Marnie G. Mckoy May 2018

Developing An Internal Leadership Pipeline In Urban Districts: A Pathway To Capacity Building, Marnie G. Mckoy

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this qualitative study is to understand how an urban school district designs and implements leadership development programs for internal candidates. The challenge of continuously developing a cadre of committed and qualified leaders is not new (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007). To maintain the high standards of instructional leadership and to continue sound practices in teaching and learning, school districts must think and move strategically to protect their investments in professional development and coaching, and to secure the future growth of its students and staff. The literature is clear and consistent on the elements of effective pre-service ...


Principal Professional Development And Principal Self-Efficacy In An Urban School District., Brian Thomas Garrett May 2018

Principal Professional Development And Principal Self-Efficacy In An Urban School District., Brian Thomas Garrett

Electronic Theses and Dissertations

Educator professional development (PD) is a heavily relied upon method for school improvement, and administrator professional development (APD) is a key element to nearly all school reform efforts. District-wide APD in large school districts can carry a heavy cost in financial and human resources. Moreover, PD is frequently too inadequately planned and/or implemented to bring about lasting positive change in educator practice, school reform, and student achievement. The purpose of this study was to determine the relationship between principal PD focused on culture/climate or instruction and principal self-efficacy in an urban school district. Through hierarchical linear multiple regression ...


Impacts Of Place-Based Professional Development On Teachers, Margaret Vest Apr 2018

Impacts Of Place-Based Professional Development On Teachers, Margaret Vest

SMTC Plan B Papers

The qualitative case study investigated the relationship between high-quality professional development for place-based education and long-term impacts on teacher practices. The case study focused on a small subset of teachers who attended all four years of the PLACE (Place-based Learning and Civic Engagement) program from 2011-2014. This study was built off a previous program evaluation of PLACE. The purpose of this research study was to evaluate the PLACE professional development's long-term impact on teachers' perceptions and practices and the teachers' implementation of place-based education. The data collection methods for this study involved interviews, observations, and surveys. Based on the ...


Perceptions Of Teachers Who Engage In Social Media Networking: A Multiple Case Study, Celese Nolan Jan 2018

Perceptions Of Teachers Who Engage In Social Media Networking: A Multiple Case Study, Celese Nolan

Theses and Dissertations

The purpose of this study was to examine how and why teachers engage in social media networks. Using a case study approach, data was gathered through semi-structured interviews, online observations, direct observations, artifacts, and documents to gain understanding to how and why teachers are using online networks such as Facebook, LinkedIn, Pinterest, and Twitter for professional learning. The underpinnings of constructivism and social constructivism theories served to provide a framework for understanding how teachers perceive their professional use of social media. Moreover, this study sought to gain insight into how this practice may or may not influence teacher practice at ...


Designing For Consensus And The Standards For Mathematical Practice, Raymond Johnson Jan 2018

Designing For Consensus And The Standards For Mathematical Practice, Raymond Johnson

School of Education Graduate Theses & Dissertations

This design research study examined how professional development in the context of a research practice partnership developed Algebra 1 teachers’ collective understanding of the eight Standards for Mathematical Practice (SMPs), part of the Common Core State Standards. Over two years, 15 teachers participated in a task analysis routine that included the alignment of mathematical tasks to the SMPs. Group consensus of these task ratings were analyzed quantitatively using Randolph’s kappa, along with a measure of individual contributions to consensus that was based on calculations of pairwise agreement. Task rating discussions, which targeted disagreement in the task ratings, were analyzed ...


Participatory Approaches To Educator Learning: Toward Equity And Allyship In Education, Rebecca Grace Kaplan Jan 2018

Participatory Approaches To Educator Learning: Toward Equity And Allyship In Education, Rebecca Grace Kaplan

School of Education Graduate Theses & Dissertations

The three articles in this dissertation explore in-service educator learning through participatory approaches, with an aim toward equity in education. Combining sociocultural theories of learning as increasing participation within social and cultural practices (Gutiérrez, & Rogoff, 2003), and the political commitments of participatory action research (Strand et al., 2003), I hope to contribute to discussions on approaches to teacher education which center equity and justice. The articles in this dissertation demonstrate that participatory approaches can support educators at different levels throughout the system- within a single school and with leaders across states. Participatory approaches to inquiry, with the intentional use of mediational tools, can support shifts in educators’ research use (Weiss, 1979), equity literacy (Gorski & Swalwell, 2015), and practice-linked identities (Nasir & Hand, 2008). While national political discourse focuses on standardization, it is crucial to consider how education research can support educator learning, agency, and action. Participatory approaches to teaching and learning can shift the focus to collaboration, inquiry, and community: ingredients to work toward social change.

In the first article, “Going on a Statewide Listening Tour: Involving Education Leaders in the Process of Research to Enhance the Practical Value of Qualitative Research,” my colleagues and I illustrate how researchers can design for practitioners’ research use by involving education leaders in the process of conducting qualitative research. We found that science leaders became more engaged with research findings from their own collaborative research projects than from other sources, and that engaging in participatory research enhanced the practical value of the research. In the second article, “From Fiction to Action: Queer Reading for Educator Equity Literacy,” I explore how educators utilized a queer reading lens to discuss young adult (YA) novels; data from a discussion about the popular YA novel Every Day by David Levithan showed how they engaged in a process of becoming literate to the structures and systems that maintain inequity. And in the third article, “Educator as Ally: Developing Identity Resources Through Collaborative Inquiry,” I share illustrative cases which demonstrate how educators began to shift their actions as their identities expanded, through allying with ...


Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities For Informal Stem Educators, Rebecca Deborah Swanson Jan 2018

Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities For Informal Stem Educators, Rebecca Deborah Swanson

School of Education Graduate Theses & Dissertations

Informal STEM educators, teaching in out-of-school environments, have few opportunities for professional development. These educators often have widely varied professional backgrounds and areas of expertise, which can lead to rich opportunities for learning with and from other informal STEM educators in the context of professional learning communities. In this dissertation, I draw on the concept of boundary crossings as a framework to understand how summer STEM camp instructors share experiences from their other personal and professional communities as they work together in a series of bi-weekly online professional development meetings designed to support them in enacting high quality informal STEM ...


Exploring The Multicultural Competence, Will, And Multicultural Work Of Student Affairs Educators In Higher Education, Jennifer Lynn Plagman-Galvin Jan 2018

Exploring The Multicultural Competence, Will, And Multicultural Work Of Student Affairs Educators In Higher Education, Jennifer Lynn Plagman-Galvin

Graduate Theses and Dissertations

Student affairs educators are integral to meet the needs of today’s increasingly diverse student population, especially supporting the student success of underrepresented students and developing the multicultural competence of all students. A significant component of meeting these needs is engaging in multicultural work, which specifically addresses racism and systemic oppression in the higher education environment. Presented in a three-article format, this case study examined the multicultural competence development, will, and multicultural work of student affairs educators engaged in these endeavors.

The goal of multicultural work is to address racism and systems of oppression, and to do so requires multicultural ...


Exploring The Multicultural Competence, Will, And Multicultural Work Of Student Affairs Educators In Higher Education, Jennifer Lynn Plagman-Galvin Jan 2018

Exploring The Multicultural Competence, Will, And Multicultural Work Of Student Affairs Educators In Higher Education, Jennifer Lynn Plagman-Galvin

Graduate Theses and Dissertations

Student affairs educators are integral to meet the needs of today’s increasingly diverse student population, especially supporting the student success of underrepresented students and developing the multicultural competence of all students. A significant component of meeting these needs is engaging in multicultural work, which specifically addresses racism and systemic oppression in the higher education environment. Presented in a three-article format, this case study examined the multicultural competence development, will, and multicultural work of student affairs educators engaged in these endeavors.

The goal of multicultural work is to address racism and systems of oppression, and to do so requires multicultural ...


College Instructors' Perceptions On Coteaching, Theresa Da Costa Jan 2018

College Instructors' Perceptions On Coteaching, Theresa Da Costa

Walden Dissertations and Doctoral Studies

Coteaching is a teaching strategy that requires 2-teachers to collaborate in developing a course syllabus, selecting materials, and assessing students' work. The research problem, addressed in this study, was an appeal to educate the diverse adult population whose needs could not be addressed through traditional instructions at Rex College. Because of a high number of enrolled adult students, coteaching at Rex College was used to improve student success for academically underprepared students in a Set for Success program. The purpose of this study was to examine the coteaching strategies used at Rex College so that teaching guides and/or professional ...


Community College Professors' Engagement And Perceptions Of Professional Development In Remote Environments, Norma-Jean J. Nielsen Jan 2018

Community College Professors' Engagement And Perceptions Of Professional Development In Remote Environments, Norma-Jean J. Nielsen

Walden Dissertations and Doctoral Studies

Research shows that consistent, supportive, and relevant professional development (PD) is an action that empowers educators to change. In the east central region of Canada, the sustainability of community colleges had been linked to program collaboration and internationalization which requires implementation of high-quality PD for its professors. Guided by Mezirow's adult transformative learning theory, the purpose of this study was to understand the PD practices of full-time professors by investigating the connections between professors' level of engagement in PD and their perceptions of the resources and processes that may improve their instructional practices. This single-phased, concurrent mixed-methods study was ...


An Assessment Of The Financial Literacy Of Undergraduates At One Community College In Texas, Melissa J. Weathersby Jan 2018

An Assessment Of The Financial Literacy Of Undergraduates At One Community College In Texas, Melissa J. Weathersby

Walden Dissertations and Doctoral Studies

At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students who had not. The purpose of this study was to obtain formative data regarding students' needs for financial literacy education and to examine whether the knowledge of financial literacy for college students who participated in a prior financial literacy class in ...


Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin Jan 2018

Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin

Walden Dissertations and Doctoral Studies

This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to ...


Understanding E-Learning As Professional Development For Rural Child Welfare Professionals, Linda S. Kingery Jan 2018

Understanding E-Learning As Professional Development For Rural Child Welfare Professionals, Linda S. Kingery

Walden Dissertations and Doctoral Studies

Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by ...


Experiences And Practices Of Environmental Adult Education Participants, Cindy Fitzwilliams-Heck Jan 2018

Experiences And Practices Of Environmental Adult Education Participants, Cindy Fitzwilliams-Heck

Walden Dissertations and Doctoral Studies

Awareness of the sustainability of our natural resources is a continuing concern. Initiatives promoting environmental adult education (EAE) through professional development (PD) workshops ensure educators' have the knowledge and skills to inform their audience about environmental literacy and stewardship. However, these workshops have rarely been monitored. Specifically, it appears no researchers have focused on the reflective experiences of an EAE PD workshop on educator participants at least 5 years after participation. This basic qualitative study used telephone interviews of 8 past participants to explore whether and how they perceive their behavior changing in relation to natural resources conservation years after ...