Teacher Education and Professional Development Commons^™

Factors Of Motivation In Education: Perspectives Of College Students And Their Professors, Caitlin Reash, Karen H. Larwin

Journal of Organizational & Educational Leadership

This study examines motivational factors based on college students’ and faculties’ perceptions to determine which factors are most impactful. The researchers utilized Jones’ MUSIC® Model of Motivation College Student and Professor inventories. Both are designed to determine the factors that impact student motivation (Jones, 2020). The Caring factor was the highest endorsed factor by both college students and faculty in all data collections. A paired sample t-test revealed that the Usefulness factor was rated statistically different by faculty and students. These data can be used to inform programmatic decisions and course design in the university’s education department.

Program Evaluation Of The J-1 Visa Teacher Exchange Program From The Perspective Of Exchange Teachers Within A Rural School District, Gradesa Lockhart

Doctor of Education Dissertations

Teacher shortages have had a significant impact on student learning outcomes in a time of immense testing accountability; yet, the way rural school districts handle the teacher shortage varies, from policies to incentive pay, to the use of international teachers. International teachers have become a significant resource for some rural districts to address teacher shortages. This study focused on the lived experiences of a subset of international teachers who are working in United States schools via the Exchange Visitor Program (EVP). The findings of the study authenticated the purpose of the Fulbright-Hays Act of 1946, more commonly known as the …

Educating Our Educators: How Teachers Understand Themselves As Adult Learners And Perceive Their Professional Learning Experiences, Desirae` Khampanya

Education Dissertations and Projects

This study investigated how teachers understand themselves as adult learners and perceive their professional learning experiences within a rural school district in North Carolina. This study was a replication of Fitzgerald’s (2014) dissertation and sought to extend the generalizability of the original study. An explanatory mixed-methods design was used, and the two sources of data collected included an online survey and virtual interviews. The results from this study indicated that almost all participating teachers learned best when the core adult learning principles (Knowles, Holton, & Swanson, 2015) were applied to their professional learning experiences, but less than half of those …

Seeking Significance: An Ethnographic Study Of Teacher-Led Professional Experiences And Its Impact On Efficacy, Bonnie Coleman Bolado

Education Dissertations and Projects

Adult learning takes place through multiple facets. The understandings of how teachers chose to learn when given autonomy to engage in their own professional learning is a facet of teacher development that has not been widely researched. The research of Bolado (2018) utilized the grounded theory approach to develop themes of adult learning that provide insights to teacher needs when engaging in professional learning. Qualitative methods of research provided detailed perceptions of teacher needs when engaging in professional learning and how these experiences impacted their efficacy. This grounded theory research derived theories based on teacher perceptions of their confidence levels …

Instructional Coaches' Perceptions Of The Extent To Which Varied Professional Learning Experiences Impact Their Efficacy, Magdalena Steytler

Education Dissertations and Projects

The purpose of this study was to contribute to the limited body of research on the factors that impact the ability of instructional coaches to be highly effective in their multi-faceted roles. Specifically, the study examined the perceptions of instructional coaches regarding the effectiveness of varied professional learning experiences in addressing their own professional development needs and how instructional coaches interpreted their role and function as well as the knowledge and skills they deemed essential in performing their duties.

This mixed- methods study was conducted in the Piedmont area of North Carolina, it involved three data collection instruments: a survey …