Teacher Education and Professional Development Commons^™

Secondary Preservice Teacher Expectations Of The Principal's Role In New Teacher Induction, Matthew C. Nishimoto

UNLV Theses, Dissertations, Professional Papers, and Capstones

The three concurrent conceptualizations of induction include a phase in teacher development; a process of socialization; and the formal, programmatic structures. A major challenge faced by the beginning teacher during induction is reconciliation of expectations and realities. School leadership, through establishing and fostering an induction-conducive school culture, ultimately crafts effective induction. Using a paradigm and historical lens, current trends (the “fifth wave”), role theories, and a grounded theory methodology, this study examined the nature of expectations that preservice teachers hold regarding school principals through investigating from where, how, and why these expectations develop. The research design was a three-phase (conceptual …

Evidence-~Based Practices: An Exploratory Study Concerning School District Professional Development Considerations, Pamela Marie Juniel

UNLV Theses, Dissertations, Professional Papers, and Capstones

The identification and implementation of evidence-based practices by special education and general education teachers continues to be an issue in the field of education (Cook & Cook, 2011; Cook, Tankersley, Cook, & Landrum, 2008). Since the mandates of providing students with disabilities access to the general education curricula (IDEA, 2004) with services based on empirical research (NCLB, 2001) are required, teachers are implored to improve their teaching skills (Cook et al., 2008). Recently, the field of education has made efforts to support teachers in the identification and use of evidence-based practices by establishing a system and process for identifying evidence-based …

A Multiple Case Study Of Gay Teacher Identity Development: Negotiating And Enacting Identity To Interrupt Heteronormativity, Zaid Mashhour Haddad

UNLV Theses, Dissertations, Professional Papers, and Capstones

The purpose of this multiple case study is to examine how the negotiation and enactment of gay teacher identity interrupts heteronormativity in school contexts. This study utilizes a conceptual framework that incorporates an understanding of teacher identity negotiation in terms of gay identity development (Cass, 1979) and the Multicultural Enactment-Transactional Model (Cross, 2012). This framework also examines a teacher's perceptions about the school context in terms of identity-based motivation (Oyserman & Destin, 2010) and a relational justice perspective (Poole, 2008).

This study theorizes that the heteronormative nature of schooling is a limiting factor for gay teachers abilities' to work and …

Moving Forward On Common Ground: A Mixed Methods Exploration Of National Standards, Sharon Kay Cogan

UNLV Theses, Dissertations, Professional Papers, and Capstones

There is extant literature regarding teacher professional development; however, there is limited research in the area of "high-quality" teacher professional development practices which are advocated for at the government and district levels based on Learning Forward's (formerly National Staff Development Council - NSDC) guidelines for school reform.

The intent of this proposed research study is to examine the professional development practices of three elementary schools in a large urban area in the southwest region of the United States, and how well the professional development practices align with Learning Forward's national standards for constructing effective professional development. Administrators and teachers anonymously …