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.

Principals’ Perceptions And Understandings Of Teacher Leadership, Anna Hart

Journal of Organizational & Educational Leadership

No singular definition of teacher leadership (TL) exists in empirical literature or practice in the field. This lack of clarity has greatly impacted the implementation of TL in American schools. The purpose of this study qualitative case study was to investigate public school principals’ perceptions and understandings of TL in an effort to better inform continued efforts toward its ubiquitous application in American schools. Principals’ definitions of TL fell into three categories: action-based, quality-based, and role-based definitions. Principals’ recognition of the work of teacher leaders in schools fell into two parallel categories: action-based and role-based leadership. Findings reveal that many …

Engaging Students With Disabilities In Virtual Learning, Timothy Adams, Jessie Kong, Mike Lefko, Rachelle Peterson

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This professional learning module was designed to help teachers of students with disabilities (SWDs) who are navigating the issues related to virtual learning. The authors have experience in being teachers of SWDs, administrators, and lead teachers. We witnessed the struggles teachers had during the pandemic in engaging SWDs and their parents in virtual learning. This module was designed to help teachers alleviate some of those struggles. Districts might find it beneficial to use this PLM in training all teachers about engaging SWDs virtually as the world of education is leaning in the direction of blended learning, virtual academies, and traditional …

The Qualitative Study On The Effect Of Teacher/Student Relationships On Student Academics And Behaviors, Dionnya Pratt

Doctor of Education Dissertations

The purpose of this study was to review and analyze the strategies teachers use in order to develop positive teacher/student relationships in the classroom of a high-poverty, at-risk school district. The cross-case analysis was performed to determine teacher perceptions of their interactions with students and how they influence academics and behavior. Determining the mindset changes needed to maintain positive relationships will provide information that will be used to build effective schools through teacher trainings. Through analysis of teacher interviews, classroom observations, and journal entries, five predominate themes were determined. Relationships, culture, classroom management, high-quality instruction, and engagement were found to …

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 …

Teacher Perceptions Regarding The Impact Of Multicultural Literature, When It Is Implemented During Guided Reading Instruction, On Reading Comprehension For African American Male Students In Early Childhood, Cassandra Gregory

Doctor of Education Dissertations

Reading is an essential skill, used in every aspect of daily life. It is the foundation for every other form of learning (Alberti, 2010). Over the years, there has been a gap in reading achievement between African American male students and other demographic groups (Milner et al., 2013). This study examined the effectiveness of small group reading using multicultural literature in kindergarten through third grade, especially for the African American male student. A framework based on Vygotsky’s (1978) theory of cognitive development provides support for a systematic literacy approach. The purpose of this qualitative case study was to examine teacher …

An Exploratory Study Of Experiences That Influence North Carolina Initially Licensed Teachers’ Culturally Responsive Teaching Self-Efficacy, Estella Williams

Doctor of Education Dissertations

This mixed methods study examined initially licensed teachers’ culturally responsive teaching self-efficacy (CRTSE) using the CRTSE survey and conducting interviews with initially licensed teachers scoring above the mean on one or more CRTSE constructs. It extended upon previous work conducted by Siwatu (2011) that explored the CRTSE experiences of preservice teachers. Siwatu’s (2011) study focused on subjects’ teacher education programs before they entered the teaching profession. Participants in this replication study were initially licensed teachers who shared opportunities from teacher preparation to in-service development as an influence on their CRTSE. The study explored these influences as an impact on behavior …

Conceptual Math For The Math-Anxious Teacher, Rebecca Chapman, Heather Thomas, Barbara Clarke

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

In this module we will explore many concepts supporting conceptual instruction of math from middle-elementary levels to lower-secondary level math. We help you teach not just how the math concepts work but why they work so students are empowered to engage! (Boaler, 2016)

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Compassionate Care: Working With Students With Aces, Leah Massey Huttlinger, Andrea Gardner Nordberg

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This Professional Learning Module (PLM) was created for educators to learn more about adverse childhood experiences (ACEs) and the negative impact trauma has on student learning. Participants in the PLM will learn about ACEs, the brain science related to trauma, behaviors associated with ACEs in the classroom, strategies to help mitigate the impact of ACEs in the classroom. Participants will have the opportunity to apply these strategies to real-life situations within the PLM. The PLM was meant to be completed independently, in small groups, or as whole-group faculty training. The option to submit a certificate for CEUs is provided upon …

Student-Led Conferences, Kendra Alston, Tabitha Boyd-Collins, Lucia K. Jacobs, Phyllis Marshall

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This professional learning module is designed to lead educators through the process of successfully developing and implementing effective student-led conferences to improve student ownership in their learning and to increase family engagement. The goal is to determine what structures need to be in place in classrooms and schools, to define the key components of student-led conferences, and to explain the impact of implementing student-led conferences on the school community and overall school structure. The module presents current research and resources supporting student-led conferences in school. Resources include activities, videos, and assessments. Educators are presented potential barriers to student-led conferences and …

Designing Online Learning To Increase Student Engagement, Stacy Fuentes, Mary Newton, Jennifer Reed

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this adaptive VPLM is to familiarize educators with how to design online learning to encourage student engagement. The VPLM is designed for secondary education or higher education professionals. The VPLM features three levels geared toward varying ability and comfort levels of educators with designing online learning. Glickman et al. (2018) highlighted the importance of offering differentiated choices to adult learners. Participants are encouraged to complete one or more levels based on their comfort and ability with designing online learning to improve their online learning environments and foster increased student engagement. Each level requires a different amount of …

Trauma Informed Leadership: Leading Through The Chaos, Christina Ruegamer, Joan T. Dorsey, Laine Smith, Megan G. Robertson

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this professional learning module is to create and promote trauma-informed leadership. Throughout the module, leaders will also learn about the six trauma-informed principles on establishing a trauma-informed site. The design of this professional learning module is to prepare leaders in addressing situations involving trauma at their site. This module can be used individually for leadership training and/or professional development. It should take one to two hours to complete. Once the training is completed, an assessment will be given. Upon successful completion of the assessment with a score of 80% or higher, a certificate will be provided via …

Wise Feedback, Mary Newton

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this Virtual Professional Learning Module (VPLM) is to familiarize educators with what wise feedback is and how to provide wise feedback to students. It was created to offer professional learning to secondary English Language Arts (ELA) educators participating in a dissertation research study about the impact of wise feedback on students, teachers, and classrooms. Despite being geared toward educators in a 9-12 English Language Arts setting, wise feedback and the VPLM can be applicable to educators in other 9-12 content areas.

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A Guide To Standards-Based Learning, Geneva Bell, Sarah Rector, Elizabeth Schrecengost, Beth Washle

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This learning module educates parents/guardians and teachers new to the practice to understand what standards-based learning is, why a school system would use it, how to know when students are learning the standards, and the difference from traditional learning.

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