Elementary Education and Teaching Commons^™

Interventions To Improve Teacher Self-Efficacy Beliefs About Writing And Writing Instruction: Lessons Learned And Areas For Exploration, Jadelyn Abbott, Tracey Hodges, Sherry Dismuke, Katherine Landau Wright, Claire Schweiker

Teaching/Writing: The Journal of Writing Teacher Education

The present study explores the findings of a systematic literature review of research about teachers’ self-efficacy for writing and writing instruction to demystify what is known and what remains unknown. We analyzed the pool of research on self-efficacy for writing and writing instruction from January 1992 to August 2020. Our final inclusion of articles resulted in 22 articles that examine teacher self-efficacy for writing and writing instruction while meeting our standards of examining changes in self-efficacy. We examined how shifts in self-efficacy are measured, specific interventions that increase teachers’ self-efficacy for writing and writing instruction as well as interventions that …

The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …

Understanding Teachers’ Perspectives On Being Researched: A Case Study Of Two Writing Teachers, Ann D. David, Melody Zoch

Teaching/Writing: The Journal of Writing Teacher Education

In this study, we were interested in understanding writing teachers’ perspectives on being participants in qualitative research. After conducting two independent case studies with one elementary school and one middle school writing teacher, the researchers brought the cases together to explore what it meant for the teachers to participate in research. Particularly, the researchers were interested in understanding how the teachers perceived research to influence their reflection and classroom practice. During retrospective interviews, they discussed how participating in research supported their reflective practice and the extent to which they valued a trusting relationship and philosophical alignment with the researcher. In …

Emerging Technologies In Art Education, Molly A. Marshall

Masters Theses

The purpose of this study is to determine the emerging technologies in visual arts education and the impact they will make on the future of visual arts education in a K-12 setting. Research was done through a literature review. As a result, it was found that integrating technology into the visual arts is beneficial to both student and teacher on many levels.

The research will cover how these technologies affect best practices in teaching. Also how these technologies influence student learning. You will find the history of how technology has been implemented in art education, to give the reader and …

Professional Development Experiences Of Indiana K-12 Public School Teachers: Evidence From The Sass 2007-2008, Patrick David Weil

Dissertations

This investigation examines the professional development perceptions and experiences of public school teachers in the state of Indiana. This study is unique in two regards as it: (1) uses restricted data; and (2) exclusively studies the professional development experiences of public school teachers in the State of Indiana. By analyzing a national data set, the 2007--2008 Schools and Staffing Survey (SASS), this study provides a snapshot of the recent state of professional learning among public school teachers in the State of Indiana. Results of this study may track trends in professional development since the 2003--2004 SASS administration. Researchers can compare …

Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, And Relationship With Job Commitment And Job Satisfaction, Samuel Striker

Dissertations

Highly qualified teacher (HQT) has been promoted as a policy instrument to improve our public education. In this study, I investigated the quality of public school teachers by examining the distribution pattern of highly qualified teachers across school level, urbanicity, minority student population, and core academic fields. I also investigated what teacher characteristics (age, gender, ethnicity, total years of teaching, certification, bachelor's degree in mathematics and sciences vs. in other areas, teaching level) predict highly qualified teacher status after controlling for school characteristics (% of minority students, % of free and reduced-price lunch, school size, and school location). Finally, I …