Junior High, Intermediate, Middle School Education and Teaching Commons^™

Continuing Professional Development And The Commercial Education Society Of Australia, Kathleen Mckenzie, Jacob Munday

International Journal for Business Education

The Commercial Education Society of Australia (CESA) was founded in 1910 and incorporated in 1911 as a non-profit company limited by guarantee. The mission of the Society is to provide students with the opportunity to raise their standards of education so that they can take advantage of the opportunities for further education and employment. This is reflected in the Society’s coat-of-arms ‘Digne Ambulate’ — walk worthily.

K-12 Teachers’ Perceptions Of Preparedness And Training To Provide Instruction And Support To English Language Learners, Rebecca Doxsee

Ed.D. Dissertations

The increased number of English language learners in the general education classroom created the need for teachers to be knowledgeable about how to instruct and support English language learners. Due to the minimal extant literature related to K-12 teachers’ preparedness and training, specifically regarding English language learners, the purpose of this qualitative, interpretive study was to examine the perceptions of Tennessee K-12 teachers related to preparedness and training to provide instruction and support to English language learners in the general education classroom. I emailed the questionnaire to 63 potential participants and received questionnaire responses from 44 (69.84%) K-12 teachers. I …

Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida

Educational Leadership & Technology Faculty Publications

This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …

Promoting Inclusion In A "Struggling School": Supporting Co-Teachers Through Critical Appreciative-Inquiry Based Professional Development, Louis Olander

Dissertations, Theses, and Capstone Projects

This dissertation explores the extent to which the beliefs and practices of teachers who work in a “struggling” school can be shifted towards inclusiveness through an action research based professional development program. The school was struggling in that it was charged with the education of children who are marginalized by a range of social forces while simultaneously accountable to institutional priorities. Broadly speaking, these institutional priorities preferred behaviorist punishment and technocratic approaches to meeting student needs, devaluing and decontextualizing students’ proficiencies as test scores and special education labels, in turn impeding inclusive change. Over the course of four months, an …

Using Primary Sources In Content Areas To Increase Disciplinary Literacy Instruction, Salika A. Lawrence, Elise Langan, Julie Maurer

The Language and Literacy Spectrum

This paper describes how a three-day summer workshop on using primary sources helped teachers increase the emphasis placed on disciplinary literacy when teaching social studies and history. Two specific issues in teacher education and practice are addressed. First, increasing teachers’ content knowledge of history topics can help them plan lessons that connect local and global events. Second, content area reading requires literacy practices, which are unique to disciplines. Therefore, teachers need to apply historical inquiry and disciplinary literacy methods in the curriculum.