Universal Design For Learning Guidelines V2.2,
2019
Taylor University
Universal Design For Learning Guidelines V2.2, Cast Inc.
Engaging Teaching Today Conference
This chart provides the guidelines from CAST, Inc. regarding principles for Universal Design.
Learning By Design (Flyer),
2019
Taylor University
Learning By Design (Flyer), Eric J. Moore
Engaging Teaching Today Conference
Introduction to the Engaging Teaching Today Conference guest speaker, Taylor alumnus Eric J. Moore, PhD ('06).
The Impact Of Blended Professional Learning Focused On Total Physical Response Storytelling (Tprs®) On Teacher Perceptions And Practices,
2019
Gardner-Webb University
The Impact Of Blended Professional Learning Focused On Total Physical Response Storytelling (Tprs®) On Teacher Perceptions And Practices, April Dawn Debord
Education Dissertations and Projects
Professional learning plays an integral role in every educator’s career. Studies show that traditional workshop professional learning in a one-round session without follow-up training is not effective (Ball & Cohen, 1999), yet this type of professional learning still comprises the bulk of professional development offerings. This study sought to discover the impact of providing blended professional learning with coaching on teacher perception, teacher knowledge, classroom practice, and student learning. Participating instructors from various Grades 9-12 backgrounds received asynchronous virtual training in the TPRS® method and Marzano’s (2004) vocabulary learning strategies. The training was delivered via the Canvas Learning Management System. …
Impact Of Teacher Morale And School Culture On Student Achievement,
2019
Gardner-Webb University
Impact Of Teacher Morale And School Culture On Student Achievement, Meredith Bost
Education Dissertations and Projects
The purpose of this study was to examine the impact of teacher morale and school culture on student achievement. The setting for this research was a high school in a small, semi- urban school district in the Piedmont of North Carolina. For the purpose of this study, teacher morale and school culture were based on the opinion of English II and biology teachers at the study site. The study’s methodology included surveying English II and biology teachers on teacher morale and school culture. To measure teacher morale, the Purdue Teacher Opinionnaire was given to each participant. To measure the school’s …
A Descriptive Phenomenological Exploration Of Resiliency Through Math Curriculum Changes From The Perspectives Of Elementary Educators,
2019
Gardner-Webb University
A Descriptive Phenomenological Exploration Of Resiliency Through Math Curriculum Changes From The Perspectives Of Elementary Educators, Shanna Good
Education Dissertations and Projects
Phenomenological research in education, especially regarding curriculum, is rare. Curriculum change in the state has occurred seven times since 2002, and more so in each district with material adoption. This descriptive phenomenological research study describes the experiences of elementary educators through changing math curriculums. To collect data, the researcher interviewed 10 elementary math teachers including a pilot interview. Using a purposeful, convenience sample, three participants from three different schools participated in this study to ensure validity and reliability. After conducting semi-structured interviews, the researcher followed protocol for descriptive phenomenological research and analyzed the data for meaning units that described how …
Perceptions Of The Impact Of Quality Professional Development On The Sustainability Of A One-To-One Computing Initiative At The High School Level,
2019
Gardner-Webb University
Perceptions Of The Impact Of Quality Professional Development On The Sustainability Of A One-To-One Computing Initiative At The High School Level, Kerry Morrison
Education Dissertations and Projects
It has been said that education is the key to success, and today’s youth are tomorrow’s human resources. This is the 21st century; and students, who will be the human resources of tomorrow, are being prepared for jobs that may not even exist today. Legislators, policy makers, and researchers have encouraged methods to ensure teachers deliver high quality instruction, including requiring that teachers complete specific training, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts (Hill, Blazar, & Lynch, 2015). As a result, teachers need to be exposing students …
Educating Our Educators: How Teachers Understand Themselves As Adult Learners And Perceive Their Professional Learning Experiences,
2019
Gardner-Webb University
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 …
From The Beginning: A Start To End Analysis Of A Beginning Teacher Program,
2019
Gardner-Webb University
From The Beginning: A Start To End Analysis Of A Beginning Teacher Program, Andrea Michelle Anderson
Education Dissertations and Projects
This mixed-methods study evaluated the effectiveness of a Beginning Teacher Support Program in the southern region of a school district. The effects of teacher turnover, national teacher shortages, induction programs, mentoring, administrative support, professional development, and other support offered to beginning teachers were analyzed. The researcher created a survey that was administered to high school beginning teachers, mentor teachers, and principals. A focus group and an interview with a regional beginning teacher coordinator were also conducted to further evaluate the effectiveness of the district’s beginning teacher program. The results of the study concluded that beginning teachers benefitted from participating in …
Faculty Development For Online Teaching,
2019
Bethel University
Faculty Development For Online Teaching, Karen R. Johnson, Gertrude I. Hewapathirana, Mauvalyn M. Bowen
Business Faculty Publications
Despite dramatic increase in online education and the benefits associated with this instructional pedagogy, many challenges exist with the design and delivery of online learning. Faculty play a critical role in the process of quality online education. Yet, development opportunities for faculty are too few, often lacking a comprehensive approach needed for faculty to function optimally in the online learning environment. The interconnection among pedagogy, technology, context, students, faculty, key decision makers, and administrators in higher education complicates the online teaching and learning processes. The purpose of this chapter is to address development issues related to faculty who teach online …
Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices,
2019
Boise State University
Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.
Teaching Out-Of-Field Internationally.,
2019
Murdoch University
Teaching Out-Of-Field Internationally., Anne Price, Colleen Vale, Raphaela Porsch, Esti Rahayu, Fiona Faulkner, Máire Ní Riordáin, Cosette Crisan, Julia A. Luft
Books/Book Chapters
This chapter presents vignettes from six countries regarding the phenomenon of Teaching Across Specialisations (TAS) or as it is often known teaching out-of-field. The vignettes provide an overview of the education system and policies and practices relating to teacher education, certification, recruitment and assignment to subjects or year levels. They also provide insights into how teaching out-of-field is conceptualised, if or how it is officially reported, its extent and importantly, any local, state or national responses to teaching out-of-field. The six countries included are Australia, Germany, Ireland, the United Kingdom, the USA and Indonesia. These countries have been selected because …
Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work,
2019
Boise State University
Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work, Hannah Carter, Jennifer Snow, Sara Digrazia, Sherry Dismuke
Literacy, Language and Culture Faculty Publications and Presentations
School-university partnerships have been a space for simultaneous renewal and teacher development for decades (Darling-Hammond, 1994; Goodlad, 1994; Teitel, 2003). As a case in point, this article takes a deeper look at how school- and university-based teacher educators experience professional growth and negotiation of partnership contexts, roles, and responsibilities. Recognizing the complexity of teacher development across the professional lifespan, and the tensions of school-university partnership work, we explore the diverse roles and positions from which we come to the work of clinical supervision and school partnership work. To highlight the varied levels of development and professional growth in these hybrid …
Education Sector Workforce Planning: Practitioner Level,
2019
Australian Council for Educational Research (ACER)
Education Sector Workforce Planning: Practitioner Level, Australian Council For Educational Research (Acer)
Education Analytics Service
This Practitioner level module is designed to ensure that Department of Foreign Affairs and Trade (DFAT) staff members who engage with and lead policy dialogue with international and domestic partners are informed about education workforce planning cycles, key challenges related to managing workforce supply and demand, as well as initiatives that can improve workforce quality. It is recommended that staff complete the Education Sector Workforce Planning: Foundation level module as background information to this Practitioner level module.
Education Sector Workforce Planning: Foundation Level,
2019
Australian Council for Educational Research (ACER)
Education Sector Workforce Planning: Foundation Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to provide introductory information about the structure of the education sector workforce, critical roles and steps required for education sector workforce planning, and key challenges. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education. On successful completion you will be able to be an informed participant in forums related to education sector workforce planning.
Islamophobia In U.S. Education,
2019
American Islamic College
Islamophobia In U.S. Education, Shabana Mir, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Anti-Muslim sentiment has grown in scale and visibility far beyond its association with the horrific attacks of 2001. The US government’s “War on Terror,” which began after the attacks, often pervades the domestic landscape as a war on Islamic religious “extremism.” The definitions and content of such religious extremism are so extensive that they encompass large numbers of Muslims, and they highlight Muslims as being inherently problematic. For example, the success of the 2016 presidential campaign can be said to have relied significantly on a right-wing Islamophobic fear-mongering that shariah was set to take over the US. As we grappled …
Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms,
2019
Marshall University
Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms, John Kenneth Bond
Theses, Dissertations and Capstones
This non-experimental, descriptive study examined the effect(s), if any, that professional learning communities have had on the professional practices of secondary (grades 9-12) mathematics teachers in Boone, Clay, Putnam, and Kanawha counties in West Virginia. Also investigated were the potential differences in instructional-practice change(s) based on selected demographic variables: sex, degree level, the grade level taught, the total years of teaching experience, the total number of years in their current position, the specific math subject taught, the total number of years of PLC participation, and the composition (e.g., departmental, cross-curricular, or both) of participants’ PLC. Data were collected from a …
Multicultural Education Professional Development: A Review Of The Literature,
2019
Virginia Commonwealth University
Multicultural Education Professional Development: A Review Of The Literature, Hillary Parkhouse, Virginia R. Massaro, Chu Yi Lu Qiu
Teaching and Learning Publications
When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural-education-focused professional development programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types …
Annual Report Of Externally Funded Grants And Contracts July 1, 2018 - June 30, 2019,
2019
Morehead State University
Annual Report Of Externally Funded Grants And Contracts July 1, 2018 - June 30, 2019, Office Of Research And Sponsored Programs. Morehead State University.
Office of Research and Sponsored Programs Reports and Publications
Annual Report of Externally Funded Grants and Contracts July 1, 2018 - June 30, 2019.
The Oasis Skateboard Factory: Return To The One-Room Schoolhouse,
2019
The University of Texas at El Paso
The Oasis Skateboard Factory: Return To The One-Room Schoolhouse, William Robertson
Selected Works Temporary Series
How can you get young people interested in science and mathematics? What efforts are there to integrate the experiences of high school students into the things they need to do and learn in school? How can action sports, like skateboarding be used to teach science, mathematics, language arts, history and help at-rick and marginalized students to grow in their engagement and motivation in high school, as well as to graduate? This is in part answered at the Oasis Skateboard Factory (OSF) an alternative high school in Toronto, Canada. The factory, under the direction of founding teacher Craig Morrison, has enjoyed …
The Masters Of Physics: Critical Thinking Through Skateboarding,
2019
The University of Texas at El Paso
The Masters Of Physics: Critical Thinking Through Skateboarding, William Robertson
Selected Works Temporary Series
This paper focuses on the use of live action and video instruction as a method of content dissemination and to motivate students in learning in science, technology, engineering and mathematics (STEM) education. Specifically, this area, dubbed “edutainment”, chronicles different interactions with students, teachers and community members that utilized live action to video as methods of capturing relevant content in student-centered contexts. The fundamental idea is to infuse one's passion into modern methods of teaching, and to inspire others to use their gifts in their education, and thereby connect them to their dreams and aspirations.
