Teacher Education and Professional Development Commons^™

Initial Teacher Preparation Study: Australian Country Background Report, Lawrence Ingvarson, Phillip Mckenzie, Glenn Rowley, Paul R. Weldon

OECD Teaching and Learning International Survey (TALIS)

This Australian Country Background Report for the Teaching and Learning International Survey (TALIS) Initial Teacher Preparation (ITP) Study provides information on schooling and ITP arrangements in Australia. The report is structured around the six stages of the ITP lifecycle identified in the Organisation for Economic Cooperation and Development (OECD) Guidelines for the report: attraction of candidates, selection into ITP programs, the structure of ITP programs, ensuring quality delivery, teacher certification and support for new teachers.

Mediated-Efficacy: Hope For “Helpless” Writers, Eileen K. Camfield

University Writing Programs Staff Articles and Papers

Building on previous studies of college students' writing self-efficacy beliefs, this article presents the empirical foundation for a reconceptualized understanding of this identity process. The study assessed 131 college freshmen enrolled in a developmental writing course who were evaluated holistically using grounded theory methodology. The study identified (a) major theoretical categories revealing the nature of students' initial pessimism about themselves as writers and sense of learned helplessness and (b) a subsequent shift toward optimism and self-efficacy triggered by a particular learning relationship formed with their instructors, the core of the posited mediated-efficacy theory. Implications for college-level developmental writing pedagogy are …

Beyond Embracing A Multicompetent Self: An Autoethnography Of A Nnest, Seullee Talia Lee

MA TESOL Collection

This article represents the identity transformation process of a non-native English- speaking teacher (hereafter NNEST) in the format of an autoethnography. Through the vignettes of the author, the evidence that English language plays a vital role as cultural capital (Bourdieu, 1991) in expanding circle countries (hereafter ECCs) (Kachru, 1985, 1986) such as South Korea (hereafter Korea) becomes apparent. Also, her narrative adds more credence to how the newly imagined identity options such as multicompetent self and English language teaching (hereafter ELT) professional have a tremendous constructive impact on the personal and professional development of NNESTs. Lastly, this study proposes the …

Investigating Residual Impacts Of Teachers With Cancer, Jill Athena Netz-Fulkerson

Electronic Theses and Dissertations

This study investigates the residual impacts of cancer on teachers. Much research is currently available on how to support students in the classroom who have cancer, but there is still a gap in research regarding the impact of teachers with cancer.

This research focuses specifically on three central questions: 1) What are the perceptions of practicing teachers who identify themselves as cancer patients with regard to their professional experiences? 2) What are the perceptions of the teachers about their school community when they are identified as cancer patients? And, 3) What are the perceptions of practicing teachers who identify themselves …

Professional Development And The Impact On Teacher Growth And Development, Sherry Kathleen Segura

Electronic Theses and Dissertations

This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this study at their school. With a qualitative approach, this study included a narrative inquiry method to illuminate teachers' perceptions of whether professional development had a positive impact on their instruction. A series of in-depth one-on-one interviews further shed insight on which types of professional development teachers felt …

Digital Literacy: Why It Matters, Allison Kavanagh, K.C. O'Rourke

Journal Articles

In the past two decades the internet, email, apps, mobile devices and all associated hardware and software have become firmly embedded in everyday life, to the extent that it often feels that we have had no control over this phenomenon. What are the implications for education?

Primary and secondary students today have grown up with the always-connected life which the internet has enabled. However, the credence given to the idea that this makes them fully comfortable and aware as "digital natives" is misguided. The social implications of the internet society – surveillance and the decline of privacy, cyberbullying and so …

Evaluating How Engaging In Professional Development Impacts On Assessment Practice: A Proposed Framework., Roisin Donnelly, Jen Harvey, Claire Mcavinia, Claire M. Mcdonnell

Books/Book Chapters

In the higher education context, the concept and implementation of measuring impact on practice of participation on academic professional development programmes has not been fully explored. More specifically, there is a lack of consideration for how assessment practices in particular have been impacted by engagement on such programmes. Generally, measuring impact is key for understanding how best to provide a coherent student experience, and academic developers are often drawn upon to support programme teams in this activity. This chapter provides guidance and direction to both academics teaching in higher education and academic developers charged with their support by discussing the …

Don't Forget Your Parachute: Using The Ubd Framework To Guide Unit Planning, Angela Hines, Nicole Ludwa

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

The audience for this module includes educators at all levels of all subject matters. This module is designed for educators interested in increasing student understanding and in creating more effective curricula and assessment through unit planning, beginning with the end in mind. Thinking about what to teach and how to teach it is a matter of habit, thinking about the learning outcomes leads to appropriate teaching and is how backwards planning works. Lessons should be created by the results sought, not the activities with which a teacher is most comfortable. Many times teachers are focused on the inputs rather than …

Using An Iceberg Intervention Model To Understand Equivalent Fraction Learning When Students With Mathematical Learning Difficulties Use Different Manipulatives, Arla Westenskow, Patricia S. Moyer-Packenham

Teacher Education and Leadership Faculty Publications

This study examined variations in 43 fifth-grade Tier II students' learning of equivalent fractions using physical and virtual manipulatives during intervention instruction. The overarching research question focused on how different manipulatives types support learning fraction sub-concepts during mathematics intervention instruction for students with mathematical learning difficulties. Over a three-week period, students participated in ten small group sessions using different manipulatives during instruction (physical, virtual, and combination). Data were collected from pre/post testing and daily monitoring assessments. An Iceberg Intervention Model was used to document student learning for five equivalent fraction sub-concepts and nine general fraction sub-concepts. Results showed that physical …

Exploring And Examining Quantitative Measures, Jonathan D. Bostic, Erin Krupa, Michele Carney, Jeff Shih

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The purpose of this working group is to bring together scholars with an interest in examining the research on quantitative tools and measures for gathering meaningful data, and to spark conversations and collaboration across individuals and groups with an interest in synthesizing the literature on large-scale tools used to measure student- and teacher-related outcomes. While syntheses of measures for use in mathematics education can be found in the literature, few can be described as a comprehensive analysis. The working group session will focus on (1) defining terms identified as critical (e.g., large-scale, quantitative, and validity evidence) for bounding the focus …

Variations In The Intensity Of Specialized Science, Technology, Engineering, And Mathematics (Stem) High Schools, Colby Tofel-Grehl, Carolyn M. Callahan

Teacher Education and Leadership Faculty Publications

Educators and policymakers in the United States advocate the development of specialized STEM (science, technology, engineering, and mathematics) schools, but little is known about the unique features and practices of these schools. Because no meaningful differences have been found attributable to model type (Tofel-Grehl & Callahan, 2014), the current study purposefully sampled 6 specialized STEM schools in the United States that provided different levels of STEM experiences for students related to highly varied goals and missions using a grounded theory approach. Schools were found to fall into two categories, high and low STEM intensity, based on five major traits. Schools …

Mentoring Relationships, Tori Hill, Lori Nanney, Kimberly Perry, Amanda Edwards Whatley

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

The purpose of this module is to establish a framework for successful mentoring practices in order to enhance the teaching and learning process. The module addresses the importance of the Four Pillars as a framework for building successful mentor/mentee relationships. The framework pillars are identified as pedagogical competencies,relationship building, reflection, and administrative support. Each pillar is defined with research provided to support the importance of each as a foundational element of successful mentor/mentee relationships. Additionally the module provides reflection activities and additional resources for consideration and site-level implementation.

The learning module is intended for use by …

Differentiated Instruction, Kelly Campbell, Tina Whitten, Karen Hester

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

The purpose of this professional development module is to strengthen the understanding of differentiated instruction and strategies for implementation. After completing this professional development, teachers will be empowered to use research based differentiated instructional strategies to differentiate for all students in the classroom.

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Academic Vocabulary Strategies, Ginger Black, Lashay Conley, Shamona Fernanders, Katrissa Fisher

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

This module will provide K-12 educators, in various content areas, with research-based academic vocabulary strategies that can be used to inform their instructional practices. The module explains the term academic vocabulary in depth and addresses the importance of students being able to read, interpret, and analyze vocabulary in context. After viewing several research-based strategies, the module will provide educators with tools to plan for and assess the implementation of the vocabulary strategies.

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Analyzing The Relationship Of Voluntary Student Participation In Optional Exam Review Sessions With Academic Self-Efficacy And Academic Performance, Christine Stamm Griffin, Robert K. Gable

Higher Education

Much research has been conducted on the topic of self-efficacy and its relationship to student performance. In alignment with the theory of self-efficacy and research performed by Bandura (1993), Schunk (1989, 1991), Zimmerman (1985, 1990), Multon, Brown and Lent (1991); and others, the purpose of this action research study was to determine the relationship of student voluntary attendance at a minimum of one of two optional exam review sessions and whether or not it resulted in a feeling of increased confidence about their potential performance on the exam compared to those students who did not attend the review. Additionally, the …

Integration Of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5, Terri A. Wade-Lyles

Walden Faculty and Staff Publications

Abstract In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers’ embedded professional development and their experiences with the training components. Bruner’s theory of cognitive development was used …

How Affordances And Constraints Of Physical And Virtual Manipulatives Support The Development Of Procedural Fluency And Algorithmic Thinking In Mathematics, Jennifer Such, Patricia S. Moyer-Packenham

Teacher Education and Leadership Faculty Publications

The purpose of this study was to examine how the affordances and constraints of physical and virtual manipulatives influence the development of students’ algorithmic thinking when learning algebra and rational number concepts. Thirty-six third-grade students participated in two weeks of instruction using physical and virtual manipulatives as instructional tools. The primary design of the study was a teaching experiment in which quantitative and qualitative data were collected to provide a holistic examination. Pre- and post-test items were used in the quantitative analysis following a within-subjects crossover repeated measures design. Students’ written work, a user survey, student interviews, field notes, and …

Building Professional Development Opportunities In Data Services For Academic Librarians, Suzanna Conrad, Yasmeen Shorish, Amanda L. Whitmire, Patricia Hswe

Libraries

Research data management represents a significant professional development area for academic librarians –significant for its growing importance to the profession, since researchers are increasingly expected to comply with research data management requirements, and for the extent of competence needed by librarians to support researchers in research data management practices and plans. This article recounts how the Association of College and Research Libraries is fostering professional development opportunities in research data management. The authors describe two key endeavors: (1) the development and deployment of a needs assessment survey, which allowed insight into the types of librarians expressing the most need; and …

Ua41 University College Connection, Dennis K. George, Dean, Wendi Kelley, University College

UC Publications

No abstract provided.

Toward A Framework For Reading Lived Experiences As Texts: A Four-Year Self-Study Of Teacher Education Practices, Abby Cameron-Standerford, Christi U. Edge, Bethney M. Bergh

Book Sections/Chapters

No abstract provided.