Teacher Education and Professional Development Commons^™

Lifetime Recollections [Aiea#18], Alexander N. Charters

Images and other materials from University Archives

No abstract provided.

Getting It All Together: The Fragmentation Of The Disciplines And The Unity Of Knowledge, Timothy A. Robinson

Headwaters

No abstract provided.

Letter From The Persian Gulf: Faculty Development In Dubai, Anna Lisa Ohm

Headwaters

No abstract provided.

Assessing The Unassessed: Incorporating Evaluation Into The North Carolina State University Curriculum Integration Program, Jamie B. Snow

Capstone Collection

Curriculum Integration (CI) is the incorporation of study abroad into existing academic curricula through faculty and staff collaboration. The North Carolina State University (NCSU) CI program was initiated in 2008. Currently the NCSU Study Abroad Office (SAO) is working to update, define, and enhance the direction of this program. NCSU recently updated its strategic plans to include goals regarding campus internationalization and global engagement. The NCSU CI program is viewed as a means to accomplish these goals. However, four years after its inception, there is still no evaluation of any of the CI program initiatives. Assessment and evaluation are important …

Perceptions Of College Readiness And Social Capital Of Ged Completers In Entry-Level College Courses, Donalyn L. Lott

LSU New Orleans Theses and Dissertations

Abstract

Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective.

The study used quantitative methodology, with …

Developmental Education Repeaters: Stories About Repetition, Jade J. O'Dell

LSU New Orleans Theses and Dissertations

Developmental education students make up almost half of the community college population in the United States (Bettinger & Long, 2005). Approximately 42% of first-time freshmen at community colleges must enroll in at least one developmental education course in English, reading and/or math (NCES, 2010). Many developmental education students are unsuccessful in passing a developmental education course in their first and second attempts and retake the course sometimes five times before passing. There is substantial research on persistence among college students, but the research fails to link persistence to developmental education repeaters. My study sought to explore community college developmental education …

Virginia Brissey, Virginia Brissey, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

A Pennsylvania native, and a Navy veteran, Virginia Brissey worked as a program manager for Kids First in Arkansas.

Mentoring Novice And Experienced Teachers On Block Play Using The Developmental-Interaction Approach In The Philippines, Kathrina Gancayco-Umali

Graduate Student Independent Studies

Traces the journey of traditional early childhood Filipino teachers in implementing the developmental-interaction approach in the block corner. Five novice and experienced teachers embarked on a professional development series of four mentoring sessions. As a result of this process, teachers have demonstrated confidence and involvement in implementing the use of unit blocks through the developmental-interaction approach and administration agreed to adapt this as a model design for the early childhood program.

An Integrated Approach: Incorporating Literature And Writing Into Middle School Mathematics Instruction, Amanda Renee Huffman

Undergraduate Honors Thesis Collection

Integrated curriculum, including integrated mathematics curriculum, is becoming more common in classrooms as teachers look for ways to improve students' understanding and performance across the board. Specifically, the presented thesis explores and reflects on the implementation of meaningful integration of literature and writing into mathematics instruction to promote students' mathematical literacy. Through carrying out an action research project involving teaching an integrated mathematics enrichment unit with the novel The Number Devil: A Mathematical Adventure by Hans Magnus Enzensberger and constantly reflecting and analyzing the lessons conclusions were drawn. Cross-curricular mathematics instruction can work if carried out effectively and it can …

Teaching To The Test: How Federal Mandates Affect Elementary Educators’ Teaching Styles, Ashley R. Vande Corput

The Kennesaw Journal of Undergraduate Research

Recent mandates created by the federal government have placed a large emphasis on standardized testing in elementary schools. Educators now face the challenge of how to best prepare their students for these tests. In this qualitative case study research project, I collected data from four third grade teachers to determine how recent governmental laws impact their teaching styles; in this article I tell the story of two of those teachers. Interviews and classroom observations were conducted in a medium-sized, public elementary school outside a large metropolitan city in the Southeast. Preferred and perceived teaching styles as reported by the teachers …

Effects Of Specific Instructional Practices On Independent Writing Of Learning-Disabled Students, Astrid Monforte

Theses and Dissertations

This mixed methods case study explored the effects of conferring, mentor text, and guided practice on independence in writing, increased time on task, and improved written output for fifth grade learning-disabled students serviced in a replacement language arts special education setting. Qualitative data was collected through pre and post interviews with teacher and student participants. Student writing samples were also assessed for sentence structure and support using the Educational Records Bureau (ERB) scoring rubric. Student avoidance behaviors were recorded during independent writing while each instructional practice was presented. This quantitative data was analyzed along with the ERB scores through cross-case …

Ted Coleman Tssa Spring 2012, Ted Coleman

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Project Overview And Research Findings, Kimberly Cassidy, Jennifer L. Spohrer

Blended Learning in the Liberal Arts Conference

Provost Kim Cassidy and Jennifer Spohrer give an overview of the blended learning study funded by the Next Generation Learning Challenges Wave I grant. They explain the origins of the project, introduce some of the blended courses developed to date, and mechanisms for measuring their impact. They will also present preliminary findings from the research done on fall-semester courses and discuss opportunities and support available for faculty at partner institutions who want to develop and teach blended courses in AY2012-2013 as part of the project.

Education Preparation To Respond To The Needs Of Homeless Children & Youth: Perceptions Of School Personnel, Sarah Elizabeth Harris

Honors Scholar Theses

Each year, 1.5 million children spend at least one night in a homeless situation (Public Broadcast Station, 2009). These students struggle to achieve academically with schooling that is inconsistent in both location and curriculum and living conditions that are not conducive to homework and study. This study examined educators’ perceptions of homelessness and the academic and social needs of homeless students, as well as the preparation that teachers and other school personnel report that they have received in pre-service preparation programs and through professional development opportunities to address the unique needs of homeless children and youth. The project explored educator …

Examining Pre Service Teacher Knowledge Of Student Rights And Tort Liability, Alexi Wiemer

Honors Scholar Theses

This study explored how knowledgeable pre service teachers in the Neag School of Education at the University of Connecticut were in the field of student rights and tort liability. This field has grown in importance due to a recent increase in student lawsuits and the expectations that teachers know these laws when they become certified. A total of 183 students were given a survey in their education classes with 27 statements of famous misconceptions about student rights and tort liability. Students were asked to determine if these statements were true or false and how confident they were in their answer. …

Professional Development Needs Of Early Childhood Providers: A Focus Group Study, Cristin Caparotta

Honors Scholar Theses

Research indicates that the quality of early childhood (EC) education and care influence child development. While the developmental and educational needs of young children are clear, the characteristics of quality programs are known, and school readiness goals are well articulated, the field lacks a coherent, coordinated approach to preservice training; additionally, the ongoing professional development (PD) needs and priorities of providers are not known. This occurs amidst significant changes in the structure, funding, teacher preparation, and program objectives for CT EC programs. This study employed focus groups to explore the extent to which EC providers feel prepared to address the …

Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable

Teacher Education

A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …

An Examination Of The Potential Relationship Between Technology And Persistence Among At-Risk College Students, Aaron W. Hughey, Charlene Manco

Counseling & Student Affairs Faculty Publications

Academically underprepared college students, i.e., those identified as needing developmental (remedial) English, mathematics and reading courses in order to maximize their potential for academic success at college-level studies, were provided with the opportunity to rent, for a minimal, subsidized fee, mini-computers bundled with digital course materials (e-books). The academic aptitude of the students who participated in the study was assessed when they entered the program, and their academic performance was assessed at the end of the semester in which they were provided with these resources. The aptitude, performance and retention of program participants were then compared with those of similarly …

School Reform Initiatives: Their Impact On Teacher Burnout And Perceptions Of Efficacy, W. Wesley Cottongim

Dissertations

This study involving 2,478 teachers from south central Kentucky sought to determine the impact school improvement initiatives have on a teacher. More specifically, it explored how experiencing school improvement initiatives affect the measured levels of burnout and self-efficacy of a teacher.

Participants (n = 2,478) of this study came from school districts within the south central region of Kentucky. The participating districts were selected due to varying sizes of enrollments and the number of employed teachers. Participants were invited to participate in this study via an email invitation. Two previously published instruments were used. Participants were first asked to provide …

Perceptions Of Kentucky Educators Concerning The Kentucky State Assessment System As An Accurate Reflection Of Student Learning, Benny C. Lile

Dissertations

While educational testing has been in place since the one room school house, it was not until the 1990s that accountability began to accompany assessment programs. With the passage of the No Child Left Behind Act (NCLB) in 2001, virtually every public school district in the United States of America that desired to continue to receive Title 1 funding found themselves tied to rigorous assessment and accountability systems. This focus on accountability has impacted every school, district, and state as they have sought to implement and deal with the consequences it has wrought. As the 50 states have sought to …