Teacher Education and Professional Development Commons^™

Academic Development Perspectives Of Blended Learning, Roisin Donnelly, Claire Macavinney

Books/Book Chapters

Technological advances in every aspect of today’s higher education environment create a forum for academic developers to re-examine existing delivery methods for professional development. Within the context of this case study, the term ‘academic developer’ is taken to encompass the role of learning technologist. In order to be responsive and accommodate the changes, traditional instruction methods are being extended to encompass the range of Web 2.0 tools available. Debate is ongoing in the area of blended learning as to the ultimate effectiveness of technology integration. Through exploration of the experiences of two academic developers involved in the design and delivery …

Teaching Anxieties Revealed: Pre-Service Elementary Teachers’ Reflections On Their Mathematics Teaching Experiences, A. Brown, A. Westenskow, Patricia S. Moyer-Packenham

Teacher Education and Leadership Faculty Publications

Over the last 50 years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers' anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers' reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers' reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers' anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented …

Sense Of Community In Graduate Online Education: Contribution Of Learner To Learner Interaction, Jo Lita Shackelford, Margaret G. Maxwell

Communication Sciences & Disorders Faculty Publications

Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students’ sense of community in online graduate courses at a regional comprehensive university. Surveys were used to measure sense of community and the frequency and importance of nine learner–learner interactions.

Interactions that were most predictive of sense of community were introductions, collaborative group projects, sharing personal experiences, entire class discussions, and exchanging resources. The interaction that offered the highest payoff to instructors was exchanging resources. The article …

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

UC Publications

No abstract provided.

Synthesizing Multicultural, Global, And Civic Perspectives In The Elementary School Curriculum And Educational Research, Steve P. Camicia, J. Zhu

Teacher Education and Leadership Faculty Publications

No abstract provided.

Dreaming In Context: Micro- And Structural Transformations In An Age Of Standardized Testing, G. Sue Kasun

Teacher Education and Leadership Faculty Publications

Consider academics who are committed to learning, teaching, and ongoing interaction with communities beyond the university, and who are simultaneously not satisfied with the learning opportunities for children in their community schools. What roles might they play in their local community? One answer, made compelling by contemporary models in practice, involves institution building—specifically, the co-construction and operation of critically engaged, action-oriented research groups to address challenges facing students, families, and schools. Examples include CREATE at The University of California at San Diego (Mehan 2008), The Cesar E. Chavez Institute at San Francisco State (Duncan-Andrade and Morrell 2008), The Llano Grande …

Identifying Cyberbullying, Connecting With Students: The Promising Possibilities Of Teacher-Student Social Networking, Mark Schmitz, Molly Sigler Hoffman, John H. Bickford

Faculty Research and Creative Activity

Cyberbullying, an emergent problem that most students face but few report, negatively affects students’ academic and personal development, disrupts the school environment, and usually peaks around middle school. The Association of Middle Level Education (AMLE) suggests that successful middle schools should, among other things, ensure every student has an adult advocate to guide academic and personal development in an inviting, safe, inclusive, and supportive school environment. The Olweus Anti-Bullying Program denotes educators’ proactive intervention must first follow recognition of students’ misbehaviors and both identification and supervision of problematic school contexts. Without such recognition, identification, and supervision, educators’ proactive interventions are …

Methodological Orientation Of Research Articles Appearing In Higher Education Journals, Sherri E. Ritter

Theses, Dissertations and Capstones

The purpose of this study was to understand the methodologies authors in higher education journals used to obtain knowledge in their fields. This study looked at five peer-reviewed journals of higher education and analyzed the methods of research employed by the authors to help them answer their respective research questions. The methods of research are qualitative, quantitative, or mixed-methods. Additionally, this study examined the effects of author, gender, and academic rank on the selection of research methods.

Through The Eyes Of The Novice Teacher: Perceptions Of Mentoring Support, Sarah K. Clark, D. Byrnes

Teacher Education and Leadership Faculty Publications

This study examined the perceptions of elementary school beginning teachers (n = 136) across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Beginning teachers were asked to report the types of mentoring support they received and to rate the helpfulness of this support on the Mentoring Support Survey. Individual item scores and scale scores are reported. An analysis of variance was then used to compare the scale scores of teachers with the administrator-facilitated mentoring supports of common planning time with their mentors and/or release time to observe other teachers. …

Student Visual Narratives Giving Voice To Positive Learning Experiences – A Contribution To Educational Reform, Ulrika Bergmark, Catrine Kostenius

Academic Leadership: The Online Journal (2003-2012)

The aim of this paper is to explore students’ positive experiences of their learning through the use of visual narratives, observation, and field notes in two secondary school classes in Sweden. Four themes were found: (1) knowing the needs of mind and body, (2) embracing each other in mutual support, (3) learning in a facilitating environment, and (4) using a variety of learning modalities. Students wished to have a voice in setting the curriculum, favored a variety of assignments, and sought to expand their learning environment beyond the classroom. Finally, challenges for teachers and school leaders are discussed.

Applications Of The Well-Educated Mind 2003 Concept By Susan Bauer In The Southern California History Classrooms, Tomasz Bogdan Stanek

Theses Digitization Project

The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.

A Substitute Teacher’S Guide: Helpful Resources And Information To Use In The Classroom, Kara Joanne Knutson

All Graduate Projects

Teachers are absent from the classroom more often today than in the past, giving substitute teachers an essential part in the education system. Research shows that substitutes are not always adequately prepared to teach, and are sometimes left with inadequate lesson plans, or none at all (Damle, 2009). When the regular teacher is absent, it is beneficial to have a guide with strategies and activities to utilize if needed. This project contains a guide for substitutes to use for students in kindergarten through fifth grade, which includes valuable teaching techniques, first aid tips, and individualized educational activities geared towards each …

Preventing Long-Term English Learners: Results From A Project-Based Differentiated Eld Intervention Program, Magaly Lavadenz, Ph.D., Elvira G. Armas, Ed.D., Rosalinda Barajas

Practitioner Journal Articles

In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3^rd and 7^th grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective …

Children’S Literature In Child Care: Practice Vs Possibilities, Helen Adam

Research Journeys in Education

No abstract provided.

The Dialectical-Level Reflective Habits Of Middle-Grade Teachers: A Phenomenological Study, Tina Humphrey Boogren

Electronic Theses and Dissertations

The literature leads us to believe that an educator must be reflective in order to improve one's practice, and in terms of reflection, Van Manen's (1977) highest level of reflection, the dialectical-level, is presented as a worthy aim for all educators. But should this type of reflection truly be a goal for all educators? This study sought to uncover the phenomenon of dialectical-level reflection. Dialectical, or critical-level, reflection is the process of analyzing, reconsidering and questioning experiences in order to continually adjust one's practice with an eye towards improvement. This phenomenological study explores the lived experiences of five middle school …

Exploring Adult Development Frameworks: Self-Study And Inquiry Outcomes For Developing Leaders And Building Student Success, Susan A. Turner

Teacher Education and Leadership Faculty Publications

No abstract provided.

Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study Of Teacher And Student Impacts, Andrew Walker, Mimi Recker, Lei Ye, Brooke Robertshaw, Linda Sellers, Heather Leary

The Instructional Architect Research Group

No abstract provided.

Investigating Impacts Of Technology-Related Teacher Professional Development Designs: A Comparative Case Study, Mimi Recker, Linda Sellers, Lei Ye

The Instructional Architect Research Group

No abstract provided.

Teacher Perspectives On Performance Based Student Assessment In Career And Technical Education In West Virginia Public Schools, Brenda L. Tuckwiller

Theses, Dissertations and Capstones

The purpose of this study was to investigate career and technical education teachers’ level of knowledge and use of performance based student assessment practices in West Virginia’s secondary and post-secondary career education centers. In addition, this study sought to determine what relationships, if any, exist between levels of knowledge and use of performance based student assessment practices. Finally, this study described factors identified by respondents as supports or barriers to implementation of performance based student assessment. A researcher-developed survey was used to collect data. The study population consisted of engineering, hospitality and health occupations teachers in career and technical education …

Teachers' Perceptions And Realizations Of Critical Literacy, Kelly Winney

Wayne State University Dissertations

This dissertation examines teachers' perceptions and realizations of critical literacy learning as they engaged in collaborative inquiry into their students' learning. Participants used critical discourse analysis (CDA) of student writing and student talk to uncover the ideologies at work in their classrooms. This study also investigated teachers' perceptions of tensions related to their work with critical literacy. This study extends ideas from the research literature about teachers' perceptions and realizations of critical literacy and the potential of CDA for critical literacy and professional learning.

This qualitative study was guided by ethnographic principles to understand participants' perspectives through their experiences with …