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Shifting To Using Desmos Or Geogebra Graphing Calculators In High School Mathematics Classrooms, Nancy Lin

Dissertations, Theses, and Capstone Projects

Most high school math classrooms in Long Island use the Texas Instruments TI-84+ CE graphing calculator in the three Regents math courses. Texas Instruments holds approximately 80% of the market share of the international graphing calculator market. At a manufacturer's suggested retail price of $150 per TI-84+ CE, an inequitable situation exists for math learning, as underfunded schools and students from lower socioeconomic backgrounds cannot afford to purchase one for home use. Such students have less experience using the handheld graphing calculator when they take high-stakes math exams. Through case studies of four suburban school districts in New York that …

Faculty Engagement Practices With Building A Community Of Care, Cathryn Walker, Richard Penny, Lynne Orr, Kathleen Norris, Judith Blakely

Journal of Educational Research and Practice

Faculty in a virtual online university benefited from employing elements of the community of care, community of inquiry, and social determinants of health frameworks to strengthen a sense of connection and to develop a community of care in the aftermath of the COVID-19 pandemic. This article presents an overview of practices at one university related to the design, implementation, and benefits accruing from employing strategies anchored in these frameworks. During 2022, two years after the height of the COVID-19 pandemic, university leaders approached a team of faculty members to facilitate a dialogue series to enhance relationships among faculty, given the …

Professional Development In West Virginia's Rural Public Schools Relating To Secondary Math Teacher Retention: A Phenomenology Through The Lens Of Andragogy, Tanya L. Cooper

Doctoral Dissertations and Projects

The purpose of this qualitative transcendental phenomenological study was to explore the perceptions of factors related to professional development that influence the retention of secondary math teachers in West Virginia’s rural public schools. The theory guiding this study was adult learning theory, specifically Knowles’ andragogy, as it explains the perceptions of secondary math teachers from their perspective as adult learners. The Central Research Question was: What are rural secondary math teachers’ perceptions of factors related to professional development that influence retention? This phenomenological study was conducted in rural areas of West Virginia, examining the perceptions of ten secondary math teachers …

The Impact Of Targeted Professional Development On Principals’ Instructional Leadership And The Cultivation Of Positive School Culture, Anastasia M. Opahle

Dissertations

Effective principal leadership is the cornerstone of effective schools, as it has been shown to increase student success. In the State of Wisconsin, there is currently no requirement for ongoing professional development for principals. This study examined the impact of professional development targeted at principal leadership on student achievement and school culture. Using a mixed methods approach, results showed principals who participated in a yearlong principal cohort indicated their leadership skills improved. The qualitative data showed the participating principals believed the targeted professional development was collaborative, reflective, relevant, and actionable. This research indicates that sustained, targeted professional development is crucial …

Strengthening Workforce Stability And Operational Efficiency In The Transition To Practice: A Quality Improvement Project, Alana L. Lemoine

Master's Theses and Capstones

Abstract 

Background: The transition to professional practice is a challenging period for new graduate nurses, and inadequate support can contribute to high turnover and reduced job satisfaction. Structured mentorship programs have been proposed as an effective strategy to improve retention, support professional development, and enhanced perceived impact during the first year of practice for new graduate nurses.

Local problem: Within a single microsystem, new graduate nurses faced challenges related to access to formal mentorship and support throughout the transition to practice. Baseline data indicated that only 50% of nurses had access to active mentorship, and retention rates in 2024 were …

Bridging Vision And Practice: A Case Study Of Educator Perceptions Within The Community School Model, Jessica M. Riedel

West Chester University Graduate Theses, Dissertations, and Final Projects

Guided by a qualitative collective case study employing two focus groups and six individual interviews, this dissertation in practice examined educator and community school specialist perceptions of the community school model and sought to understand how those perceptions inform the district’s approach to teaching and school operations. Findings indicated a genuine desire to make the community school model successful for students within the buildings but also emphasized a lack of role clarity and professional development opportunities, misconceptions around the model, and siloing within different programs in the schools. These results highlight the need for more communication within districts and schools …

Kindergarten Through Third-Grade Teachers’ Experiences With State-Level Literacy Coaching Support: A Phenomenological Qualitative Research Study, Nicole Hunter

Theses and Dissertations

This phenomenological qualitative applied dissertation was designed to provide insight into the experiences of kindergarten through third-grade general education teachers when supported by state-level literacy coaches. State-level literacy coaches are assigned to specific elementary schools and offer embedded professional development and professional learning opportunities to enhance literacy instruction and promote professional growth among elementary teachers. Although many kindergarten through third-grade general education teachers in literacy support schools see state-level coaching support as beneficial, some teachers deem this support as punitive and are reluctant to collaborate with coaches.

Teachers' experiences with literacy coaches have been viewed as a component in the …

Planes De Sucesión En Los Hospitales De La Región Metro De Puerto Rico, Eddie Correa Medina

Theses and Dissertations

Esta disertación aplicada ha sido diseñada con el propósito de conocer las percepciones, experiencias, vivencias y conocimientos de los líderes y gerentes en enfermería sobre la implementación de los planes de sucesión en los hospitales del área metropolitana de Puerto Rico. La utilidad de esta investigación parte del argumento que tienen estos planes para mejorar la retención de empleados, facilitar la transferencia de conocimientos, evitar la rotación excesiva en puestos críticos, entre otros elementos. En el primer capítulo se presentó la introducción de la disertación, lo que incluyó aspectos como el propósito, objetivos, audiencia, rol del investigador, contribuciones al campo …

Examining Reframing Behavior Implementation: Teacher Perspectives And Discipline Patterns In Middle School, Francisco J. Hidalgo

Theses and Dissertations

This applied dissertation examined teacher-reported implementation of the Reframing Behavior (RB) Initiative at a middle school in North Central Florida. The districtwide training occurred in the 2024-2025 school year. The RB Initiative provides educators with opportunities to reframe how they address disruptive behaviors among students perceived as problematic, who may receive numerous disciplinary actions. Disciplinary actions can affect students’ academic and social lives. Using a convergent mixed methods design, the study addressed four research questions and examined implementation fidelity, teacher perceptions, school-wide discipline patterns, and teacher experiences with RB implementation.

The researcher surveyed 19 teachers and interviewed four teachers. The …

Responding To The Needs Of First-Generation Students: An Action Research Study Of Professional Development Opportunities For Faculty And Staff, Kyle G. Phillips

Theses and Dissertations--Educational Leadership Studies

First-generation college students have historically been considered marginalized in institutions of higher education, with diminished success rates and disproportionately higher incidents of imposter syndrome. This Mixed Methods Action Research study assessed the extent to which faculty and staff are able to recognize and implement research-based best practices to improve the support system surrounding this student demographic. In particular, it assessed current levels of preparation to support first-generation students and sought to identify and implement an appropriate professional development program as part of the study's intervention. The efficacy of the intervention was then assessed, with the result delineated in this dissertation. …

Matrescence: An Emerging Concept For Birth Worker Practice, Kelsey B. Green

DNP Qualifying Manuscripts

The maternal mental health (MMH) crisis, affecting up to 25% of birthing individuals, is exacerbated by significant gaps in perinatal support. While birth workers are uniquely positioned to provide care, they often lack specialized training beyond basic screening checklists to address the complex transition to motherhood, defined as matrescence. This clinical innovation proposal outlines a matrescence-informed educational curriculum, guided by the Comprehensive Model of Mental Health during the Perinatal Period. The intervention is designed to build tangible, implementable skills, training birth workers to: (1) operationalize matrescence as a psychoeducational tool to normalize distress; (2) use clinical differentiation to distinguish the …

An Autoethnography: How Professional Organizations Serve As Professional Development For Secondary Journalism Teachers, Mark R. Hilburn

Educational Leadership Theses, Dissertations, and Student Creative Activity

The purpose of this autoethnography is to provide analysis and explain the importance of professional development experiences for secondary teachers, especially for those that are singletons in a school, district, or community.

Autoethnography is a qualitive research method in which the researcher is also the subject of the study. In autoethnography, the researcher uses autobiographical stories to analyze and interpret their lived experiences with the purpose of extending sociological understanding. It reflects the interconnectivity of self, others, and culture (Hamdan, 2012).

Effective professional development is typically long-term, collegial, supported by leadership, and context-specific (Richardson, 2003; Sparks, 2002), and essential for …

A Mixed-Methods Design-Based Research: Study Of Teacher Self-Efficacy And The Implementation Of Social Emotional Learning In The High School Classroom, Avia Brown

Dissertations

The escalating mental health crisis among adolescents, exacerbated by the COVID-19 pandemic, positioned schools as critical intervention sites for supporting student well-being (K. McNamara, 2020). However, teacher capacity and self-efficacy in implementing social-emotional learning (SEL) competencies remain significant barriers to effective, sustainable practice. This mixed-methods design-based research study examined the efficacy of professional development and instructional coaching in enhancing teacher self-efficacy and supporting the implementation of SEL competencies in high school classrooms.

The researcher employed a comprehensive, five-stage design thinking framework (empathize, define, ideate, prototype, test) to develop and evaluate a structured eight-week professional development and coaching intervention targeting SEL …

Determining If Trauma-Informed Practices Improve Behavioral, Academic, And Social-Emotional Outcomes For Students, Paige M.K. Newman

Master's Theses & Capstone Projects

This capstone project explores the impact of trauma-informed practices (TIP) on middle school students’ academic achievement, social-emotional development, and behavioral growth. Grounded in the understanding that adverse childhood experiences can significantly shape learning and behavior, the study investigates how intentional, school-wide trauma-responsive strategies support student success. Using a mixed-methods design, data were collected through classroom observations, academic performance measures, and social-emotional/behavioral screening tools, complemented by teacher and student surveys. Findings highlight positive correlations between consistent implementation of TIP and improvements in student engagement, emotional regulation, and on-task behavior, as well as modest but meaningful gains in academic outcomes. The project …

Creating Meaningful And Relevant Professional Development Using Improvement Science, Jo R. Wright

Theses and Dissertations

The problem of practice focuses on how to improve professional development. Using improvement science, a team of individuals at the school engaged in problem solving techniques to discover the underlying root causes of the problem. The improvement team was composed of administrators, instructional coaches, and teacher leaders who worked in different areas of the school. Collectively, these individuals felt passionately about growing the staff members through effective professional development. Exploring the professional development sessions teachers were attending on campus, there were visible indicators that teachers were not engaged nor were they participating. Unpacking the issue further, the improvement team uncovered …

State Of Illinois Model Programs Of Study Guides: 2025 Utilization Report, Meagan Mitchell Phd

Reports, Analyses, and other Publications

The State of Illinois Model Programs of Study Guides were developed in collaboration with the Illinois State Board of Education (ISBE) and Illinois Community College Board (ICCB) through a process led and facilitated by Education Systems Center (EdSystems) at Northern Illinois University. The process included extensive research into labor market information and credential programs, as well as dialogue across secondary, postsecondary, and employer stakeholders. With the support of ICCB, EdSystems researched the utilization of the State of Illinois Model Programs of Study Guides: Culinary and Hospitality and Human and Public Service.

We consulted with ICCB to receive the Perkins V …

Exploring The Impact Of Professional Development On Teachers As They Implement New English Language Arts Curriculum In Secondary Schools In The Southeast: A Hermeneutical Phenomenological Study, Sara A. Ancrum

Doctoral Dissertations and Projects

The purpose of this hermeneutical phenomenological study is to explore the implementation of a new state-adopted ELA curriculum for English teachers at secondary schools in the Southeast United States. At this stage in the research, sustained professional development will be generally defined as multiple touchpoints at regular intervals that build capacity and efficacy with the new curriculum. The theory guiding this study is Bandura's theory of self-efficacy. Understanding the impact of professional development on teachers as they implement a new curriculum is essential to the success of teachers' classroom practices. High-quality professional development that keeps teachers at the heart of …

"We Have Such Fantastic People Working Here": Using Action Research To Address Community College Burnout, Christine Pipitone

Theses and Dissertations

This mixed-methods action research dissertation explores faculty burnout at a New Jersey community college to propose actionable, faculty-led solutions through a collaborative approach. Grounded in a theoretical framework that integrates theories of action, critical theory, and job demands–resources theory, the study included three phases that followed an explanatory sequential design. In the first phase, quantitative and qualitative data obtained through an anonymous questionnaire provided baseline information about the dimensions of burnout participants experienced. The data informed the second phase, which consisted of semi-structured focus group interviews. In the third phase, an action research team worked together to make recommendations based …

A Design Based, Mixed Method Study On Evaluating Traditional Grading Practices And The Implications For Mastery Learning And Educational Equity In A Midwestern School District, Christina Kirchner

Dissertations

“Grades are an essential currency of our schools. Schools, colleges and employers use grades to determine many important, and in some cases, life-altering decisions-college admission, financial aid and scholarships, athletic eligibility, promotion, retention, awards, and supports” (Feldman, 2018, p. 3). Grading is not addressed in teacher preparation programs, or within professional development during teachers’ careers; teachers have chosen their own way to grade guided by their own personal experiences, uninformed of research or best practice. Using a human centric, design-based approach, the researcher identified multiple discrepancies with grading practices among the K-12 school organization. Within the discrepancies, other issues were …

Uncovering Best Practices For Professional Learning: A Focus On Dialogic Discourse, Belinda Jaquez

Dissertations

The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the …

Piloting The Appreciative Tuning Protocol: Improving Integration Through A Collaborative Professional Development Model, Teresa S. Foulger, Ashleigh King, Shyla Gonzalez-Dogan

International Journal for the Scholarship of Teaching & Learning

This qualitative, self-reflection study was conducted by three instructors who had recently participated in a workshop on Principled Innovation, a character development framework designed in their college of education. They were confident about how they integrated PI into their courses but saw potential for further improvement. Drawing on collaborative professional development literature, they explored two models, Appreciative Inquiry and Tuning, that seemed to meet their needs. By merging elements of both, they created the Appreciative Tuning Protocol (ATP), a 30-minute, agenda-driven meeting where instructors identify a successful part of the integration effort (a bright spot), explore ways to enhance it, …

Building A Professional Learning Community To Improve Technical Services Librarians’ Teaching Preparedness: Assess, Act And Reflect, Junli Diao

Publications and Research

This action research was conducted to address the gap between having all librarians prepared to teach and technical services librarians’ unpreparedness to teach in a university library system. The implemented intervention was developing a professional learning community among technical services librarians with a variety of teaching experiences to improve teaching preparedness by sharing, discussing, and reflecting. The learning topics covered library teaching basics, motivating students, self-assessment, planning to teach, using Wikipedia for critical thinking, embedded librarianship and credit-bearing courses, teaching and research, and building a teaching portfolio and librarianship portfolio. A qualitative approach, including the implementation journal, reflective writing, and …

Empowering Educators, Transforming Futures: An Explanatory Multiple Case Study Of The Smou Schools In Saudi Arabia, Hana Ali Alzandi Alghamdi

Electronic Theses and Dissertations

Saudi Arabia’s Vision 2030 emphasizes educational reform as a critical pathway for national development, highlighting the role of educators in fostering student success. The Smou program, a professional development initiative, seeks to enhance the instructional and leadership capacities of school leaders and teachers in elementary public schools. This study explores how school leaders navigate their role in supporting teachers’ application of Smou program strategies and how teachers perceive their preparation for implementing these strategies in their instructional practices. Using an explanatory multiple case study approach, the research explores two elementary schools in the Mecca region—one high-performing and one low-performing—selected based …

An In-Depth Interview Study On Needed Professional Development For Assistant Principals Within One Rural School District In North Carolina, Jeffery N. Webb

Doctor of Education Dissertations

The purpose of this interview study was to gain better insight and understanding into what professional development is needed for assistant principals to be successful in the principalship. During this study, 17 participants were interviewed across three different groups: central office administrators, principals, and assistant principals within one rural school district. Based on the three different groups interviewed, the data provided that the perception is that assistant principals need more development in budget/finance, K-12 curriculum knowledge, school improvement, evaluations/observations, day-to-day operations, policy/law, curriculum/instruction, and professional development. It was determined that professional development in those areas needed to be continuous throughout …

Professional Learning Partnerships: An Exploratory Study Into How Institutions Of Higher Education Can Support Pk–12 Educators, Eleonore E. Cardinell, Nora Bryant, Danielle Terrell, Alexandra Javna, Megan Wood

Doctor of Education Capstones

Dr. Jonathan Becker, a Virginia Commonwealth University (VCU) Associate Professor in the School of Education (SOE), submitted a request for assistance from a Doctorate of Educational Leadership team at VCU. Dr. Becker was tasked with establishing a professional studies program that would offer non-credit bearing professional learning experiences to PK–12 educators. The VCU SOE wanted to learn how to design an accessible and relevant non-credit bearing program for PK–12 educators that maximized the value of the VCU SOE while generating revenue. To support the VCU SOE, the team conducted research using an exploratory sequential mixed methods model. The team gathered …

Upending Tradition Through Strategic Change: The Evolution Of Archival Processing At The Byu Library, J. Gordon Daines Iii, Karen Glenn, Cory L. Nimer, Rebecca Wiederhold

Collaborative Librarianship

Organizational change is challenging. At the heart of this challenge is an attachment to the status quo. Both employees and managers tend to prefer the status quo because it is known and, unless shown otherwise, enables them to successfully accomplish their responsibilities. They often use tradition as a way to maintain the status quo. This case study provides an example of organizational change in the Brigham Young University (BYU) Library and discusses how tradition was used to both promote and resist change.

K-12 Teachers’ Experience With Professional Development On Implementing Intervention For Cognitive Reading Disorders And Dyslexia: A Qualitative Hermeneutic Phenomenological Study, Rosemary Balestieri

Doctoral Dissertations and Projects

The purpose of this phenomenological study is to understand the experiences of the 10 K-12 teacher participants who may implement instruction and interventions for students who struggle with cognitive reading disorders and dyslexia. Instruction for intervention of cognitive reading disorders at the K-12 education level was generally defined as the multisensory approach more commonly found in schools. Instructional methods of 10 teachers at the K-12 education level for cognitive reading disorders was explored by implementing the central research question (CRQ), “What are the experiences of K-12 teachers who receive professional development to provide cognitive reading instruction with interventions specific to …

Do Blended Learning Systems Improve Student Engagement? A Closer Look At The Role Of On-Site Leadership And Teacher Professional Development, Lou Jackson

Student Theses and Dissertations

The current study examined the effectiveness of blended learning systems in a selected group of five elementary schools in one school district. It analyzed the influence of on-site leadership and teacher professional development on the implementation of blended learning and its influence on student engagement. Although blended learning integrates different teaching methods based on multiple theories, such as Cognitivism, Constructivism, and Behaviorism, this study adopted a guiding theory based primarily on Cognitivism. A qualitative approach with a multiple-case study design was employed. The qualitative data was collected through a semi-structured interview protocol, and individual interviews took place via Zoom with …

Sharing Stories Of Development: How School Leaders Perceive Developing A Trauma-Informed School, Mandy L. Cyr

Doctor of Education Program Dissertations

ABSTRACT

This narrative inquiry explored how educational leaders perceive the development of a trauma-informed school. A trauma-informed school acknowledges the impact of trauma and responds by integrating effective practices, programs, and procedures to build resilience. The problem addressed by this study is, with rising numbers of adverse childhood experiences (ACEs), school staff lack targeted skills to help students mitigate trauma. Further, this qualitative study fills the gap in literature by providing the lived experiences of educational leaders in developing trauma-informed schools. Through narrative research, semistructured interviews which lasted up to 60 minutes were individually conducted with five educational leaders who …

Behind The Scenes: Instructional Coaches’ Perceptions Of Curriculum Leadership Development, Cora C. Garner

Educational Leadership & Policy Studies Dissertations - Archive

Since the 20th century, instructional coaching has influenced curricular and pedagogical practices that impact student achievement in K-12 schools; however, the existing literature provides minimal evidence of their experiences in curriculum leadership development. To fill the research gap, this study explores instructional coaches’ perceptions of their professional learning related to curriculum development and leadership. The research questions included (1) How do ICs perceive professional learning opportunities for curriculum leadership? and (2) How do instructional coaches describe the development of their curriculum coaching knowledge and practices? Upon applying the conceptual framework, which included the Saylor et al. (1981) curriculum development model …