Education Commons^™

Literacy Across The Disciplines: A Way To Re-Engage Secondary Students, Jenelle Williams

Michigan Reading Journal

In this article, the author describes the opportunities present with leveraging disciplinary literacy approaches, in terms of re-engaging teens with learning. The author also provides several cautions for literacy leaders to keep in mind.

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

Educational Leadership & Policy Studies Dissertations

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 …

Evaluating The Impact Of Personalized Professional Learning On Technology Integration In The Classroom, Angela Bishop Burgess

Theses and Dissertations

Classroom access to technology such as a computer or the Internet does not guarantee a high-level of integration of technology by the teacher or application by the student. Tools that could be used to increase student creation or personalized learning opportunities may instead be used by the teacher at lower levels of use that replace non-technological tools. The purpose of this action research was to implement and evaluate the impact of technology-focused personalized professional learning on participants’ use of and attitudes towards classroom technology. It attempted to show that modeling technology integration in professional learning opportunities for educators could have …

Centering Community In Disciplinary Literacy Implementation: One District’S Story, Jenelle Williams, Stacie Angel, Jennifer Wilcox, Angela Church

Michigan Reading Journal

In this article, the authors describe the various ways they have centered community while implementing disciplinary literacy in their district. They outline how the work began, the role of professional learning, and the systemic approaches that are effectively moving the work forward. This story offers an alternate approach to implementation--one that honors educators' expertise, differentiates approaches, and develops collective efficacy.

Building Racial Literacy Through Relational Trust, Teacher Solidarity, And Antiracist Praxis, Tanya E. Friedman

Theses and Dissertations

Schools in the United States continue to dramatically under-educate students with marginalized identities. Although professional development for teachers regularly fails to develop the knowledge, skills, dispositions, and commitment needed to interrupt educational inequities and ensure all students thrive, scholarship on teacher learning has identified promising practices such as critical inquiry groups for social justice which can foster teachers’ capacity to interrupt inequitable instructional practices and school policies. (Gorski & Dalton, 2020; Manfra, 2019; Peters, 2016). The three manuscripts in this dissertation explore the experience of a CIG comprised of seven teachers working in an urban elementary school that serves multiply …

Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams

Michigan Reading Journal

This article is part of a series devoted to unpacking disciplinary literacy instructional practices for educators at all levels. Here, we explore the role of disciplinary literacy instruction at all levels, in light of recent changes to Michigan's teacher certification grade bands. This article provides suggestions for getting started with addressing disciplinary literacy in instruction, as well as practical examples of what this might look like within English Language Arts classrooms.

Model Classrooms: One Approach To Teacher Shortages, Ashlee Boothe

The Journal of Advancing Education Practice

Due to a nationwide teacher shortage, instructional leaders are utilizing more alternatively certified teachers than in the past, creating a problem for principals (Darling-Hammond & Berry, 2006; Birinci and Amburgey, 2022). Teachers in alternatively certified programs often lack pedagogy due to an absence of educational training, and as a result, principals hire teachers who are inadequately trained for the classroom. Therefore, there is a need to improve the way instructional leaders prepare alternatively certified teachers. The solution to this dilemma is creating professional learning through model classrooms, a term coined by the author. Model classrooms serve as exemplars to other …

Teacher Of Literature And Literacy: Rethinking Secondary English Language Arts, Jenelle Williams, Laura Gabrion

Michigan Reading Journal

This article aims to explore the complexity of instruction in secondary English Language Arts (ELA) classes, addressing the role of teacher identity, educator preparation programs, equity and access, and the role of the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom. We suggest that there is a possibility to attend to both teaching literature and literacy within middle- and high-school ELA classrooms and provide a vision for working toward this balance.

The Infinity Mirror: Learning To Lead Through Action-Oriented Inquiry, Robert D. Evans

Electronic Theses and Dissertations

This dissertation-in-practice is a reflective self-study exploring the lived experience of the current researcher as a leader of Lesson Study (LS) over 2 years. Drawing on the concepts of perspective and engagement articulated by Wenger-Trayner and Wenger- Trayner (2016) in their Learning in Landscapes of Practice conceptual framework, the study is organized around the primary critical question: How has my perspective on what it means to be a teacher leader been transformed through my engagement with LS in the context of a US community of educational practice? Working within the paradigm of first person action-oriented inquiry, the method of self-study …

Brain-Based Learning: Beliefs And Practice In One Australian Primary School Implementing A Neuroscience Pedagogical Framework, Christina Deans, Ellen Larsen

Australian Journal of Teacher Education

: Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers’ beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers’ beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brain-based knowledge, were still prone to endorsing common neuromyths regardless of the school’s teaching and learning framework, years at the school, …

Arts Integration Experiences Of Elementary Educators, Amy E. Jefferson

Theses and Dissertations

The purpose of this study was to examine how elementary teachers applied their professional learning to integrate arts in the classroom. The research questions guiding the study included: (1) What content, skills, and understandings do teachers transfer from professional learning to practice? and (2) How do teachers navigate the implementation of arts integration? Knowles' (1978) Adult Learning Theory was used to examine how meeting the needs of teachers as adult learners during professional learning influenced the implementation experience.

A case study design employing qualitative data collection methods such as focus groups, individual interviews, and the sharing of artifacts from practice …

Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams

Michigan Reading Journal

No abstract provided.

The Evolving Middle School Concept: This We (Still) Believe, Lisa Harrison, Penny A. Bishop

Current Issues in Middle Level Education

The Successful Middle School builds upon many decades of commitment to the middle school concept. The fifth edition of AMLE’s landmark position paper amplifies the importance of responding both to young adolescents’ developmental needs and to their social identities. The edition’s release amidst a global pandemic and increasing protests against racial injustice reminds us that responding to the full diversity of student experience is not optional. It is critical to helping young adolescents--and indeed the world--to thrive, now and in the future.

Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert

Australian Journal of Teacher Education

Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing …

Professional Learning Of Literacy Teachers Of Specialized Populations, Katie Egan Cunningham, Jodi Falk

Reading Horizons: A Journal of Literacy and Language Arts

In this article, the researchers share results from a study on teachers’ responses to professional learning experiences with a focus on balanced literacy methods to best meet the literacy needs of their d/Deaf students. The authors use theories of communities of practice, connected learning, and collective hope. Findings indicate that for professional learning to be meaningful and actionable, it needed to include the following four criteria: (1) must be relevant to the specific population of children; (2) must acknowledge and value organic, teacher-initiated professional learning; (3) must incorporate a collaboratively decided-upon shared purpose; and (4) must be joy driven and …

Critical Language Awareness Pedagogy In First-Year Composition: A Design-Based Research Study, Megan Michelle Weaver

English Theses & Dissertations

In this design-based research (DBR) study, I collaborated with two first-year composition (FYC) instructors in designing and implementing Critical Language Awareness (CLA) pedagogy to promote students’ linguistic consciousness while strengthening and enhancing their postsecondary writing skills. I designed and implemented this study by drawing on a critical theory of language, informed by literature on language ideologies (Silverstein, 1979; Irvine & Gal, 2000; Kroskrity, 2010) and raciolinguistics (Flores & Rosa, 2015; Alim, 2016), and a critical theory of pedagogy, informed by literature on critical pedagogy (Freire, 1970, 1973; Giroux, 2011) and critical race pedagogy (Ladson-Billings & Tate, 1995; Lynn, 1999). After …

What's The Problem Now?, Randall Bass

To Improve the Academy: A Journal of Educational Development

Revisiting an essay from 1999, this article explores the current conditions in higher education, and society more broadly, that help shape the roles for the scholarship of teaching and learning (SoTL) and educational development. By seeing the current “crises” of higher education not only as “problems” to be investigated but as a “wicked problem,” we might be able to elevate and complicate the role that inquiry into teaching and learning might play in institutional change and the expansion of higher education. The article argues for the necessity, even urgency, of seeing educational development as a lever for change, fully engaged …

Teachers’ Needs And Preferences Vs. Administrators’ Perceptions: Recommendations For Educational Technology-Focused Professional Development Using Action Research In A Suburban High School, Lori Latham

Theses and Dissertations

The purpose of this action research was to identify and describe teachers’ needs and preferences and administrator perceptions of teachers’ needs and preferences for educational technology-focused professional development at a public southeastern high school in a suburban school district in order to make recommendations for future professional development. In our fast-paced, ever-changing digital landscape, professional development should emphasize the effective use of educational technology while also catering to goals and ability levels of educators. Teachers are tasked with instilling digital literacy skills with their students but need quality professional development to do so. This study focused on two research questions. …

Real-Time Support: Using Ecoaching To Increase Preservice Teachers’ Confidence To Teach, Morgan V. Blanton, Aftynne E. Cheek, Elizabeth Bellows

Journal of Media Literacy Education

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PST’s progress toward quality standards for teaching. eCoaching is a professional learning tool that provides real-time feedback to PSTs during instruction. In this article, the authors present eCoaching as a professional learning strategy. An overview of eCoaching logistics, perceived impact of eCoaching on PSTs, a description of eCoaching in action, and an explanation of how it meshes with current support practices are provided.

A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert

CUP Ed.D. Dissertations

This dissertation represents original, independent research that is a contribution of new knowledge to the field of educational practice. As a new phenomenon in the California public school system, transitional kindergarten (TK) is now bringing about a closer look by researchers at legislative practices, TK program implementation, local school district policies, teacher preparation, and teacher implementation of best practices related to the education of children of approximately four years of age. The purpose of conducting this study was to broadly examine these topics, but more specifically, investigate the problem of children being assigned to teachers who do not have the …

Teachers Of Emergent Bilinguals: Professional Growth In The Age Of Compliance, Kelly Cox

Theses and Dissertations

There are differing views of what constitutes teacher learning in the field of education. The case studies presented herein provide a glimpse into the professional learning lives of two elementary school teachers of emergent bilingual students in order to gain a greater understanding of how professional learning links to instructional practices. Set in a suburban public school setting in the southwest, the study incorporated the use of narrative inquiry with data consisting of interviews, observations, reflections logs, and artifacts. Data were analyzed through the lenses of the adult learning theory of andragogy and critical constructivism. The findings of this study …

Brookings, South Dakota: Learning Lab, Doriane Paso

Empowering Research for Educators

The following paper explores the possibilities of education in one local setting using both an insider and outsider perspective. Education is a part of society, and as society changes, why should education not change with it?

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. …

Outcomes Teacher Mentoring Has On Professional Learning And Delivery Of Instruction, Susana A. Zapata-Burguete

Theses and Dissertations

A qualitative study using grounded theory was conducted to discover how educational mentoring was transferred to subsequently transform instructional delivery in the second year of teaching for novice secondary school teachers. The study was conducted in a Deep South Texas public school district during the 2017–2018 academic year. After concluding a year of mentoring, interviews were conducted to reveal how the mentoring phenomena helped transform their present day delivery of instruction. Data was gathered through face-to-face interviews with seven participants. During this second year, the novice teachers primarily relied on both what was learned through their mentoring experiences and networking …

Wicor Walkthroughs And Teacher Practice, Christie L. Mcmullen

Dissertations

Watching experts execute their craft allows for learning. In four schools, this type of learning, teachers watching one another teach, was made available and the feedback from those interviewed showed positive results. This paper explains the process each school used for allowing teachers to watch others teach and the results that they got in the process. This program evaluation was designed to provide guidance to principals on some specific ways to ensure that they can avoid pitfalls if they were to employ a similar strategy with their staff. Teachers using high yield strategies with confidence in their classrooms has the …

Ongoing Professional Learning Opportunities, Christie L. Mcmullen

Dissertations

As an answer to a lack of policy around follow up training between CRS Center Staff and school systems across the country, a policy needs to be created around providing follow up training opportunities nationally. This policy provides a repeatable, consistent model for CRS Center staff members to use with each school implementing CRS across the nation. This paper outlines the policy for allowing teachers to see other teachers implementing CRS strategies in their schools, therefore increasing the use of these strategies in classrooms nationally. This process will be applicable for school districts that works with CRS nationally. This policy …

Teachers' Perceptions In Developing Robust Vocabulary Instruction At An American International School, Cathleen S. M. Lee

Walden Dissertations and Doctoral Studies

At an international school in Taiwan, English learners have struggled to meet the U.S. national average in vocabulary on standardized testing instruments. This problem has become more significant since 2009. The purpose of this research was to conduct a case study on successful vocabulary teachers to determine their perceptions of effective teaching. Knowles' andragogy, Brookfield's self-directed, experiential learning, and Vygotsky's social constructivist framework provided the conceptual framework for this study. The research questions focused on teachers' perceptions of why they were successful in teaching vocabulary in English. The study site had access to quantitative data regarding previous standardized testing results; …

The Processes Of Designing And Implementing Globally Networked Learning Environments And Their Implications On College Instructors’ Professional Learning: The Case Of Québec Cégeps, Olivier Bégin-Caouette, Yishin Khoo, Momina Afridi

Comparative and International Education / Éducation Comparée et Internationale

Abstract

This study describes the design and implementation processes of globally networked learning environments (GNLEs) in a college environment and discusses how these processes may contribute to instructors' professional learning. A thematic analysis was conducted on five interviews with instructors working in Quebec general and vocational colleges (CEGEPs). The design and implementation processes were mapped out using Fretchling's (2007) logic modeling basic components. Findings suggest that GNLEs in a college context take the form of joint lectures or joint activities. Instructors reported that designing and teaching within a GNLE had led to pedagogical, intercultural and technology-related learning; and that learning …

Effects Of Common Core Curriculum Standards On High School Students With Disabilities, Nancy Beth Thompson Loedding

Walden Dissertations and Doctoral Studies

This case study examined the effect of implementing the Common Core Curriculum Standards (CCCS) on students with disabilities (SWD) in a county in northeast Georgia. The study investigated teachers' perceptions regarding the effect of implementing the CCCS in high school English language arts and mathematics classes on the academic success of SWD and their ability to graduate from high school with a regular diploma. Information was also gathered to determine if teachers offered additional supports to SWD as part of the increased academic expectations of the CCCS. In addition, teachers were asked about the preparation they received prior to teaching …

Imagining The Schools Of The Future, Danielle Meloney

Teacher infographics

What will schools look like in 2030? Take a look at this Teacher infographic to find out what a panel of global educators said.