Education Commons^™

Learning To Lead: Lessons Taken From The Wisest People We Know, Christine Kenney, Aviva Dorfman, Sapna V. Thwaite

Journal of Curriculum, Teaching, Learning and Leadership in Education

How we engage and interact with young children and what we know about supporting them as they grow into the best versions of themselves is a window into what we also know about adults as they grow into the best leaders they can be. How we support and teach children has informative parallels for what leaders in education might learn and draw upon in their interactions and engagements with the people with whom they work. The goal of this paper is to introduce four principles of early childhood education (emotions and feelings are important, relationships are vital, process orientation is …

Faculty And Staff Perceptions Of Their Roles In Preparing Students For College And Career Readiness: A Qualitative Exploration Of High Schools, Community Colleges, And Universities, Monica Ruiz

Theses & Dissertations

In 2020, nearly half of Texas’s 385,000 public high school graduates were unprepared for college-level reading or math. Limited research reveals K-12 faculty perceive limited roles and responsibilities in the college process, relying heavily on guidance counselors and college admissions counselors for preparing students for college and careers. The purpose of this study was to help fill this gap by answering the central research question: How do high school and college-level faculty and staff prepare high school students for college and careers? I chose a qualitative, interpretive design to explore educators’ individual and shared social meanings and interpretations. I used …

Influence Of Restorative Practices On The Middle-School Classroom, As Reported By Teachers: A Qualitative Case Study, Julia Y. Andrews

Electronic Theses and Dissertations

The purpose of this qualitative case study was to examine middle school teachers’ perceptions of the influence that restorative practices have on the middle school classroom environment. For the purpose of this study, seven middle school teachers were selected who have implemented restorative practices in their middle school classrooms to provide feedback. Findings suggest that overall restorative practices have a positive influence on the classroom. The findings from this study can be used with teachers, administrators, counselors, parents, and school and district support staff to help create a positive campus culture between students and adults in middle school classrooms. The …

Professional Development For K-6 Teachers, Rebecca S. Monroe

Electronic Theses, Projects, and Dissertations

For over a century, educators and politicians have been working on educational reform for various reasons and with the hope of a plethora of outcomes. Since at least the late twentieth century, educational reform has been undertaken for the purpose of increasing students’ academic achievement. While a shift in focus of teaching to a focus on learning has occurred, we know changes in the classroom and with classroom teaching still needs to occur. One recent incarnation of reform has been focused on the teacher and the professional development they receive.

Currently, the United States spends over 18 billion dollars annually …

Teachers' Perceptions Of Professional Development And Pedagogical Practice: A Study Of A Kentucky Suburban School District., Rachelle Bramlage-Schomburg

Electronic Theses and Dissertations

Professional development supports teacher growth and enhances pedagogical practice. Teachers in Kentucky must complete annual professional development hours and districts must develop a professional development plan tied to research that supports high-quality professional development. This qualitative case study takes place in a rural district, Bullitt County, where I investigated the teachers’ perception of a customized professional development, Thinking Focus Cohort (TFC), and its impact on their pedagogical practice. While a body of research exists on high quality professional development, there is a lack of research on the effectiveness of it, in particular a year-long cohort model with curriculum centered around …

Crossing Over To Assistant Principal: A Phenomenological Study, Makeisha Latoya Melony Hinds

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to gain a deeper understanding of the lived experiences of individuals who transition into the assistant principal (AP) position for APs in Xander County Public Schools (XCPS). This study aimed to answer: what were the perceptions of individuals as they transitioned to assistant principal? The theory guiding this study was Schlossberg’s transition theory which provided a conceptual framework for creating generalized themes of the participants’ experiences. Studies of building level leadership typically focused on the principal. This study sought to fill the void in the research literature around the assistant principal transition. Schlossberg’s …

Case Study: Principal Knowledge, Principal Practice, And Student Achievement, Maritza Olivarez Braxton

Electronic Theses and Dissertations

A school principal is a critical asset to the success of a campus, teachers, and students. Their role is and will continue to be complex with many responsibilities and challenges. Researchers have implied a disconnect between the level of a principal’s practice to their knowledge in the production of student success. The purpose of this qualitative case study was to reveal a deeper understanding of the theory-to practice gap between the professional practices of high school principals and their knowledge. This study attempted to answer the what, how, and why to help establish foundational information for improving and creating ongoing …

The Relationship Between Instructional Staff Training Expenditures And Teacher Retention: Comparing Georgia Public Schools, Sunita Holloway

Doctor of Education in Educational Leadership Dissertations

The teacher shortage is a threat facing our nation as many school districts have difficulty filling vacancies with qualified, effective teachers. Research has shown that the greatest contributing factor to the teacher shortage is the considerable number of teachers exiting the profession preretirement (Becker & Grob, 2021; Geringer, 2003; Ingersoll, 2001; Shakrani, 2008; Sutcher et al., 2016). As a result, a vast amount of literature has focused on teacher retention, teacher turnover, and factors influencing teachers’ decisions to stay or leave. This quantitative research study contributed to the body of literature regarding teacher retention by considering a financial lens. Specifically, …

Fresh Beginnings: Promoting A Culture Of Teacher Inquiry Through Passion In The Profession, Jonathan Hart, Divonna Stebick

Journal of Practitioner Research

Teachers are required to participate in professional development and seek meaningful opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). Teacher inquiry must go beyond a teacher wondering (Dana & Yendol-Hoppey, 2020) where teachers develop a project from their own practice, collect data, and draw conclusions to continue their professional development. In this study a cohort of certificated professionals engaged in a year-long project that included asking research questions and developing an independent …

A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion

Electronic Theses and Dissertations

The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, …

Supporting A Statewide Policy Consideration: Virtual Advancing Educational Leadership Training, Hamada Elfarargy, Beverly J. Irby, Nahed Abdelrahman, Gwendolyn Carol Webb, Angela Abney, Susan Holley, Elsa Villarreal, Carl Fahrenwald

Faculty Publications

COVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This health and safety challenge found its way into the world of higher education, even in programs that were already delivered in online environments. In this study, we examined the perceptions of 79 developing principals enrolled in a Master of Education Degree program in Educational Administration at Texas A&M University in the United States as they processed the efficacy of a virtual professional development (VPD) leadership for a state certificate in Advancing Educational Leadership (AEL). The state agency has required AEL as a 3-day …

Re-Invigorating Mid-Career Faculty At A Canadian Mid-Sized College: Strategies For Professional Development And Mentorship, Melanie J. Hamilton

The Dissertation in Practice at Western University

Mid-career faculty (MCF) currently comprise a predominant number of faculty at higher education institutions. Mid-career faculty applies to those individuals who have been teaching within post-secondary education for more than five years but are still more than five years from retirement. As faculty move into this middle phase of their career, there tends to be fewer opportunities for professional development, reduced opportunities for advancement or leadership, and a lack of mentorship. These decreased opportunities lead to a decrease in MCF job satisfaction. At Riverside College (a pseudonym) a significant percentage of the faculty leaving the college in the last few …

Combining Positive Behavioral Intervention And Supports With Cultural Responsiveness: A Framework To Reduce Teachers’ Cultural Bias And Decrease Discipline Disproportionality Among Black Elementary Males, Jaymes Aimetti

UNLV Theses, Dissertations, Professional Papers, and Capstones

Throughout the United States and the world, public schools are becoming more culturally diverse. Therefore, teachers and school administrators need to build the foundation to clearly understand students and their families. In this study, three questions will be explored (1) How does professional development in cultural responsiveness affect teachers’ viewpoints in how they work with their Black elementary male students based on the CISA survey? (2) How are the number of Black elementary male students’ discipline incidents from the beginning of a school year changed after teachers receive culturally responsive professional development? (3) What will the CISA survey reveal on …

Building Stem Teacher Capacity At A South American International School, Daniel Yamasaki

The Dissertation in Practice at Western University

Although originating in the United States, STEM education has gained acceptance worldwide as an inquiry-based, interdisciplinary approach engaging students in active learning. Despite the ubiquity of STEM—science, technology, engineering, and mathematics, schools face challenges in providing professional development for teachers. This dissertation addresses a lack of adequate professional development to support STEM implementation at an international school in South America. Based on a constructivist assumption that teachers’ beliefs, cultures, and experiences mediate their learning, a mentoring program was selected as the most viable solution strategy. Mentoring provides a pathway for mentees to enact new strategies with their mentor’s support promoting …

Examining How Black Administrator Employment Decisions Are Impacted By The Behaviors Of Supervisors, Annie Wilson Whitaker

Electronic Theses and Dissertations

The purpose of this phenomenological study was to understand how Black, public school administrator employment decisions are impacted by the behaviors of supervisors in Virginia. Commonalities among the lived experiences of Black, public school administrators were examined in order to identify specific behaviors which impact employment decisions.

Transcendental phenomenological qualitative research design was utilized. Participants were identified through gatekeeper introductions and then narrowed through snow-ball sampling. Data was collected through open-ended face-to-face interviews with 12 Black, public school administrators in Virginia via a secure online platform. The data was analyzed in order to identify emergent themes which represent the lived …

Career And Technical Education Teacher Self-Efficacy Of Staff Development As Part Of A Beginning Teacher Induction Program: A Qualitative Research Of Cte Teacher Externs Of A South Texas School District…From The Classroom To The Job Site, And Back Again, Raul Alvarez Jr.

Theses and Dissertations

Career and Technical Education (CTE) has proven itself through substantial research, to provide a positive impact on the U.S. economy and the job market in its college and career preparedness of high school students. However, the ability of school districts in retaining competent CTE teachers is not as reassuring. The progressive years for any beginning CTE teacher are during their initial tenure in the profession. Teacher self-knowledge is also developed during these years inclusive of the occupational reflection of either removing oneself from or continuing as a teacher. Therefore, it can be stated that it is during this period when …

Learning To Navigate The Unknown: The Importance Of Critical Reflection And Collaboration For Community College Faculty During A Pandemic, Karen Ann Ladley

Education Doctorate Dissertations

The COVID-19 pandemic caused sudden and dramatic shifts in educational systems worldwide, including colleges and universities. Students, faculty, and service staff found themselves navigating uncertain times and addressing challenges they had not faced previously. The use of critical reflection and collaboration became crucial for faculty as they struggled to engage students in different ways. Understanding students’ needs and addressing them effectively became priorities with reflection and collaboration both cost-effective and convenient methods. Following this time of uncertainty, faculty can continue using reflection and collaborative learning communities to address new challenges and obstacles, especially at community colleges where money, time, and …

Using Cliftonstrengthstm For Professional Development: Recommendations For Practice, Nancy A. Watkins, Cynthia Gautreau, Daryl V. Watkins

Publications

This article explores how a culture of strengths-based leadership can positively impact professional development for school site administrators. The strengths of school district administrators were measured through the administration of CliftonStrengths™ assessment. Themes that emerged were determined through the assessment and qualitative analysis of responses. A sample of convenience 50 principals and assistant principals from a public school district in Southern California participated in this research. The findings revealed that the common talent themes among school site administrators were relationship building, executing, influencer, and learner. This study supports future practices to enable human resources personnel to design targeted professional development …

Blinded By Whiteness: Middle-Class White Teachers’ Explorations Of Identity And Deficit Discourse At The Intersection Of Race, Class, And Perceived Ability, Tracy Driehaus

Education Doctorate Dissertations

A legacy of placing children of color and poverty at the center of the “problem” of race and class in education has left us in a holding pattern marked by a prevailing deficit discourse and problematizing of students. Scholars agree that the predominantly white, middle class, female teaching force who occupy US public school classrooms embody and perpetuate these inequitable educational practices endemic within this system. In this study, a small population of White, middle class teachers--including the researcher--organized within a Professional Learning Community (PLC) explored identity and deficit discourse at the intersection of race, class, and perceived ability. Grounded …

Teachers’ Perceptions Of An Alternative Evaluation Model, Karen A. Chase

Seton Hall University Dissertations and Theses (ETDs)

The body of research shows the importance of teacher effectiveness on student achievement. To ensure teacher effectiveness, states have enacted legislation that governs the processes for teacher evaluation. However, these systems have not proven to be as effective as once anticipated. One of the flaws pertains to the evaluation system’s inability to differentiate feedback based on teacher ability. For this reason, the New Jersey Department of Education has provided school districts the option to use an alternative evaluation model, The Reflective Practice Protocol. This option is available to teachers who have been rated as highly effective. The purpose of this …

The Impact Of Blended Professional Development On Teacher Efficacy And Practice, Sonia Hood

Theses and Dissertations

The purpose of this quantitative study was to examine the impact of blended professional development on teacher efficacy. The variables hours of blended learning, subjects taught, and years of experience were investigated. Additionally, teacher efficacy was analyzed across domains of student engagement, instructional practices, and classroom management. Multiple regression analyses were conducted, and the Teachers’ Sense of Efficacy Scale was administered to 112 teachers to investigate the following research questions: (a) What is the relationship between teachers’ self-efficacy and blended professional learning? (b) Is teacher efficacy influenced by the amount of time spent receiving blended professional learning, by the years …

A Phenomenological Study Exploring Teachers’ Perceptions Of Virtual Professional Development Through The Lens Of Adult Learning Theory, Mary-Ellen Montauredes-Kakalos

Theses and Dissertations

This phenomenological study design explored the lived experiences of teachers’ perceptions of virtual professional experiences through the lens of adult learning theory. The participants were comprised of elementary educators from a suburban county in New York state. The participants in this study were all forced to shift to virtual teaching and learning during the COVID-19 pandemic. The research questions addressed were how do educators describe their experiences with virtual professional development, what characteristics of adult learning do educators value most, and how does virtual professional development compare to traditional in person professional development as it relates to educators' professional growth …

Centering Educational Resilience On Mission Through Research, Professional Development, And Collaborative Teaching, Anneris Coria-Navia Phd, Glynis M. Bradfield

Faculty Publications

External triggers such as the global pandemic have inevitably caused paradigm thinking shifts. These challenging times present opportunities to reimagine the possibilities of Seventh-day Adventist Education in the areas of research, professional development, crisis management, differentiating instruction, collaborative learning, and holistic student service in person and online. Supported by action research, this presentation reviews effective teaching frameworks and best practices that education in varied contexts can leverage to transform the challenges into opportunities for philosophical realignment spurring renewal of mission and improvement of practice. Through the study and reflection of our own educational experience through crisis, we present lessons learned …

Examining School Administrator Perceptions Of Preparational Experiences Of Effective Educational Leadership, Jared S. Jones

Doctor of Education Dissertations

The purpose of this mixed methods study was to determine what preparational experiences are necessary for assistant principals to effectively transition to the principalship. Fifteen principals completed a 21-item survey and answered seven interview questions to better understand how the North Carolina Standards for School Executives aligned with the daily tasks and responsibilities of school principals. The data also gathered principals’ leadership perceptions, the impact of preparational experiences, and assistant principal preparation. Results from the study concluded that all seven primary North Carolina Standards for School Executives accurately reflected and aligned with the tasks and responsibilities that school principals encountered …