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Full-Text Articles in Education
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro
Doctoral Dissertations
This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders (n=457) and …
Providing A Platform: An Examination Of How Teachers Utilize And Practice Culturally Responsive Pedagogy, Hannah Storm
Providing A Platform: An Examination Of How Teachers Utilize And Practice Culturally Responsive Pedagogy, Hannah Storm
Dissertations, Theses, and Projects
For this study, I posed the following question to guide my research: How do elementary teachers reshape and change curriculum and/or teaching practices when provided the opportunity through professional development? Specifically, the study examined K-2 teachers at two different elementary schools in Minnesota. The study aimed to determine how teachers implemented and redesigned curriculum material when provided optional professional development sessions, focused on educational equity, multiracial/multicultural read aloud(s), and culturally responsive teaching strategies. Further, this study focused on how these teachers successfully or unsuccessfully reshaped components of curriculum and teaching practice in order to be more equitable, relevant, and responsive. …
A Comparison Between Speech Language Pathologists' And School Administrators' Attitudes And Perceptions Regarding Professional Development, Melinda Margaret Salloukh
A Comparison Between Speech Language Pathologists' And School Administrators' Attitudes And Perceptions Regarding Professional Development, Melinda Margaret Salloukh
Theses and Dissertations from 2019
The purpose of this descriptive study was to identify the attitudes and perceptions of speech-language pathologists and school administrators regarding professional development. This study contains both quantitative and qualitative survey data from speech-language pathologists and school administrators currently serving in the public schools in Arkansas. This survey, deployed over a six-week period, contained a series of Likert-type and open-ended questions that were analyzed by the researcher to answer three research questions. There were 182 speech-language pathologists and 103 school administrators who responded to this survey. The participants were chosen from an email list obtained from Arkansas Department of Education and …
Teacher Reading As Professional Development: Insights From A National Survey, Amy D. Broemmel, Katherine R. Evans, Jessica N. Lester, Amanda Rigell, Chad R. Lochmiller
Teacher Reading As Professional Development: Insights From A National Survey, Amy D. Broemmel, Katherine R. Evans, Jessica N. Lester, Amanda Rigell, Chad R. Lochmiller
Reading Horizons: A Journal of Literacy and Language Arts
Over the past four decades, a number of researchers have attempted to describe the reading habits of teachers. Some have investigated the impact of reading habits generally, while most have focused on some kind of loosely defined “professional reading.” In relationship to this body of literature, the purpose of our descriptive survey study, which invited teachers from randomly selected schools in both large and small districts across the United States, was to both add to and update the available literature regarding teachers’ professional reading habits. We found that reading for professional development appears to be a common activity for the …
A Study Of Cfl Teacher Competency In The U.S.: An Overview Of Professional Guidelines, Resources, And Standards, Haixia Wang, Gang Liu, Shunqin Li, Lingjing Luo
A Study Of Cfl Teacher Competency In The U.S.: An Overview Of Professional Guidelines, Resources, And Standards, Haixia Wang, Gang Liu, Shunqin Li, Lingjing Luo
Chinese Language Teaching Methodology and Technology
Chinese as a foreign language (CFL) is a critical language in the United States, and the importance to have competent CFL teachers has been more and more realized. However, the literature does not show sufficient research on CFL teacher competency. To fill the gap, a series of exploratory research studies are initiated. As a part of the initiation, this study overviews the professional guidelines, resources, standards and requirements for CFL education in the U.S. at the national and state level. The findings will be useful for designing teacher education program and teacher training program. In addition, students teachers, pre-service teachers, …
Short-Term International Experiences In Language Teacher Education: A Qualitative Meta-Synthesis, Emrullah Yasin Çiftçi, A. Cendel Karaman
Short-Term International Experiences In Language Teacher Education: A Qualitative Meta-Synthesis, Emrullah Yasin Çiftçi, A. Cendel Karaman
Australian Journal of Teacher Education
Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers’ development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre- and in-service language teachers. Besides presenting a number of research patterns in the literature, this synthesis of 25 qualitative studies reported main outcomes of short-term international experiences for language teachers. These outcomes were synthesized under three main headings: (1) professional, (2) linguistic, …