Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development
- Keyword
-
- Adult Learning (1)
- Atlas ti (1)
- Cognitive presence (1)
- Collaborative inquiry (1)
- Discussion forum (1)
-
- Induction programs (1)
- Innovative Professional Learning (1)
- K-12 (1)
- MOOC (1)
- Multiple case study (1)
- New teacher mentor program (1)
- New teacher support (1)
- Novice teacher (1)
- Online Professional Learning (1)
- Online learning (1)
- Peer coaching (1)
- Professional learning (1)
- Social and emotional learning (1)
- Teacher Isolation (1)
- Teacher mentors (1)
- Teacher retention (1)
- Teacher support (1)
- Teachers’ attitudes (1)
- Teachers’ perceptions (1)
- Title I (1)
- Twitter (1)
- Ubiquitous Learning (1)
- Urban (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Perceptions In A Changing World: Teachers' Attitudes Toward The Implementation Of Educational Innovations, Joy Jones
Doctor of Education in Teacher Leadership Dissertations
ABSTRACT
The purpose of this study is to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social and emotional learning (SEL) and new teacher mentor (NTM) programs. Because teachers are primarily responsible for absorbing new information and implementing educational programs directly to students, their attitudes may influence how the program is perceived, the program’s delivery, and may also impact the program’s outcomes. Support for novice teachers is often regarded as necessary and warranted in many schools, and researchers unfailingly reveal findings that demonstrate the effectiveness of SEL; specifically in traditional school settings (Slaten, …
A Little Birdy Told Me: Educators’ Experiences With Twitter As A Professional Learning Network, Valerie King
A Little Birdy Told Me: Educators’ Experiences With Twitter As A Professional Learning Network, Valerie King
Doctor of Education in Teacher Leadership Dissertations
This study reveals educators’ experiences with using Twitter as a professional learning network. The context of this study is framed by the notion of ubiquitous learning woven into the underpinnings of social learning theory, adult learning theory and connectivism. Current traditional professional learning does not adequately address the needs of today’s educators. There is growing evidence to suggest that teachers are more isolated and lacking the collaboration necessary to encourage and sustain best practices in the classroom. This research investigates the topics of traditional professional learning, online learning and social networks to lead to a keen understanding of the nuances …
Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes
Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes
Doctor of Education in Teacher Leadership Dissertations
The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research …
Crowdsourcing Cognitive Presence: A Quantitative Content Analysis Of A K12 Educator Mooc Discussion Forum, Kathryn Dawson Shields
Crowdsourcing Cognitive Presence: A Quantitative Content Analysis Of A K12 Educator Mooc Discussion Forum, Kathryn Dawson Shields
Doctor of Education in Teacher Leadership Dissertations
Massively Open Online Courses (MOOCs) offer participants opportunities to engage with content and discussion forums similar to other online courses. Pedagogical components of MOOCs and the nature of learning are worth of examining due to issues involving scale, interaction and the role of the instructor (Ross, Sinclair, Know, Bayne & McLeod, 2014). The Community of Inquiry (CoI) framework provides a basis for measuring cognitive presence in online discussion forums. As voluntary point of entry to a community of learners, it is important to consider the nature of participant contributions in terms of cognitive presence. This study focused on an educator …