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Teacher Education and Professional Development
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- Phenomenography (2)
- Adult Learning (1)
- And grading (1)
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- Certification levels (1)
- CoachingLeadership (1)
- Culture (1)
- Formative assessment (1)
- Georgia Milestones (1)
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- Organizational change (1)
- PLC effectiveness (1)
- Professional Learning Communities (1)
- STEM (1)
- Self-efficacy (1)
- Summative assessment (1)
- Teacher Leadership (1)
- Teacher experience (1)
- Teacher impact (1)
- Teacher leadership (1)
- Teacher perceptions (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
From Teacher To Teacher-Leader: A Phenomenographic Study Of Transition, Jennifer Santi
From Teacher To Teacher-Leader: A Phenomenographic Study Of Transition, Jennifer Santi
Doctor of Education in Teacher Leadership Dissertations
As Education evolves, the roles within traditional teaching and learning also evolve. School structures change and leadership roles within those structures change as well, creating and recreating the educational experience for students and practitioners alike. As these structures change the nature of education, the roles found within them also transform what it means to be a professional educator. Increases in teacher-leadership positions have led to more instructional coaching roles for teachers and it is necessary to understand how those roles are perceived by those that are now changing the nature of their chosen work. As teachers leave the classroom to …
Are Teachers’ Formative Assessment Practices Reliable Indicators Of Students’ Mastery Of Standards?, Olivia Hall
Are Teachers’ Formative Assessment Practices Reliable Indicators Of Students’ Mastery Of Standards?, Olivia Hall
Doctor of Education in Teacher Leadership Dissertations
Some students, parents, and teachers are concerned over the apparent disparity between a student’s classroom grades and his/her proficiency levels reported from criterion-referenced standardized assessments, such as the Georgia Milestones. The purpose of this research project was to determine if teachers’ formative assessment practices were reliable indicators of students’ mastery of grade-level standards. This study was a mixed-methods study with an explanatory research design. Qualitative data were collected through observations and interviews that analyzed teachers’ perceptions of the meaning of formative assessments and how they are impacted by the summative assessment system. Also, samples of teacher-selected assessments were analyzed to …
The Twilight Program: A Phenomenographic Study, Chanda Crawley
The Twilight Program: A Phenomenographic Study, Chanda Crawley
Doctor of Education in Teacher Leadership Dissertations
Alternative schools are an important concept in current education. This research describes the qualitatively different ways in which student’s experienced an alternative program, like Twilight. In these phenomenographic inquiry two current students, two Twilight graduates, and four Twilight teachers discuss the qualitatively different ways that students’ experience Twilight. The analysis yielded an outcome space of three qualitatively different ways of experiencing Twilight 1. Culture, 2. Self-efficacy, and 3, Teacher impact. Based on the findings of this research, the recommendation includes studying the shifting role of administrators in alternative education.
Exploring The Perceptions Of The Effectiveness Of Plcs By Teachers In A Rural Middle/High School, Erin Beasley
Exploring The Perceptions Of The Effectiveness Of Plcs By Teachers In A Rural Middle/High School, Erin Beasley
Doctor of Education in Teacher Leadership Dissertations
This mixed methods study sought to explore how effective teachers perceive their PLCs to be. Of particular interest was the possible effects that the teachers’ years of experience and/or the level of certification had on those perceptions. The researcher sought to determine how the teacher population of one rural Georgia school felt about their PLCs as well as get a more candid, in-depth picture from a selective number of those teachers via interviews. The purpose of this study was to then use these findings to improve PLC practices and build a sustainable PLC environment in this particular school.
Elementary School Teacher's Beliefs, Organizational Change, And Stem Implementation: Factors Impacting Teacher Leadership, Shelante Patton
Elementary School Teacher's Beliefs, Organizational Change, And Stem Implementation: Factors Impacting Teacher Leadership, Shelante Patton
Doctor of Education in Teacher Leadership Dissertations
The purpose of this qualitative case study was to examine organizational change as it related to the implementation of STEM as perceived by elementary educators in an urban school in an urban city. The barriers, challenges and supports provided to teachers regarding STEM implementation in an urban school were investigated This study looked to include teachers and teacher leaders over a six-week period in an elementary school in a large urban School District., As a result of this study, some dialogue was generated in reference to STEM instructional practices and integration. Teachers also shared how they can increase change implementation …