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Articles 1 - 8 of 8
Full-Text Articles in Education
Data On Act Program 2020, Rebekka Jez
Data On Act Program 2020, Rebekka Jez
School of Leadership and Education Sciences: Faculty Scholarship
A Catholic university and local diocese partnered to address the shortage of teachers in Catholic schools and to train educators with skills to meet the needs of all learners. The Academy of Catholic Teaching (ACT) program is based on the three pillars of the University Consortium of Catholic Education: education, community, and spirituality. Based on a two-phase evaluation of the pilot program, stakeholders reported increased faith-based integration, coaching and mentoring support, and research-based, inclusive practices. This article is an analysis of the ACT End-of-Program Evaluation which identified six emergent themes: coaching, collaboration, community engagement, coursework, spiritual opportunities, and program improvements.
Teacher Expectations, Self-Efficacy, And Collective Efficacy In Three Tennessee Literacy Networks, Amanda Tinker
Teacher Expectations, Self-Efficacy, And Collective Efficacy In Three Tennessee Literacy Networks, Amanda Tinker
Electronic Theses and Dissertations
The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google …
Improving Instructional Practice Through Peer Observation And Feedback, Brady L. Ridge, Alyson Leah Lavigne
Improving Instructional Practice Through Peer Observation And Feedback, Brady L. Ridge, Alyson Leah Lavigne
Teacher Education and Leadership Faculty Publications
The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n …
Improving Instructional Practice Through Peer Observation And Feedback: A Review Of The Literature, Brady L. Ridge, Alyson L. Lavigne
Improving Instructional Practice Through Peer Observation And Feedback: A Review Of The Literature, Brady L. Ridge, Alyson L. Lavigne
Teacher Education and Leadership Faculty Publications
The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n …
A Continuum Of Critical Consciousness: Exploring One Resident's Concerns, Jori S. Beck
A Continuum Of Critical Consciousness: Exploring One Resident's Concerns, Jori S. Beck
Teaching & Learning Faculty Publications
In the United States, there is a demand for richer clinical teacher education experiences. Partially in response to this call, innovative new programs like teacher residencies are being developed. As teacher preparation programs are shaped by these mandates, researchers must respond to shifts in the field. The current manuscript includes data from a resident, or teacher candidate, enrolled in a residency program—specifically, his yearlong apprenticeship. Using interviews and other qualitative data, the author examined how the resident’s concerns shifted and also how these concerns differed from those uncovered in previous research. Specifically, his concerns appeared to be more dynamic than …
The Impact Of Coaching To Support Professional Development In A Preschool Classroom, Katie Olson
The Impact Of Coaching To Support Professional Development In A Preschool Classroom, Katie Olson
Master's Theses & Capstone Projects
The purpose of this action research study was to determine the effect that the combination of coaching and professional development have on teachers’ confidence levels and number of classroom practices carried out compared with teachers who only attend professional development. The participants included six female caucasian teachers who all teach preschool in public elementary schools in southern Iowa. Data was collected through the use of a rating scale and checklist of practices that were completed by the participants prior to and following the intervention. The results of the study indicated that there was not a large enough difference in the …
Badminton Teaching/Coaching Skills And Materials, Hosung So
Badminton Teaching/Coaching Skills And Materials, Hosung So
Teaching Skills Study Awards (TSSA) Reports
No abstract provided.
Stakeholders' Perspectives On Coaching And Family Child Care Provider Program Quality, Elizabeth S. Rodano
Stakeholders' Perspectives On Coaching And Family Child Care Provider Program Quality, Elizabeth S. Rodano
Walden Dissertations and Doctoral Studies
Although evidence exists that coaching is an effective method of professional development, there is limited understanding of the collaborative dynamic between coaches and family child care providers during the coaching process. The purpose of this study was to explore family child care providers and coaches perspectives about how a shared understanding is reached during the coaching process, as well as to determine how both parties perceive this shared understanding to influence their perspectives of program quality. This study was grounded in Vygotsky's sociocultural theory, which posits that learning occurs through interactions after a shared understanding between two individuals is reached. …