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Full-Text Articles in Education
Salient Experiences In Student Development: Impact Of An Undergraduate Stem Teacher Preparation Program, Amie Sommers, Kelly Gomez Johnson, Paula M. Jakopovic, Julio Rivera, Neal Grandgenett, John A. Conrad, William Tapprich, Christine Cutucache
Salient Experiences In Student Development: Impact Of An Undergraduate Stem Teacher Preparation Program, Amie Sommers, Kelly Gomez Johnson, Paula M. Jakopovic, Julio Rivera, Neal Grandgenett, John A. Conrad, William Tapprich, Christine Cutucache
Teacher Education Faculty Publications
The need for a comprehensive, high-quality pipeline for the development of undergraduate pre-service teachers, especially those that represent a diverse student body, within STEM disciplines is acute. Here, we studied the Noyce SCIENCE program to determine the most impactful experiences offered to undergraduates through the lens of student development theory. We used qualitative coding to analyze data collected from journals written by students of varying backgrounds, and at varying levels within the program (i.e., the Scholar and Intern level) over a 3-year program running period. We observed that faculty mentorship, the ability of undergraduates to mentor others, volunteer experiences, and …
Using Peer Supports To Improve Positive-To-Negative Teacher/Student Interaction Ratios By Novice Teachers, Karen Robbie
Using Peer Supports To Improve Positive-To-Negative Teacher/Student Interaction Ratios By Novice Teachers, Karen Robbie
Electronic Theses and Dissertations
A critical teacher shortage continues to exist throughout the United States. Challenges with student behavior and classroom management are identified as a top reason for teacher attrition. Educational research has demonstrated that PreK-12 students who receive social-emotional-behavioral support through evidence-based classroom management (EBCM) practices are more likely to achieve academic success. When teachers deliver high ratios of positive interactions to their students, positive student outcomes are likely to occur. However, researchers have consistently found that, like other EBCM practices, this low-intensity, high-impact practice is typically implemented at significantly lower levels than necessary to promote positive student outcomes. This implementation gap …
Learning As We Grow: A Multiple Case Study Of Teachers Experiences With Graduate Online Courses, Erica K. Reid
Learning As We Grow: A Multiple Case Study Of Teachers Experiences With Graduate Online Courses, Erica K. Reid
UNLV Theses, Dissertations, Professional Papers, and Capstones
Teacher professional development in the United States has significant gaps in practical training. In the state of Nevada, research has shown discrepancies between the retention of skills from training sessions and the ability to transfer learned methods into daily classroom practices. Previous studies have investigated teacher professional development and understanding its influence on student learning. Furthermore, the limits in framework design for contemporary approaches to professional development in online mediums has created inconsistencies in measuring outcomes. Finally, current research has resulted in mixed reviews concerning training in nontraditional online courses offered through graduate courses in various organizations. This research explored …
Induction Coaches’ Experiences With Video-Augmented Coaching In A Video Club Model, Tara Barnhart, Victor Vega
Induction Coaches’ Experiences With Video-Augmented Coaching In A Video Club Model, Tara Barnhart, Victor Vega
Education Faculty Articles and Research
This study examines the results of the first phase of a multi-year programme to integrate the use of video to support induction coaches in a suburban school district. Seven coaches participated in a video club in which they analysed videos of both their coaching conversations and mentees’ classrooms. A typological analysis of interview and video club meeting transcripts revealed perceived benefits of participation in the video club on the coaches’ sense of professional community and the quality of coaching conversations. Coaches also noted reviewing video with mentees stimulated changes in their mentees’ classroom practice. Positioning themselves as learners learning from …
Investigating The Longer-Term Impact Of A Professional Development Program: A Five-Year Follow-Up Qualitative Study, Susan Kerwin-Boudreau
Investigating The Longer-Term Impact Of A Professional Development Program: A Five-Year Follow-Up Qualitative Study, Susan Kerwin-Boudreau
The Qualitative Report
Do changes in perspectives on teaching and learning that teachers experience in a professional development (PD) program persist over time? How might they evolve? In this article the author first summarizes the results of her original two-year qualitative study of Quebec CEGEP (college) teachers’ perspectives on teaching and learning within a PD program. She then describes the results of a follow-up qualitative study that she conducted with the same teachers five years later. Teacher interviews were coded using the constant comparative method (Maykut & Morehouse, 1994). Three major conceptual themes emerged: teachers reported engaging (outside of teaching), innovating (within teaching) …
Teacher Self-Efficacy And Teacher Work Engagement For Expatriate Teachers At International K12 Schools In China, Jennifer L. Johnson
Teacher Self-Efficacy And Teacher Work Engagement For Expatriate Teachers At International K12 Schools In China, Jennifer L. Johnson
Doctor of Education (Ed.D)
The purpose of this non-experimental, descriptive quantitative survey study was to evaluate if teacher self-efficacy predicts teacher work engagement for expatriate teachers in international schools in China. The purposive sample was composed of 103 expatriate, international school teachers who have worked in China during the past 10 years at an international K12 school and are personally known to the researcher or the researcher’s contacts. The Teachers’ Sense of Efficacy Scale (TSES) and the Engaged Teachers Scale (ETS) measured teacher self-efficacy and teacher work engagement. Results from simple linear regression indicated a statistically significant predictive relationship between teacher self-efficacy and teacher …
Intermediate Schoolteachers’ Perceptions Of The Impact Of Professional Development On Their Classroom Instruction, Gwendolyn Adams Lockett
Intermediate Schoolteachers’ Perceptions Of The Impact Of Professional Development On Their Classroom Instruction, Gwendolyn Adams Lockett
Walden Dissertations and Doctoral Studies
Despite increased district-provided professional development (PD) opportunities for teachers to improve classroom instruction, there has been a steady decline of academic achievement at an intermediate school in a large urban school district in the southwestern United States. One of the factors campus administrators attributed the lack of student success to was that the district does not provide PD that is effective in changing in intermediate schoolteachers’ instructional practices. The purpose of this qualitative study was to explore intermediate schoolteachers’ perceptions of the impact PD provided by the district has on their classroom instruction, as well as the impact these trainings …
Teachers’ Experiences Of Educating Eal Students In Mainstream Primary And Secondary Classrooms, Jessica Premier
Teachers’ Experiences Of Educating Eal Students In Mainstream Primary And Secondary Classrooms, Jessica Premier
Australian Journal of Teacher Education
Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate …