Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Walden University (34)
- Liberty University (8)
- University of Nebraska - Lincoln (8)
- University of Arkansas, Fayetteville (7)
- Selected Works (6)
-
- University of Kentucky (6)
- City University of New York (CUNY) (4)
- East Tennessee State University (4)
- Edith Cowan University (4)
- Fayetteville State University (4)
- Grand Valley State University (4)
- Illinois State University (4)
- Kansas State University Libraries (4)
- National Louis University (4)
- San Jose State University (4)
- University of Missouri, St. Louis (4)
- University of South Florida (4)
- University of Tennessee, Knoxville (4)
- Utah State University (4)
- Wayne State University (4)
- Western Kentucky University (4)
- Aga Khan University (3)
- Central Washington University (3)
- Nova Southeastern University (3)
- SUNY Buffalo State University (3)
- Seton Hall University (3)
- UMass Global (3)
- Virginia Commonwealth University (3)
- Winona State University (3)
- Abilene Christian University (2)
- Publication Year
- Publication
-
- Walden Dissertations and Doctoral Studies (32)
- Dissertations (18)
- Electronic Theses and Dissertations (10)
- Doctoral Dissertations and Projects (8)
- Graduate Theses and Dissertations (7)
-
- Theses and Dissertations (7)
- Faculty Publications (5)
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (4)
- Doctoral Dissertations (4)
- Journal of Research Initiatives (4)
- Theses and Dissertations--Education Sciences (4)
- USF Tampa Graduate Theses and Dissertations (4)
- Wayne State University Dissertations (4)
- All Graduate Theses and Dissertations, Spring 1920 to Summer 2023 (3)
- Australian Journal of Teacher Education (3)
- Journal of Math Circles (3)
- Seton Hall University Dissertations and Theses (ETDs) (3)
- The Language and Literacy Spectrum (3)
- Culminating Experience Projects (2)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (2)
- Dissertations, Theses, and Capstone Projects (2)
- Dr Hilary Hollingsworth (2)
- Dr Katherine Dix (2)
- Education (PhD) Dissertations (2)
- Educational Considerations (2)
- Electronic Thesis and Dissertation Repository (2)
- Essays in Education (2)
- Institute for Educational Development, Karachi (2)
- Journal of Educational Research and Practice (2)
- Language Arts Journal of Michigan (2)
- Publication Type
Articles 211 - 223 of 223
Full-Text Articles in Education
Aspiring To A Continuous Learning Ethic: Building Authentic Learning Communities For Faculty And Administration, William C. Frick, Joseph A. Polizzi, J. Edward Frick
Aspiring To A Continuous Learning Ethic: Building Authentic Learning Communities For Faculty And Administration, William C. Frick, Joseph A. Polizzi, J. Edward Frick
Joseph A Polizzi Ph.D
An intentional, active and self-regulated approach to professional growth results in improved instruction and higher levels of student achievement over time. School systems that aspire to a continuous learning ethic socialize educators to act on the assumption that all students and all educators are capable of learning and reaching high standards. This article explores the emergence of the notion of a continuous learning ethic within sustainable educational reform, and the experiences of three school districts in introducing, nurturing and building collaborative learning for teachers, student-teachers and administrators. The central phenomenon explored in this article is the powerful role that sustained …
School-Based Coaching: An Interpretive Study Of One Model Of Professional Development, Michele De Bellis
School-Based Coaching: An Interpretive Study Of One Model Of Professional Development, Michele De Bellis
Open Access Theses & Dissertations
A trend developing over the last decade in professional development has been to provide teachers with support and guidance through engaging and interactive experiences (Boston Plan for Excellence, 2004). The assumption is that teachers who are provided with hands-on professional development experiences will make connections and add meaning to new content or pedagogy being taught and increase the likelihood of transfer of those practices to the classroom. Another current approach to professional development, known as school-based, delivers support to teachers in the eye of the storm, at the school site and in the classroom (Barkley, 2005). Proponents of school-based professional …
Cultural Competence: Developing And Assessing Multicultural Proficiency For Teachers And School Personnel In Hawaii, Caryl H. Hitchcock, Mary Anne Prater, Chuan Chang
Cultural Competence: Developing And Assessing Multicultural Proficiency For Teachers And School Personnel In Hawaii, Caryl H. Hitchcock, Mary Anne Prater, Chuan Chang
Faculty Publications
Teachers were recruited from the mainland of the United States to work in rural areas in the State of Hawaii to meet the high demand for personnel. But often there is a mismatch between the culture of the island residents and that of the new teachers. To alleviate this mismatch, a workshop was developed to promote multicultural proficiency of school personnel focusing on Asian/Pacific cultures. One hundred teachers, administrators and staff (including custodians and cafeteria workers) from four rural elementary schools participated in a three hour workshop. The workshop consisted of three activities: (a) self-awareness, (b) awareness of Asian/Pacific Island …
Exploring Current Practices Of Supervisors In Government Primary Schools In Karachi, Pakistan, Nilofar Vazir, Noor Hussain
Exploring Current Practices Of Supervisors In Government Primary Schools In Karachi, Pakistan, Nilofar Vazir, Noor Hussain
Institute for Educational Development, Karachi
This paper explores the current practices of supervisors in Government Primary Schools in Karachi, Pakistan. Research participants included two supervisors, two head teachers and four primary school teachers. Data was collected through semi-structured interviews, informal discussions, documents analysis. Findings suggest that since, the supervisors are not provided with the TORs by Education department their practices are influenced by the way they are appointed and the ways they learn about their roles and responsibilities in the schools. Since supervisory practices are mostly hanging between supervision and monitoring, these neither fulfill the criteria of Supervision nor of Monitoring and Evaluation. Their routine …
Multiple Paths To Critical Reflection: A Flexible Model Of Teacher Learning And Its Impact On Student Achievement, Susan B. Koba, Carol Mitchell
Multiple Paths To Critical Reflection: A Flexible Model Of Teacher Learning And Its Impact On Student Achievement, Susan B. Koba, Carol Mitchell
Teacher Education Faculty Publications
This research evaluated impact of the Omaha Public Schools' Urban Systemic Program professional development model on mathematics and science teacher change and student achievement. The model offered various participation pathways, focused teachers' learning in three areas (beliefs, content, and pedagogy) and required teacher reflection during classroom strategy implementation. To determine teacher change, observations, interviews, action research, pre-post perception profiles, retrospective pre-post surveys (beliefs and understandings), and exit surveys were completed. Participants' action research determined impact . on students' understandings. Criterion Referenced· Tests, as well as leadership pre- and post- surveys, action research and interviews determined school change. To evaluate program …
Does Standards-Based Teacher Evaluation Improve Schools? An Investigation Of Teacher Perceptions Of Appraisal Systems, Joseph A. Batchelor
Does Standards-Based Teacher Evaluation Improve Schools? An Investigation Of Teacher Perceptions Of Appraisal Systems, Joseph A. Batchelor
Master of Education Research Theses
Three years after implementing a standards-based teacher evaluation system in a private K-12 school, research was conducted to determine what attitudes and perceptions teachers had on the effectiveness of the system. The survey includes questions about the teacher evaluation process and the goals of the test school in implementing the process. The goals for adopting the standards-based teacher evaluation system were (1) increased student learning, (2) improving instruction, (3) developing a mentoring program, (4) focusing professional development, and (5) facilitating collegiality. The sample for the survey included 87 teachers (group AB) from schools in the Southeast, of which 21 (group …
Innovative Communication: Using Technology To Connect With Your Constituents, Larry D. Long
Innovative Communication: Using Technology To Connect With Your Constituents, Larry D. Long
Larry D. Long
No abstract provided.
The Effects Of Professional Development Programs On Educational Outcomes In Mathematics And Sciences, William M. Craig
The Effects Of Professional Development Programs On Educational Outcomes In Mathematics And Sciences, William M. Craig
MPA/MPP/MPFM Capstone Projects
Professional development programs are widely acknowledged for their success in determining outcomes in a variety of fields. These programs are particularly useful in education where new processes, methodologies, and curriculum need to be disseminated to vast numbers of administrators, educators, parents, and program analysts. Education is considered one of the top priorities for American policymakers, agencies, companies, and the general public. This fact has made educational outcomes progressively more important over time as larger expenditures are dedicated to providing positive educational effects. There has been a large body of research performed on what effects educational outcomes in the United States. …
Innovating Professional Development Standards: A Shift To Utilize Communities Of Practice, Teresa Foulger
Innovating Professional Development Standards: A Shift To Utilize Communities Of Practice, Teresa Foulger
Essays in Education
This paper is a report on the findings of an action research study that explored a non-traditional professional development process involving five elementary teachers and a professional developer working as a collaborative community. The interactions within the group focused on the creation and teaching of a three week thematic unit across grade levels and classrooms. Although technology integration was the proposed new learning, instructional strategies and innovative ways to collaborate were also explored. Qualitative data analysis indicated that when professional developers pay close attention to the social nuances and emotional needs of participants, communities of teachers coming together for a …
Reading Excellence Act: Professional Development And Teacher Practice First Year Implementation In East Tennessee., Sherry Ellen Shroyer
Reading Excellence Act: Professional Development And Teacher Practice First Year Implementation In East Tennessee., Sherry Ellen Shroyer
Electronic Theses and Dissertations
When the National Assessment of Educational Progress reported in 1998 that 70 percent of fourth grade children in the United States were reading just at (31%) or below the basic grade level (39%), this astounding fact resulted in national attention and political intervention. At the same time, the National Research Council published their 25 years of researched findings in their book, Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998). The national reactions to these reports were strong and included new initiatives for overcoming this emerging national problem. One such initiative was the implementation of the national Reading …
A Study Of The Attitudes Of Veteran Teachers Toward Professional Development, Johanna Silane Ruberto
A Study Of The Attitudes Of Veteran Teachers Toward Professional Development, Johanna Silane Ruberto
Seton Hall University Dissertations and Theses (ETDs)
.
“Been There---Ah, Haven’T Tried It That Way”: A Professional Effort To Differentiate Instruction, Donna M. Sobel
“Been There---Ah, Haven’T Tried It That Way”: A Professional Effort To Differentiate Instruction, Donna M. Sobel
Essays in Education
It goes without saying that the most critical component of preparing educators lies in their ability to competently teach. Differentiation provides a framework to develop classrooms where realities of genuine student variance can be addressed with curricular realities. The author describes a professional development project that differentiated a series of teacher workshops that were designed to increase teachers’ perceived competency to differentiate instruction. The purpose here is to describe a collaboratively created and implemented professional development program designed to train staff in ways to differentiate instruction for all learners. Sample training activities, along with perceptions from participants and suggestions for …
Selected Roles/Functions Of Technical/Vocational Education Administrators In Barbados And The Need For Further Preparation And Continuing Professional Development, Cecil I. Cummins
Selected Roles/Functions Of Technical/Vocational Education Administrators In Barbados And The Need For Further Preparation And Continuing Professional Development, Cecil I. Cummins
Dissertations
The purpose of this study was to identify the roles/functions of technical/vocational education (TVE) administrators in Barbados and to ascertain their personal needs for further preparation and continuing professional development.
The population for the study consisted of 115 TVE administrators from the Ministry of Education, tertiary institutions, vocational centers, Grammar schools, and Newer secondary schools. The survey method was used to gather the data. All respondents were asked to complete a 87-item questionnaire which described various roles/functions associated with the administration of TVE programs under eight major categories. For each role descriptor, respondents were asked to indicate how important it …