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Teacher Education and Professional Development

Professional Development

Fayetteville State University

Publication Year

Articles 1 - 4 of 4

Full-Text Articles in Education

Technology Competency Within The Non-Traditional Preservice Teacher Candidate Population: Survey Results, Marilyn Lanier, Cynthia B. Wooten, Noran L. Moffett, Tanya M. Hudson Jul 2018

Technology Competency Within The Non-Traditional Preservice Teacher Candidate Population: Survey Results, Marilyn Lanier, Cynthia B. Wooten, Noran L. Moffett, Tanya M. Hudson

Journal of Research Initiatives

This study utilized action research with quantitative data analysis to investigate the personal technological skills and use of web-based applications of nontraditional teacher candidates enrolled in elementary education courses at a Historically Black College/University (HBCU) in the southeastern section of the USA. The goal was to gain a better understanding of the technological challenges encountered by non-traditional candidates and to determine how technology can inform instructional delivery of curriculum to improve this population’s representation, expression, and engagement of learning outcomes. Data were collected through an anonymous electronic survey distributed to each student enrolled in the elementary education courses ...


Elucidation Of Effective Professional Development Experiences: Addressing Inclusion For Students With Autism, Jennifer Lee Suppo Nov 2017

Elucidation Of Effective Professional Development Experiences: Addressing Inclusion For Students With Autism, Jennifer Lee Suppo

Journal of Research Initiatives

Open interviews were conducted with a special education teacher and a general education teacher. The overall guiding question was to provide elucidation of what is needed in a professional development program to meet the needs of both the general and special education teachers who teach children with a diagnosis of autism in an inclusive setting. Overall, the themes of diversity, knowledge and collaboration emerged as important variables for professional development experiences. Furthermore, in-depth knowledge and flexibility arose as important qualities of the facilitator of a professional development experience. Implications are a set forth for the expansion of the study and ...


Professional Development Data: A Review Of Action Research And Data Analysis And Its Implications For Special Education, Jennifer Lee Suppo Jan 2016

Professional Development Data: A Review Of Action Research And Data Analysis And Its Implications For Special Education, Jennifer Lee Suppo

Journal of Research Initiatives

In today’s world of accountability and budgeting constraints, schools are examining how they get the most “bang for their buck” in the area of professional development experiences. Professional development has traditionally been used to keep teachers and administrators abreast of current teaching strategies. In using the traditional model of professional development, typically the school or district would have a speaker, who was knowledgeable on a random topic of education, come in and conduct a one-day seminar. More often than not, there was little accountability to this traditional model; little if any data was taken to see if the knowledge ...


African American Doctoral Scholars’ And Fellows’ Professional Development Mentoring Experiences Toward Higher Education Professorship, Crystal J. Bryant, Adriel A. Hilton, Patricia A. Green-Powell May 2015

African American Doctoral Scholars’ And Fellows’ Professional Development Mentoring Experiences Toward Higher Education Professorship, Crystal J. Bryant, Adriel A. Hilton, Patricia A. Green-Powell

Journal of Research Initiatives

This research examined the professional development mentoring experiences of African American doctoral recipients who participated in the Southern Regional Educational Board (SREB) Doctoral Scholars Program or the McKnight Doctoral Fellows (MDF) Program, and are currently employed as faculty at an American college or university. The purpose of this research was to identify the types of professional development mentoring opportunities that assisted SREB and MDF program graduates in their transition into the professoriate, and to determine if race or gender of the faculty mentor played a significant role in their preparedness for the teaching, research, and service tasks required of faculty ...