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Full-Text Articles in Education

Uncovering And Responding To The Professional Development Needs Of Afterschool Program Leaders Across Rural Nebraska, Kimberly K. Larson Dec 2018

Uncovering And Responding To The Professional Development Needs Of Afterschool Program Leaders Across Rural Nebraska, Kimberly K. Larson

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

An effective state-level professional development system designed for Nebraska 21stCentury Community Learning Centers (21stCCLC) program leaders should consider both the unique characteristics of the program leaders themselves, as well as the rural communities where the afterschool programs are implemented. Some of these differentiating characteristics include background of the program leader and their years of experience, the size of the community, availability of staff and frequency of staff turnover, availability of potential community partners, and the quality of the relationship with the school administration and teachers where the afterschool program is implemented. Ultimately, the state-level system must ...


New Literacies Integration By Student Teacher/Cooperating Teacher Dyads In Elementary Schools: A Collective Case Study, Laurie A. Friedrich Jul 2014

New Literacies Integration By Student Teacher/Cooperating Teacher Dyads In Elementary Schools: A Collective Case Study, Laurie A. Friedrich

Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences

Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative inquiry, this collective case study examines new literacies integration by student teacher/cooperating teacher (ST/CT) dyads supported by a coach in elementary schools. The study took place at a large Midwestern public school district where many STs from a large Midwestern public university complete their student teaching experience. Through detailed vignettes of five ST/CT dyads, this study provides an explicit view of varieties of dyad collaboration when a new literacies emphasis is included in the student teaching semester. Research questions prompt the examination of dyad new literacies integration through ...


Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen May 2014

Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen

Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences

Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model ...


Perceptions Of Professional Supports And Early Career Teacher Attrition, Thomas J. Kolbe May 2014

Perceptions Of Professional Supports And Early Career Teacher Attrition, Thomas J. Kolbe

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Early career teachers are moving within or from the profession at an alarming rate. The intent of moving schools, districts, or exiting the profession creates instability in the profession. This is costly to student learning, improvement efforts and financially. Teacher attrition tends to be higher in schools where the need for high quality teaching is the greatest: high-poverty and low-performing schools. Improving teachers’ work environment and professional developments are more cost effective and influential in convincing teachers to remain.

The purpose of this study was to examine the perceptions that K-12 early career teachers indicate for the intent of attrition ...


Empowering Literacy Instruction With Ipads: Teacher Reflection In A Multilayered Professional Development Approach, Kathleen M. Wilson, Laurie A. Friedrich May 2013

Empowering Literacy Instruction With Ipads: Teacher Reflection In A Multilayered Professional Development Approach, Kathleen M. Wilson, Laurie A. Friedrich

Research and Evaluation in Education, Technology, and Design

This collective case study (Stake, 1995) examines teacher growth in applying mobile technology to teaching and learning as evidenced in reflections on integrating iPads as teaching and learning tools in a university clinical setting. Graduate students, who were new to tablet technology, were given iPads during a summer session course to use as part of their course requirements and for personal use. Each participant successfully incorporated this technology in completing course assignments, creatively tutoring an elementary grade child with reading and writing difficulties, coaching a preservice teacher in the Secondary Special Education program during tutoring, and communicating with instructors.


A Study Of K-12 Music Educators' Attitudes Toward Technology-Assisted Assessment Tools, Lance D. Nielsen Jun 2011

A Study Of K-12 Music Educators' Attitudes Toward Technology-Assisted Assessment Tools, Lance D. Nielsen

Student Research, Creative Activity, and Performance - School of Music

The purpose of this study was to examine K-12 music educators’ attitudes regarding the use of technology in the assessment of music learning. There is a considerable range of musical behaviors with different levels of complexity that can be assessed (Boyle & Radocy, 1987). A variety of software and web-based assessment tools are available for music educators. However, it is unclear how many teachers are taking advantage of incorporating these technological assessment tools into their instructional practice. This study provided current data about the demographics of teachers using technology to assess musical growth and the variables that might motivate a music ...


A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman Dec 2010

A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman

Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences

This study offers an analysis of the learning of practicing teachers as they acquire a deeper knowledge of mathematics. While some professional developers have shifted part of their focus to helping practicing teachers acquire a deeper knowledge of mathematics (e.g., Stein & Silver, 1996), the results from studies often describe what translates from the professional development experience into classroom practice and measureable gains in student achievement (e.g., Desimone et al., 2002). Studies showing improvements in pedagogy and student learning are important. However, studying what teachers are learning and how they learn is important in developing understanding of the content and process of teachers’ learning.

This case study describes the mathematical learning of two middle level mathematics teachers while participating in a National Science Foundation-funded math professional development institute based on recommendations of the Conference Board of the Mathematical Sciences (CBMS) (2001). The overarching question guiding this research is: How do teachers deepen their understanding of the mathematics content they teach? The analysis is guided, in part, by mathematical habits of mind (e.g., Cuoco et al., 1996); or ways teachers engage in mathematical practices to strengthen their understanding of mathematical content and communication to others.

Data collected from two teachers to study their learning include: teachers’ written coursework and reflections, observations of teachers’ work and interactions solving problems, and interviews and classroom observations. Qualitative data analysis (Stake, 1995) indicates three findings. First, both teachers embrace ...


Teacher Collaboration As Professional Development In A Large, Suburban High School, Marlie L. Williams Oct 2010

Teacher Collaboration As Professional Development In A Large, Suburban High School, Marlie L. Williams

Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences

This qualitative study explored the impact of teacher collaboration in a professional learning communities (PLC) school on teacher self-efficacy. Through the collection and analysis of personal interview data from 20 teachers in a large, suburban Midwestern high school, the impact of structured teacher collaboration was evaluated for its impact on changes in teachers’ instructional practices, their feelings of responsibility for student learning, positive adult interdependence, and changes in teacher self-efficacy. Experts in educational professional development identify the importance of sustained, collegial learning. This study explored the structure of one high school’s professional collaboration model, the measures in place for ...