Education Commons^™

Thinking Global, Acting Local, Ali Gohar Qazi

Institute for Educational Development, Karachi

Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.

Effective Practices Of Feedback Of Elementary School Administrators During The Post-Observation Conference, Michael Galvin

Masters Theses & Specialist Projects

Research identifies two purposes for teacher evaluation: measurement and professional growth; however, the literature provides limited research on the impact of the post-observation conference in teacher evaluation on professional growth (Marzano, 2012). The purpose of this qualitative, phenomenological study is to examine the perceptions of Indiana public elementary school principals on the impact of the post-observation conference on professional growth of teachers. The study uses an Elementary Administrators’ Background Questionnaire and semi-structured interviews to gather an in-depth understanding of administrators’ perceptions.

Four research questions framed this study as I examined public elementary school administrators’ perceptions of post-observation feedback within the …

Rural Teacher Attitudes And Engagement With Computing And Technology, Melissa P. Mendenhall, Colby Tofel-Grehl, David Feldon

Teacher Education and Leadership Faculty Publications

The purpose of this sequential Case Study-Mixed Methods research is to explore rural teacher attitudes toward, approaches to, and engagement with making and computational thinking during STEM professional development and co-teaching learning experiences. Specifically, we examine the professional learning needs of two rural, middle school teachers as they engage technology. Using the lens of cultural historical activity theory, this paper examines the ways in which teacher attitude about computing shifted throughout professional learning and instructional practice. Findings show three broad themes that emerge surrounding teacher attitudes, approaches, and engagement with technology: Anxiety, Independent Learner, and Integration. Additionally, findings suggest that …

A Partnership Model For Preparing Educators For Successful Job Interviews., Dawn Martin

Faculty Submissions

No abstract provided.

7 Strategies To Make Professional Development Successful, Marla A. Sole

Publications and Research

Highly effective teachers continually innovate and refine their pedagogical practices through professional development. Committed teachers are interested in professional development that demonstrates best practices aligned with the content they are teaching and clearly communicates the steps, benefits, and challenges of implementing new lessons and innovative practices. Those running workshops can gain valuable insight into teachers’ classroom practices, the curriculum, and potential modifications that could better help students reach their full potential.

The Influence Of Professional Development On Teacher Self-Efficacy In Gifted Education, Keely P'Pool

Dissertations

The purpose of this research is to study the impact of effective professional development training provided to both preservice and inservice teachers about gifted education and gifted students. This research also seeks to discover whether a notable difference exists between preservice and inservice teachers in regard to the increase in their knowledge and self-efficacy upon completion of the professional development training. A quantitative approach using a survey and a required training was used for all participants. Study participants included preservice teachers attending a southern Kentucky public university who were taking education classes as well as inservice teachers from 11 school …

Cct Professional Development Bulletin November 2020, Marie O'Neill

Teaching and Learning Bulletins

Register of professional development activities available for CCT Teaching and Learning staff and other teaching and learning professionals in November 2020.

Impact Of Concept-Based Mathematics Instructional Strategies On Seventh Grade Student Achievement, Katherine Annette Lawley Ellsworth

Doctoral Dissertations and Projects

In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional …

Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida

Educational Leadership & Technology Faculty Publications

This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …

The Effect Of Professional Development On Teacher Knowledge Of Concussions And Classroom Support Of Concussed Students, Susan Teeter Hawkins

Doctoral Dissertations and Projects

Concussions have received significant media attention in recent years. Although research has focused on the knowledge and perceptions of parents, athletes, and coaches regarding sports-related concussions, little attention has been given to discovering what teachers know about concussions and the correct concussion protocol for the classroom, even though concussions affect academic performance. The purpose of this applied study was to understand further the problem of deficiency in teacher knowledge of sports-related concussions, including symptoms, academic adjustments needed, and how to design appropriate professional development to address this problem. This study incorporated a mixed methods design to examine the effect of …

Prekindergarten Teachers' Experiences Using Journals To Reflect On Video Recordings Of Their Classroom Instruction: A Phenomenological Investigation, Katherine Orpilla Alvarado-Mirarchi

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to explore prekindergarten teachers’ experiences using journals to reflect on video recordings of their classroom instruction in an eastern Pennsylvania prekindergarten program. Three theories guided this study. Knowles, Holton, and Swanson’s (2015) theory of andragogy framed this study with a focus on the unique attributes of adult learners. Kolb’s (2015) experiential learning theory informed this study with an emphasis on the importance of workplace experiences for individual development. Dewey (1967) and Schon’s (1987) theory of reflective practice examined the process of reflective thought that is initiated by uncertainty that challenges one’s beliefs. …

Mathematics Teacher Developers’ Views Of A Demonstration Class, Ginger Rhodes, Allyson Hallman-Thrasher, Kyle T. Schultz

Education Faculty Articles

This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class, a site for reflection and analysis, or a model class, an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional growth, but particular aspects of the experience promoted an analysis class view.

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

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

An effective state-level professional development system designed for Nebraska 21^stCentury Community Learning Centers (21^stCCLC) 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 …

Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Literacy and Numeracy

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …

Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Literacy and Numeracy

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …

Job Satisfaction And Self-Efficacy Score Differences In General And Special Education Teachers As Measured By The Job Satisfaction Survey And Teachers' Sense Of Efficacy Scale, Angela Alford

Doctoral Dissertations and Projects

Teacher turn over has been a concern over the last 30 years in the United States. The implementation of No Child Left Behind Act in 2002 impacted the accountability of teachers. This quantitative, correlation study endeavors to determine the relationship between teacher self-efficacy and job satisfaction. Within this study, teachers of a Title I school in the largest school district in a southern state were surveyed via hard copy. The Tschannen-Moran instrument, Teachers’ Sense of Efficacy Scale (2001), was used to identify three subscales: student engagement, instructional strategies, and classroom management. The Job Satisfaction Survey collected participants’ general satisfaction by …

Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg

Faculty Publications

Research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012). Yet less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their questioning practices. Our qualitative case study focuses on how in-service middle school math teachers take up three specific moves (Author A, 2014) associated with formative assessment practice as as part of a video-based cycle of inquiry project. The study found focusing participants’ planning and reflection through …

Seeing Is Believing: Peer Video Coaching As Professional Development Done With Me And For Me, Kate M. Cassada, Laura Kassner

School of Professional and Continuing Studies Faculty Publications

As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth. After the conclusion of the course, participants were contacted and presented with a summary of four benefits of the peer video review process, as identified in a recent professional article. Through online survey, participants were asked to share their perceptions of the peer video review experiences in the course and address any evidence related to the benefits raised …

Content Analysis Of Licensure Examination For Teachers: Traditional Vs Non-Traditional Teacher Assessment, Anne Marie Fordelon Bagadion, Tereso S. Tullao Jr

Angelo King Institute for Economic and Business Studies (AKI)

With the recently released report of World Economic Forum on Global Human Capital Report (September 2017) with the subtitle “Preparing People for the Future of Work,” the need for human capital development cannot be overemphasized. The report has identified four elements of human capital. First, CAPACITY – Level of formal education of younger and older generations as a result of past education investment. Second is DEVELOPMENT – Formal education of the next generation workforce and continued upskilling and reskilling of the current workforce. Third is DEPLOYMENT – Skills application and accumulation among the adult population. Fourth is KNOW-HO W –Breadth …

Adjunct Faculty Perceptions On Professional Development Offered And Needed By Institution Type And Career Cluster, Mark Parrish

Doctoral Dissertations and Projects

This study examined the perceptions of adjunct faculty in higher education to gather their opinion on professional development that was offered and the professional development they feel is needed and whether institution type or career cluster was significant in determining their perception. This causal-comparative, quantitative research study utilized an online survey and included 220 adjuncts from within the United States. The study utilized one-way ANOVA to determine if there were statistically significant differences in means between the institution types and career clusters of adjunct faculty related to professional development offered and needed. It was found that there were statistically significant …

Binning For Equity And Access: Formative Assessment–Focused Teacher Professional Development For Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, Joanne Becker

Faculty Publications

While research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012) less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their practice. Our qualitative case study focuses on how in-service middle school math teachers take up the specific moves (Author, 2014a) associated with formative assessment practice as they plan, enact, and reflect on their practices as part of a FA-focused professional development cycle of inquiry. The study …

A Grounded Theory Study Of The Experiences Of Early Childhood Educators Implementing Action Research As A Professional Development Method, Donna James

Doctoral Dissertations and Projects

The purpose of this systematic grounded theory study was to gain insight through the experiences of early childhood educators and their perceptions as they implemented action research as a professional development method. This study focused on the process of implementing action research as a professional development method and strived to answer questions related to the possible future use of this model in other educational settings while describing educator experiences, perceptions and beliefs. Data collection included interviews, observations, and journals. Detailed procedures for analysis were employed during the study with three phases of coding: Open, Axial, and Selective. Data was analyzed …

A Preliminary Investigation Of The Effects Of A Professional Development Training On Secondary Students' Reading Scores, Shannon Follett

Masters Theses & Specialist Projects

Much of the emphasis on interventions to improve literacy skills has been focused on the primary grade levels. Over the last decade, an increasing amount of research has stressed the need for effective reading interventions for adolescents. However, little research has evaluated effective professional development of secondary teachers in the area of literacy. The current study examines the results of embedded teacher professional development in the form of an intensive summer reading program on student reading achievement. Students reading below the 50^th percentile at the end of seventh and ninth grades were identified. The final sample consisted of 92 …

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

College of Education and Human Sciences: Dissertations, Theses, and Student Research

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 (a) enacting professional …

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

College of Education and Human Sciences: Dissertations, Theses, and Student Research

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

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

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 …

Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, And Teacher Engagement, Daryl Craig Hagan

Dissertations

While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their common challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). The purpose of this case study was to gain an understanding of the perceptions of Catholic school teachers on teachers in a high-performing Catholic school regarding their own faculty meetings and to explore how faculty meetings engage teachers in the work of promoting Catholic identity and school improvement. This dissertation builds on the work of Macey and Schneider’s (2008) Model of Employee Engagement, as well as McGrath’s Model of Group Effectiveness …

Educators' Perceptions Regarding Common Core State Standards And Professional Development, Christine Hipsher

Doctoral Dissertations and Projects

The purpose of this multiple case study was to explore the impact of the implementation of the Common Core State Standards in Georgia K-12 on the professional development needs of educators. Across the United States the enactment of a Common Core State Standards went into effect. The primary goal of the Common Core State Standards movement was to clarify standards. Accordingly, this study reviewed Social Learning Theory and Constructivism. The research questions in this study examined the types of support educators requested. The research conducted in this multiple case study analyzed teachers' perceptions about the implementation of the CCSS and …

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, Art, 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 Comparative Analysis Of The Effectiveness Of Teacher Support Approaches In Afghanistan, Noorullah Noori

Master's Capstone Projects

This research explores the effectiveness of three teacher professional development (TPD) approaches in the context of Afghanistan: 2-year in-service teacher education; short-term (ad-hoc) teacher training; and teacher learning circles (TLC). In this research, I compare these three models, their impact on improving teacher quality and subsequently student outcome. I applied the mix-methods approach by using three different research tools: classroom observations, self-administered questionnaires, and semi-structured interviews. I also reviewed student performance records over four semesters; from 2010 to 2011. Despite many challenges, the results show three core strengths of each of these models: the 2-year in-service teacher …