Education Commons^™

An Assessment Of The Professional Development Of Special Education Teachers In Saudi Arabia, Raja Almutairi

Doctoral Dissertations

The purpose of this study is to assess the current state of professional development activities of Saudi special education teachers in comparison to the research-based professional development practices of special education teachers. A survey of professional development evaluation and job satisfaction that describe three components was electronically collected from 613 special education teachers who were actively employed in Saudi public schools during the 2019/2020 school year. The results show that participating in professional development activities contributed to the study’s special education teachers’ satisfaction with their teaching profession. Additionally, the findings suggest that improvements to the professional development practices that are …

Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga

Early Childhood Education

The present publication documents the achievements and lessons learned from the first phase of the Survey of Teachers in Pre-primary Education (STEPP) project, implemented by UNESCO from 2016 to 2019, with the participation of seven countries, namely, the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo, and Viet Nam. It is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel …

Teacher Perceptions Of Blended Learning To Support 21st Century Learners, Nikki Hensley

Electronic Theses and Dissertations

The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that …

Raising The Bar With Professional Development In The Use Of Distance Learning Tools, Victoria Brown, Jillian Powers, Ann Musgrove Dr., Daria Olden

FDLA Journal

Abstract: Strategic plans to increase online student enrollment and distance learning (DL) enrollment are driving professional development centers to change their approach to faculty preparation for designing, developing, and facilitating online courses. As it takes approximately three to five years to achieve change in teaching attitudes toward technology (Hall & Hord, 2014), understanding factors that influence faculty adoption of technology, their self-efficacy, and attitudes toward technology becomes indispensable. This paper describes a study that explored how different professional development (PD) options affect faculty self-efficacy and attitudes toward adopting distance learning tools for online instruction. The authors welcome a discussion on …

A Sociological View On Designing A Sustainable Online Community For K–12 Teachers: A Systematic Review, Dabae Lee, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, Krista Glazewski

Faculty and Research Publications

As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. …

Teacher Learning And The Difficulties Of Moving Civic Education Forward. A Response To “Beyond The Invisible Barriers Of The Classroom: Iengage And Civic Praxis”, Avner Segall

Democracy and Education

In “Beyond the Invisible Barriers of the Classroom: iEngage and Civic Praxis,” the authors reported on the experiences teachers encountered during a weeklong Youth Engage Civic Institute Camp and the degree to which what teachers learned in the camp was able to move their thinking and practice toward a more critical, justice-oriented approach to civic education. The authors’ analysis thus “considers the ideological shifts the counselors [teachers] made and the likelihood that they will teach beyond the formal classroom as they return to more traditional environments” (Magill et al., 2020, p. 2). In that, the authors were interested not only …

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2

Journal on Empowering Teaching Excellence

The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.

Teacher Development In Promising School Turnaround Efforts, Andrew Swanson

Doctor of Education (Ed.D)

The study was developed to examine the teacher development efforts utilized by leaders of lowperforming schools that had shown promising gains in student achievement. A researchercreated quantitative survey sent to school leaders in one state was utilized to analyze the perceived use and effectiveness of various teacher development efforts in supporting student achievement gains at their schools. Overall, the results showed school leaders focused heavily on teacher development to support their school turnaround efforts and that teacher development was effective in improving student achievement. Classroom walk-throughs were found to be an integral strategy in school turnaround and the results also …

The Relationship Between The Next Generation Content Area Reading Professional Development Program On The Effectiveness Of Teaching Literacy Strategies In High School Biology Classes, Tia Pridgen Brown

Dissertations

The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and …

A Perturbed System: How Tenured Faculty Responded To The Covid-19 Shift To Remote Instruction, Rachel L. Rupnow, Nicole D. Ladue, Nicole M. James, Heather E. Bergan-Roller

Faculty Peer-Reviewed Publications

This study investigates six university professors' reflections on the shift to remote instruction during the Spring 2020 semester in response to the COVID-19 global pandemic. The rapid shift in instructional platform presents an opportunity to learn from unresolved challenges that persisted through the semester. Here we present a qualitative study of how experienced (i.e., associate or full) chemistry professors report their teaching practices in light of the COVID-19 disruptions. We observed four major themes: personal factors, contextual factors of the structure and culture, teacher thinking, and teachers' practice. These themes revealed that the professors in this study adapted quickly using …

English Language Learning Professional Development For K-12 Teachers, Kristen M. Fober

Master's Theses & Capstone Projects

In response to the growing population of English language learners (ELLs) in a school district in rural Iowa, professional development (PD) has been developed as a school improvement plan to help teachers learn how to meet the needs of this population. This plan has been developed based on a robust review of current literature on strategies to support ELL students. The school improvement plan includes a pre-survey, six 1-hour sessions of PD plans, PD resources (such as handouts and slides), and a post-survey. The intended outcome of the PD is for teachers to feel more prepared to work with ELLs …

Effective Paraeducator Implementation Of Behavior Intervention Plans For Students With Autism Spectrum Disorder: An Exploration Of Training And Support Needs, Kristen Nottle-Powell

Dissertations

Purpose: The purpose of this convergent mixed methods study was to describe the training and support paraeducators who work with students with autism spectrum disorder received as they implemented behavior intervention plans based on the Browning-Wright, Mayer, and Saren model. Additionally, this study sought to describe the training and challenges experienced by paraeducators, as well as their training and support recommendations for paraeducators who work with students with autism spectrum disorder with a behavior intervention plan.

Methodology: A convergent mixed methods study was used to describe the training and support experiences, challenges, and recommendations, as described by paraeducators …

Teacher Perceptions Of The Efficacy Of Literacy Coaching As A Valuable Professional Development Practice, Erin J. Stinson-Dioguardi

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study was to explore the perceived effectiveness of literacy coaching as a valuable professional development practice for teachers in New Jersey provided with literacy coaching support from a school-based literacy coach. This study also explored instructional coaching and the potential impact this support has on teacher practice. The study was designed to identify the successful professional development strategies that instructional coaches in New Jersey utilized to influence teacher practice. This study may be valuable to researchers, school districts, and educators currently or seeking to implement an instructional coaching program as part of high-quality professional development. The …

Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon

The Advocate

In order to meet the needs of elementary in-service teachers, renovated professional learning, including the components of the Effective Science Professional Development Model is vital. Increasing teachers’ pedagogical content knowledge, engaging teachers in investigations, school-year coaching with the underlying theme of collaboration are encompassed in the four key components of the renovated model. Experiences shared in the article, the successes and challenges of implementing professional development with the focus of shifting science education to hands-on investigations in doing science, provide leaders in science education the opportunity to explore effective professional development opportunities and utilize this model in their schools to …

Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson

Journal of Educational Research and Practice

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were …

Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey

Teacher education

The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.

Using Video To Reframe The Teacher Evaluation Process As A Professional Learning Experience : An Action Research Study, Andrew C. Matteo

Theses, Dissertations and Culminating Projects

The purpose of this action research study was to work with a group of teachers to refine an organizational routine dealing with teacher evaluation with the dual goals of (a) increasing the teachers’ sense of professionalism and improving the technical core of their work—instruction— and (b) moving toward a routine that the district will be able to use in the future. The research question that guided this work was, “How do we experience the organizational routine that I developed using video for teacher evaluation for improving teacher practice as compared to the existing teacher evaluation system, and how does our …

Reflections Of An Early Literacy Professional Learning Community: An Interactional Ethnographic Case Study Of Transforming Pedagogy Through Reflective Practice, Carly Waters

UNLV Theses, Dissertations, Professional Papers, and Capstones

Teachers have historically been faced with extrinsic factors, such as federal, state, and local mandates, that leave them feeling disempowered (Slattery, 2006; Spring 2018). In response to low reading proficiency, many states have adopted Read by Grade Three laws, some of which require or make optional retention of students that are not reading proficiently by the end of third grade. Laws such as these, though well-intentioned, provide another external force that leave teachers feeling stressed and chained to practices they are told to implement. Effective professional development that targets both strong early literacy pedagogy and the empowerment of teachers may …

Improving Instructional Practice Through Peer Observation And Feedback: A Review Of The Literature, Brady L. Ridge, Alyson L. Lavigne

Teacher Education and Leadership Faculty Publications

The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n …

Improving Instructional Practice Through Peer Observation And Feedback, Brady L. Ridge, Alyson Leah Lavigne

Teacher Education and Leadership Faculty Publications

The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n …

Determining Human Development Competency Training Needs Of Fcs Extension Professionals, Alligrace Story, Alisha M. Hardman, Marina D. Denny, Geoff Denny

Southeastern Council on Family Relations Conference

Extension agents with Family and Consumer Sciences (FCS) programmatic responsibilities come from a variety of backgrounds but are expected to implement educational programs across FCS knowledge areas. This study examined [state] University Extension personnel’s perceived importance of and perceived ability related to human development competencies. There was a significant difference between how specialists (state-level) and agents (county-level) perceived the importance of three of the five human development concepts. Most agents’ perceived their ability across the human development competencies to be average or just above average. Using the perceived importance and perceived ability data from the agents, next steps include piloting …

Sustainable Instructional Coaching In Secondary Education, Laura Kniffen

Master's Theses & Capstone Projects

With higher demands for student achievement and teacher efficacy, school districts have shifted from traditional professional development methods to instructional coaching. This literature review presents research on various models and analyzes the challenges that districts have discovered upon implementation. There are many factors that influence instructional coaches’ effectiveness, yet their flexibility and collaborative skills remain among the most important. In all models, instructional coaches must adapt to each teachers’ needs and juggle the variety of roles they are asked to fulfill. To help instructional coaches distribute their time effectively, research shows that districts must provide clear direction and support for …

The Impact Of Coaching To Support Professional Development In A Preschool Classroom, Katie Olson

Master's Theses & Capstone Projects

The purpose of this action research study was to determine the effect that the combination of coaching and professional development have on teachers’ confidence levels and number of classroom practices carried out compared with teachers who only attend professional development. The participants included six female caucasian teachers who all teach preschool in public elementary schools in southern Iowa. Data was collected through the use of a rating scale and checklist of practices that were completed by the participants prior to and following the intervention. The results of the study indicated that there was not a large enough difference in the …

Digital Development: What It Means For Teachers, Amy Lightfoot

Teacher India

Technology can be leveraged for teachers’ professional development. Amy Lightfoot explains how.

Increasing Trust And Teacher Voice In Order To Improve Teacher Evaluation In Chicago, Tim Riff

Dissertations

Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test …

Autism Spectrum Disorder Students: A Survey Of Rural Community College Educators, Pamela Love Hanks

Educational Foundations & Leadership Theses & Dissertations

The number of students diagnosed with autism in public schools is increasing and this special population is now enrolling in colleges and universities. At the K-12 level, numerous supports are provided consistent with federal law; equivalent supports are not required in the postsecondary classroom. Student success often depends on the relationships built in the academic setting. From an instructional perspective, faculty members may have little or no training, limiting their understanding and support of this growing population of students, complicating relationship building. There is a dearth of literature available on the effective training of community college faculty who work with …

Exploring The Professional Learning Experiences Of Adjunct Faculty In An Educational Leadership Preparation Program, Karen M. Swann

Educational Foundations & Leadership Theses & Dissertations

The aim of this study was to explore the lived experiences of adjunct faculty to understand their roles and means for professional collaboration. The study examined how adjuncts engage and collaborate, professionally and informally, and what vehicles influence their growth. Finally, the study addressed how educational leadership preparation programs might be enhanced for relevant, continuous learning in order to improve instructional practices and the experiences of aspiring school leaders.

Using a phenomenological methodology, 27 adjuncts were interviewed from a university-based educational leadership preparation program in the southeast region of the United States. These in-depth interviews were transcribed and analyzed, using …

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …

Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Posters and Presentations

With the widespread adoption and adaption of the Next Generation Science Standards (NGSS) and its implicit focus on inquiry-based instruction, reformed science teaching practices are critically important to meeting the U.S. vision of scientific literacy for all students. Thus, the role of teacher learning through both teacher preparation and professional development must be well understood and informed through empirical findings. Accordingly, the theme of this NARST conference paper set is to identify effective science teaching practices using the lens of the NGSS science and engineering practices (SEPs), science subject matter knowledge, and equitable teaching practices. We found that inquiry-based instruction …

Perceptions Of Professional Development Needs Of Dual Credit Adjunct Faculty Instructors At A Community College In The Southwest United States, Allison Venuto

Electronic Theses and Dissertations

This study determined the professional development needs of dual credit adjunct faculty at a large community college in the United States. As institutions of higher education increase their reliance on adjunct faculty due to budget constraints, adjunct faculty members instruct a growing number of students. In tandem with this, more community colleges partner with local school districts to offer dual credit classes so that students can earn high school and college credit at the same time. Previous research denotes that adjunct faculty desire greater connection to and support from their institutions of higher education; however, these institutions do not consistently …