Education Commons^™

Connecticut Teachers’ Knowledge Of The Science Of Reading, Barbara Daly-Byrnes

Theses and Dissertations

Learning to read proficiently is an essential skill needed in both academics and life. Without this skill, one’s opportunities are limited socioeconomically, socially, and throughout all daily life. However, there is growing concern that the methodology currently used in many school systems is not preparing children for the rigors of reading in the 21st century. In some states, the situation has resulted in state departments of education mandating reading curricula based on the science of reading. This study explored Connecticut PreK–Grade 3 teachers’ knowledge of the science of reading and the Connecticut Right to Read Act through a socio-cultural lens. …

No More One And Done: The Impact Of A Six Week Professional Learning Book Study On Culturally Relevant Pedagogy On Teachers’ Attitudes And Practices, Emilia Lier

Theses and Dissertations

Culturally relevant pedagogy is a core value and mindset that involves using students’ background knowledge and cultures as tools to propel academic success. CRP entails a curriculum that honors and reflects all students and a variety of perspectives. Students are inspired to become social agents, thus recognizing sociopolitical forces and inequalities within the school system, community, and the world at large. Though researchers have illustrated the positive impact of culturally relevant pedagogy on student outcomes, this practice is not consistently practiced in urban classrooms. The purpose of this study was to explore whether long-term professional development and support influence educators’ …

Culturally Responsive Community Of Practice: A Multiple Case Study Of Instructional Support Teams, Andrea Horowitz

Theses and Dissertations

The purpose of this qualitative multiple case study was to understand how culturally responsive actions, behaviors and practices of school building leaders, teachers and support staff during the Instructional Support Team (IST) process impact equitable outcomes for all students within the Multi-Tiered System of Supports (MTSS) process. The participants of the study are the members of two Instructional Support Teams (IST); one elementary team and the other a middle school team. Data was collected through interviews, collected documents, and audio-visual materials. There is little guidance on how to address equitable outcomes of the Multi-Tiered System of Support (MTSS) process and …

Tenured Teacher Motivation For Self-Directed Professional Development In Literacy, Jennifer Lynn Brady

Theses and Dissertations

After receiving tenure, experienced teachers may choose to not participate in professional development opportunities. In fact, tenured teachers may only complete the minimum professional development hours required by their school districts. Therefore, the purpose of this qualitative case study was to explore the factors that motivated tenured elementary school teachers (grades 3-6) to participate in self-directed professional development (SD-PD) in literacy. This study consisted of six tenured teachers (grades 3-6) who were recruited from three different schools in a suburban elementary school district in Nassau County, New York. Data were collected through one-on-one online interviews, a collection of participants’ written …

Exploring How Faculty Motivations And Professional Development Strategies Influence Digital Literacy Practices In A Study Abroad Program In Italy: A Case Study, Paolo Bartolini

Theses and Dissertations

The purpose of this qualitative case study research was to explore the multifaceted motivations, perceptions and attitudes that influence digital literacy practices in a small group of study abroad faculty and how professional development can help inspire them to act to innovate their digital literacy practices within a study abroad context. The role of study abroad programs in the U.S. has grown significantly in recent decades. As the number of students participating in these programs continues to increase, so have questions about the role of digital literacy practices in foreign education. Digital literacy embodies a way of learning that focuses …

Teacher Perceptions & Practice Of Technology Integration Before And After Picrat Matrix Professional Development Intervention, Donald H. Heberer Jr.

Theses and Dissertations

Professional development provides support and training to teachers using new technologies. Several educational technology models, guidelines, and frameworks have provided educators a guide to effective technology integration. Building upon previous models like the SAMR model (Puentedura, 2013), the TPCK model (Misrah and & Koehler, 2005), and the RAT model (Hughes, 1998), a new model called the PICRAT matrix (Kimmons, 2018) has emerged. PICRAT accounts for both the student’s interaction with educational technology and the teacher's use of technology in instructional practice. The purpose of this study was to examine teacher perceptions and instructional practice on educational technology before and after …

Perceptions Of Untenured Teachers On The Effectiveness Of District Induction Programs, Sam Ahmed

Theses and Dissertations

The purpose of this study is to explore how induction programs impact untenured teachers’ overall experiences and perceptions. This study focused on stories, experiences, and values that were explicitly discussed by each participant related to their district’s induction program. In general, strong induction programs provide an intense level of professional development to all untenured teachers on content, instruction, and best practices related to students and classrooms (Danielson, 2008). Albert Bandura’s social learning theory (1977) explicitly discusses how we learn from our surrounding peers through observation and imitation.

A descriptive case study through interpretive inquiry was used to help uncover data …

Staff Development For Direct Support Professionals: Perspectives On The Usefulness Of A Literacy-Based Social Skill Strategy, Pattiann Laveglia

Theses and Dissertations

The purpose of this qualitative phenomenological study was to discover Direct Support Professionals’ (DSPs) perceptions of a staff development session for creating a literacy-based social skills strategy known as social stories or story-based instruction. The participants in this study were six DSPs employed by a non-profit agency in the Mid-Hudson Region of New York State which provides community-based residential services to children and adults with autism and other developmental disabilities. Three data collection methods were used in this study: a questionnaire, written reflections, and two in-depth interviews. This study was guided by four research questions exploring the perceived self-efficacy of …

Expectancy-Value Theory During Challenging Moments: A Narrative Inquiry Into Classroom Dialogic Discussions, Malka Alter Ungar

Theses and Dissertations

This problem solution narrative inquiry explored how expectancy-value theory impacts teachers’ decisions during dialogic discussions. This paper delved into challenging moments teachers faced during dialogic discussion implementation. The purpose was to use this data to better inform the development of teacher-centered and more supportive professional learning opportunities. Participants from two parochial schools were invited to be interviewed about their dialogic discussion experiences. Data was coded using constant-comparative coding and was then restoried within problem solution narrative framework. The narratives were then coded for themes of expectancy, value, and self-efficacy. This study was intended to impact professional development to guide teachers …

A Comparative, Phenomenological Study Of The Impact Of Teacher Participation In Virtual Communities Of Practice On The Level Of Professional Capital Within Their Respective Organizations, John Patrick Klocek

Theses and Dissertations

The purpose of this comparative, phenomenological, qualitative study is to evaluate the perceptions of expert teacher practitioners and their administrators on the impact that their participation in VCOPs has had on what Hargreaves and Fullan (2012) coined the Professional Capital of their organizations. How has the teachers’ development of a PLN or their participation in a VCOP fostered their growth as individuals or their Human Capital? How, in turn, has the expert teachers’ increased knowledge base furthered instructional practices, promoted the development of next practices, and enhanced their organization’s Social Capital? Finally, how has this new knowledge impacted the decisions …