Education Commons^™

Enhancing Esl Instruction Through Reflective Teaching: A Resource Guide For Administrators Of Intensive English Programs, Wesley Weston

Master's Projects and Capstones

Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand for English instruction has greatly surpassed the supply of qualified and experienced teachers. Many ESL teachers, therefore, can benefit significantly from continuous professional development, especially at Intensive English Programs preparing international students for higher education in the US.

Administrators can help further teacher development through the implementation of microteaching, peer observations, and surveys. These methods effectively foster professional growth by stimulating reflective inquiry, which promotes personal learning, behavior modification, and better performance. Furthermore, these practices help …

Behind Closed Doors: The Mask Of Antiracism In Presentation And Practice, Kevin Murray

Dissertations

School districts have recognized the challenges that teachers face in building relationships with the students they teach. This can be especially true when the teacher is White and the students are people of color. This study is a follow-up to an intense, year-long professional development that a group of teachers experienced in 2012. Through interviews, six such participants were asked about their experiences in the classroom, the ways in which they felt they had grown because of the professional development, and ways that they had implemented what they learned in their classrooms. While the teachers had positive things to say …

Executive Coaching As A Model Of Professional Development For School Superintendents, Timothy Brian Arnold Jr.

Theses and Dissertations

This study is a utilization-focused program evaluation that describes the impact of an executive coaching model on the professional learning of superintendents who participated in the IASA School for Advanced Leadership (ISAL). This program evaluation is a knowledge-focused, or lessons learned-oriented, formative evaluation of the ISAL cohort program. A qualitative approach is used to describe the lived experiences of superintendents who participated in the coaching model provided through the ISAL cohort program. The results were intended to inform general practice and to provide recommendations on the use of a coaching model in the professional development of superintendents for the ISAL …

A Study Of Online Professional Development For Principals As The Course For Statewide Change, Casimer F. Badynee

Seton Hall University Dissertations and Theses (ETDs)

In America, local, state, and federal interventions have played a critical role in public education reform since the late 18th century. The reform efforts of the late 20th century and early 21st century have involved legislative acts to improve accountability for student performance. Illinois state law mandated a teacher observation and evaluation protocol for public school administrators. Principals participated in a rigorous, online, professional development training program. The focus of the training program was to build principal self-efficacy and to indirectly impact the learning environment. This study assesses the effectiveness of the online training program as a professional development vehicle …

Microteaching In Pakistan: Perspectives Of Novice Higher Education Faculty About The Contribution Of Microteaching To Their Learning And Practice, Salma N. Khan

Doctoral Dissertations

This mixed-methods research documents the self-reports of novice higher education faculty of Pakistan about the contribution of the microteaching module of Master Trainer Faculty Professional Development Program (MT-FPDP) as well as the factors that either supported or hindered faculty in using their new knowledge and skills. My literature review on microteaching, which until recently had been a neglected field for two decades, includes higher education development needs as ‘adults-teaching-adults,’ microteaching as a response to novice teaching issues, and a contextual analysis of the model in different settings. I analyze and interpret the findings using a conceptual framework that synthesizes adult …

Teachers’ Perceptions On The Use Of Sheltered Instruction Observation Protocol As A Districtwide Professional Development Reform, Christina Portillo Dr.

Dissertations

The purpose of this mixed-methods study was to ascertain to what degree of application the K-5 elementary teachers in Learning First School District have transferred the 8 components of Sheltered Instruction Observation Protocol into their instructional practices. In addition, it was the purpose of this study to determine which conditions supported and limited the teachers’ successful implementation of the SIOP professional development trainings into daily classroom instruction, as perceived by teachers. Finally, it was the purpose of this study to determine whether Learning First School District’s professional development had an effect on student achievement, as perceived by teachers and archival …

What Concerns Are Secondary Mathematics Teachers Experiencing With The Implementation Of The Common Core State Standards For Mathematics And Is There A Relationship Between The Concerns And Professional Development Received?, Suzanne Therez Jennings

Dissertations

Using the Concerns Based Adoption Model (CBAM) as the theoretical framework, this mixed-methods study utilized three research methods, quantitative, profile interpretation, and qualitative to answer the research questions to investigate the concerns teachers were experiencing during the first year of implementing the Common Core State Standards for Mathematics (CCSSM) and to determine if professional development affected those concerns. The Stage of Concern questionnaire which included two open-ended questions was employed to survey 88 secondary Mississippi mathematics teachers. MANOVA was used to investigate any differences in the means of the relative levels of intensity present within the subgroups which are inconclusive. …

The Roles Of Facilitators In Implementation And Effectiveness Of In-School Suspension (Iss): A Qualitative Study, Gia Renee Gray

Doctoral Dissertations

The purpose of this study was to determine In-School Suspension (ISS) facilitators’ role(s) in ISS implementation and effectiveness. An important effect linked to participation in ISS is the decreased likelihood of high school graduation for students assigned to the program. There is also a notable gap in the literature regarding the role and effectiveness of ISS in helping students get back on track. Similarly, little is known about ISS facilitators’ beliefs and perspectives about the program.

A basic qualitative design utilizing in-depth interviews was implemented. Participants included six high school ISS facilitators in one southeastern school district. A thematic analysis …

Empowerment, Ownership, And Authentic Professional Learning: Meeting The Needs Of Our Teachers Through Career Pathways, Amber Field

Dissertations

This policy advocacy paper, the third part of a series on professional development (PD) in the charter management organization KIPP NYC, argues for the development and implementation of a Teacher Career Pathways structure. The recommended policy change would recognize senior and master teachers who plan to remain in the classroom for the longevity of their careers. This structure allows teachers to design their own professional development plans, provides them with a stipend to participate in high-quality PD, and expands their reach to other teachers who will in turn benefit from the former’s instructional leadership. This advocacy document analyzes the educational, …

A Case Study Of Teachers' In Professional Learning Communities In A Campus Preschool, Victoria Jacqueline Damjanovic

USF Tampa Graduate Theses and Dissertations

The purpose of this multi-case study was to describe and explain teacher learning within school contexts by exploring the nature of teachers' experiences in learning communities. This study explored the ways in which teachers participated in professional development sessions using the project approach as a framework for facilitating and engaging in professional learning communities by answering: What is the nature of teachers' experiences in inquiry-based professional learning communities? In what ways and under what conditions does documentation play a role in teacher learning? For data collection I used semi-structured interviews, audio recordings of professional development sessions, teacher documentation, teacher daily …

Bridging The Research-To-Practice Gap: Factors Affecting Teachers' Efficacy About Instruction, Tiana J. Tucker

Doctor of Education (EdD)

No abstract provided.

Shifting Professional Culture In Catholic Schools: A Case Study, Debra Sullivan

Dissertations

This action research study explores the implementation of Professional Learning Communities (PLCs) at three Catholic schools in a large Midwestern Archdiocese and the impact on the schools' professional cultures. The three-article dissertation structure is used to reflect separately on the stages of problem identification, designing the solution, and implementing and evaluating the solution. The purpose of this project is to capture an insider's view of beginning the PLC journey.

Researchers first conducted problem-based consultations with principals and teacher leaders at the three schools in an effort to understand and define common barriers that prevented teacher collaboration and ownership of school …

Using Interpersonal Process Recall (Ipr) To Examine The Effects Of Equine Assisted Activities On The Personal And Professional Development Of Student Therapists, Dianna Isabel Giraldez

Department of Family Therapy Dissertations and Applied Clinical Projects

The Introduction to Equine Assisted Family Therapy course offered at Nova Southeastern University (NSU) provides Master’s and Doctoral level student therapists the opportunity to learn how to conduct an equine session and how to utilize horses as part of the therapeutic process. Students learn about the underlying theories and framework behind the equine activities and methodology, as well as participate in the equine activities themselves. For the purpose of this study, classroom discussions centered around processing the students’ experiences and were further enriched by viewing photographs and videos that had been taken of the students conducting the equine activities. The …

Teachers' Perceptions Of The Implementation Of The Response-To-Intervention Program, Alfred Saldivar Lopez

Walden Dissertations and Doctoral Studies

This study was designed to address teachers' difficulties implementing Response-to-Intervention (RtI) program strategies at a low-performing school in south Texas in response to students failing to meet statewide assessment standards in reading. This exploratory case study investigated the perceptions of Grades 3 and 4 teachers to assist in understanding a pathway to increase higher fidelity of RtI implementation and improve student academic performance. Knowles's theory of andragogy and Lewin's change theory provided the framework for the study. The study included interview data from 6 purposefully selected Grades 3 and 4 teachers supplemented by document reviews of professional development (PD) presentations …

Math Teacher Perceptions Of Professional Development And Student Mathematics Performance, Michael Edward Smith

Walden Dissertations and Doctoral Studies

Math Teacher Perceptions of Professional Development

and Student Mathematics Performance

by

Michael Edward Smith

EdS, Tennessee Technical University, 2007

MA, Tennessee Technical University, 2006

BS, University of Tennessee Chattanooga, 2003

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

February 2015

The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and discovery learning. A program of professional development (PD) designed to foster such interactive learning was delivered to …

Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins

Walden Dissertations and Doctoral Studies

Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior …

Academic Coaching, Student Engagement, And Instructor Best Practices, Jainie Denisse Miranda Martinez

Walden Dissertations and Doctoral Studies

Academic coaching has demonstrated positive relationships with college students' academic engagement and performance. A university campus in Puerto Rico implemented academic coaching for at-risk students, but the program has not been studied for its impact on student engagement. Guided by self-regulation theory and constructivism, this quasi-experimental study examined differences in engagement and identification of best teaching behaviors between students who experienced academic coaching (n = 115) and those who did not (n = 55). Students completed the Classroom Survey of Student Engagement (CLASSE) before and after the 4-week instructional unit and the Instructor Behavior Checklist (IBC) after the instructional unit. …

Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald

Walden Dissertations and Doctoral Studies

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations …

Designing Professional Development For Elementary School Teachers, Simon F. Quattlebaum

Walden Dissertations and Doctoral Studies

Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Knowles' adult learning theory provided a frame of reference for this study. The research questions assessed teachers' perceptions of the format, content, and process of professional development programs and examined how teachers applied new knowledge, concepts, …

Exploring The Efficacy Of School-Based Professional Development, Michele Theresa Glynne

Walden Dissertations and Doctoral Studies

No method exists for evaluating the effectiveness of professional development (PD) for teachers in Boston Public Schools. Often PD does not contribute to teacher quality, which can hinder student outcomes. The purpose of this study was to explore teachers' perceptions of the effectiveness of PD among K-8 teachers and to examine the alignment of PD in the schools with the 4 prerequisites of professional learning outlined by Learning Forward. These 4 prerequisites served as the conceptual framework. Of the research questions, 4 reflected the topics of the 4 prerequisites: commitment to students, readiness to learn, collaboration, and learning styles. The …

Assessing And Guiding Instructional Practice: Administrators' And Teachers' Perceptions Of The Framework For Teaching Evaluation, Latonya Patrice Wright

Walden Dissertations and Doctoral Studies

School officials in a large district adopted a research-based teacher evaluation system, the Framework for Teaching (FFT). Despite a 4-year phase-in of the FFT, teachers' evaluation ratings increased while student achievement results decreased. This disparity impacted the school district's growth targets as set by the State Department of Education. If target growths are unmet, school administrators must relinquish school operations to the state. A bounded, qualitative case study was designed to explore administrators' and teachers' perceptions of the FFT and its influence on school administrators' assessment of teachers' instructional practices. Social constructivist and andragogy theories formed the study's conceptual framework. …

Secondary School Choral Teachers' Perceptions Of Quality Professional Development, Raymond Owen West

Walden Dissertations and Doctoral Studies

Quality professional development is essential to enhance and sustain teacher efficacy. In a Southeastern school district, content-based, job-embedded professional development was not practiced or available for secondary school choral teachers. The purpose of this research was to discover the perceptions that choral teachers possess about what constitutes quality professional development. Guided by Bruner's constructivist approach, Knowles' concept of andragogy, and DuFour's professional development practices, this study examined the connection between these 3 ideas and supplied the foundation for the development of a professional development program. Using a case study design, data were collected through interviews and lesson plan documents from …

Teacher Perceptions Of Administrative Involvement In Transfer Of Training, Stephanie Michelle Heflin

Walden Dissertations and Doctoral Studies

This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve …

Exploring The Impact Of Wyoming's Pathways To Professional Development Program On Childcare Providers And Quality Early Childcare, Colleen Kay Bartlett

Walden Dissertations and Doctoral Studies

Childcare programs that provide high quality care can strengthen children's early development. One component of a quality program is having providers who are knowledgeable in child development; however, despite the understanding of these known predictors of child development, Wyoming does not require childcare providers to complete any training before beginning to work with children. Guided by the constructivist theories of Piaget, Vygotsky, Dewey, and Bruner, this objectives-based program evaluation investigated the Pathways to Professional Development program to determine participants' perceptions of the strengths and weaknesses of the program. A researcher-produced survey was created based on the objectives of the program …

The Impact Of A Professional Development Program On Teachers' Practice And How Context Variables Influenced Such Practice: A Case Study, Sandra Lynn Yarema

Wayne State University Dissertations

This case study investigated how context variables influenced the impact of a state-funded longitudinal professional development (PD) program on the participant teachers' practice. Data was collected to compare differences in Science Content Knowledge, Science Pedagogical Content Knowledge, and the teachers' practice over the course of the PD program. Contextual variables related to district restructuring and school implementation of district policy evidence a direct effect on time spent on science instruction, specific instructional strategies used, and on the development of a professional community among the participants. This case study substantiates the implication that districts and school policies must provide adequate support …

Mobile Professional Development: Taxonomic Levels Of Learning On Teachers' Tpack Perceptions And Acquisition Of Technology Competencies, Raul Saldana Jr.

Open Access Theses & Dissertations

As it stands, the integration of technology can be advantageous for teachers, students, administrators, and parents, yet teachers are expected to teach and facilitate learning with new technologies in order to prepare students to succeed in a global economy. As the Part D of the Enhancing Education Through Technology Act of 2001 (Part D - Enhancing Education Through Technology, n.d) states, one of its purposes is to "enhance ongoing professional development of teachers, principals, and administrators by providing constant access to training and updated research in teaching and learning through electronic means," one of its goals is to "encourage effective …

Understanding Quality Professional Development: Effects On Teacher Practice, Shanna R. Speakman-Spickard

Master's Theses and Doctoral Dissertations

This quantitative study explored the degree to which three systems of quality professional development (PD) design synthesized from the literature contribute to teachers' perceived use of student-centered instructional practice (SCIP) in the context of Reading Apprenticeship. The three systems used to define quality PD were professional community, support system, and delivery system. The goal of this study was to determine what impact PD had on SCIP and what teacher characteristics had an impact on SCIP. Interaction effects were also explored. The study utilized survey data from teachers in Livingston and Washtenaw Counties in the State of Michigan and analysis was …