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Rural, K-12 East Tennessee School Principals’ Perceptions Of Principal Preparation Programs And Ongoing Professional Development Opportunities, Whitney Butler

Ed.D. Dissertations

There were concerns in both quantity and quality of principal candidates regarding training experiences and principals being prepared to lead schools. Research was limited when it came to principal preparation programs (PPPs) training rural, East Tennessee school principals to become instructional leaders and school district leaders providing ongoing professional development opportunities for rural principals. Due to the overall lack of research regarding these facets, further research was necessary to understand how PPPs advisors and school district leaders needed to better prepare rural school principals to lead instructionally. Twenty rural school principals responded to a questionnaire regarding principals’ perceptions of PPPs …

Rural Appalachian Teachers' Use Of Social Media To Find And Engage In Professional Development, Kristy Johnson

Ed.D. Dissertations

Rural elementary teachers faced challenges to professional development which differed from their urban or suburban peers. With the increasing popularity of social media at the time of this study, rural elementary teachers had the opportunity to use social media to find and engage in professional development which might otherwise be unavailable to them. By engaging in professional development teachers found via social media, rural elementary teachers could overcome some of the challenges faced as a rural educator. The purpose of this study was to determine how rural elementary teachers perceived and used social media to find and engage in professional …

Balancing Act: How Does An Interdisciplinary Art Unit Affect Student Self-Efficacy In A Stem School?, Cindy Hankins-Koppel

Ed.D. Dissertations

Abstract

Educators who use interdisciplinary methods in the classroom need consistent strategies to teach STEM content, and methods to help students increase self-efficacy. The focus on cognitive gains in STEM studies limits the number of students who pursue a foundation of STEM and 21st century skills to adapt to technological advancements for their futures. Student self-efficacy, perception of personal abilities, has become more critical as individuals need a range of academic and personal skills to adapt and persist in future endeavors. Social stereotypes and familial interests influence an individual's perception of their abilities to pursue a career in STEM from …