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Western Kentucky University

Teacher Education and Professional Development

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Full-Text Articles in Education

The Influence Of Professional Development On Teacher Self-Efficacy In Gifted Education, Keely P'Pool Jul 2021

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 ...


Differentiation For Gifted And Talented Elementary Students: What Teachers Know And Implement, Karyn Michelle Andrews Jul 2021

Differentiation For Gifted And Talented Elementary Students: What Teachers Know And Implement, Karyn Michelle Andrews

Masters Theses & Specialist Projects

The purpose of this research was to measure the ways elementary school teachers are differentiating instruction for their gifted and talented students and to gauge their awareness of the need for implementing appropriate differentiation strategies they use in their classrooms. The study surveyed elementary teachers currently teaching in one large school district in Kentucky. Teachers responded to 38 survey items, indicating how often they use specific practices with their gifted students versus with their average-achieving students.

The results indicated that there is much work to be done to increase teacher awareness of the importance of differentiated instruction for gifted and ...


Examining The Effects Of A Curriculum-Based Professional Learning Community On Teacher Efficacy Toward Inquiry-Based Science Instruction, Samuel Joel Northern Jul 2021

Examining The Effects Of A Curriculum-Based Professional Learning Community On Teacher Efficacy Toward Inquiry-Based Science Instruction, Samuel Joel Northern

Dissertations

Improving STEM education is pivotal to our country’s economic future and security. Unfortunately, most young students have limited access to standards-based science education. Science instruction is notoriously difficult to implement in the early grades. This dissertation explored the root causes for the lack of effective science instruction in elementary schools, including accountability testing, instructional time, historically weak standards, family factors, teacher efficacy, and professional development.

This study aimed to understand how elementary school teachers’ attitudes promote or hinder the implementation of science instruction. This study’s primary driver to improve science education in the early grades was a curriculum-based ...


The Challenge: Magazine For The Center For Gifted Studies (No. 50, Winter 2021), Center For Gifted Studies, Tracy Inman, Editor Jan 2021

The Challenge: Magazine For The Center For Gifted Studies (No. 50, Winter 2021), Center For Gifted Studies, Tracy Inman, Editor

Gifted Studies Publications

No abstract provided.


Ua64/4 College Of Education & Behavioral Sciences Human Relations Center, Wku Archives Jan 2021

Ua64/4 College Of Education & Behavioral Sciences Human Relations Center, Wku Archives

WKU Archives Collection Inventories

Records created by and about the Human Relations Center.


The Challenge: Magazine For The Center For Gifted Studies (No. 49, Fall 2020), Center For Gifted Studies, Tracy Inman Editor Oct 2020

The Challenge: Magazine For The Center For Gifted Studies (No. 49, Fall 2020), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.


The Challenge: Magazine For The Center For Gifted Studies (No. 48, Winter 2020), Center For Gifted Studies, Tracy Inman Editor Jan 2020

The Challenge: Magazine For The Center For Gifted Studies (No. 48, Winter 2020), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.


The Challenge: Magazine For The Center For Gifted Studies (No. 47, Fall 2019), Center For Gifted Studies, Tracy Inman Editor Oct 2019

The Challenge: Magazine For The Center For Gifted Studies (No. 47, Fall 2019), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.


Principal Preparation Program Effectiveness: Novice Administrators' Perceptions From One Regional University, Robert King Oct 2019

Principal Preparation Program Effectiveness: Novice Administrators' Perceptions From One Regional University, Robert King

Dissertations

School Leadership has evolved over the years requiring school administrators to perform as both a facilities manager and transformational leader inspiring teachers to take risks and utilize innovative strategies to increase student achievement. This increased focus on educational leaders has created a challenge for colleges and universities to effectively develop programming to properly equip students to become educational leaders that schools desperately need, as illustrated by a review of the literature. New leadership standards, coupled with Kentucky’s new star-rating system increases the expectations of school leaders as they work with diverse populations of students.

This study is a qualitative ...


The Challenge: Magazine For The Center For Gifted Studies (No. 46, Spring 2019), Center For Gifted Studies, Tracy Inman Apr 2019

The Challenge: Magazine For The Center For Gifted Studies (No. 46, Spring 2019), Center For Gifted Studies, Tracy Inman

Gifted Studies Publications

No abstract provided.


School Connectedness: Teachers’ Perspectives On The Effects Of A Small Learning Community On Ninth-Grade Student Transition And Dropout, Brittany Richey Apr 2019

School Connectedness: Teachers’ Perspectives On The Effects Of A Small Learning Community On Ninth-Grade Student Transition And Dropout, Brittany Richey

Dissertations

The purpose of this study was to explore ninth grade teachers’ perspectives’ of a small learning community and its impact on student connectivity, transition and dropout. The following overarching research question framed this study: (Given the 15-year history of this freshman academy, what are the teachers’ perspectives on the impact of a small learning community on ninth grade transition? (a) What are teachers’ perceptions of how the freshman academy affects students’ sense of interpersonal connectedness? (b) What are teachers’ perceptions of how the freshman academy affects students’ sense of physical and emotional safety? (c)What are teachers’ perceptions of how ...


Technology, Professional Development, And Student Achievement: Using The Tell Survey In A Study Of Low Socioeconomic Schools In Kentucky, Holly Mcleod Ross Apr 2019

Technology, Professional Development, And Student Achievement: Using The Tell Survey In A Study Of Low Socioeconomic Schools In Kentucky, Holly Mcleod Ross

Dissertations

In order to compare the accessibility, need, and extent of professional development, technology, and its relationship to low socioeconomic (SES) schools and achievement, data were accessed from the Kentucky Department of Education, Division of School and Community Nutrition Qualifying Data Report to identify schools with a greater than 50% free and reduced lunch rate. Data also came from the TELL Kentucky survey instrument results specific to questions related to professional development and technology. Kentucky Performance Rating for Educational Progress (KPREP) school rankings were also utilized to determine the highest and lowest ranked schools among those with greater than 50% free ...


Ua64/14 College Of Education & Behavioral Sciences Teacher Admissions, Certification & Student Teaching, Wku Archives Jan 2019

Ua64/14 College Of Education & Behavioral Sciences Teacher Admissions, Certification & Student Teaching, Wku Archives

WKU Archives Collection Inventories

Unprocessed records created by the Teacher Admissions, Certification & Student Teaching. Photographs have been moved to the WKU Archives Photo Collection.


Ua18/1 Facet - Publications, Wku Archives Jan 2019

Ua18/1 Facet - Publications, Wku Archives

WKU Archives Collection Inventories

Publications created by the Faculty Center for Excellence in Teaching (FaCET).


Ua82 Wku Chapter Of American Association Of University Professors, Wku Archives Jan 2019

Ua82 Wku Chapter Of American Association Of University Professors, Wku Archives

WKU Archives Collection Inventories

Records created by the WKU Chapter of American Association of University Professors. Includes correspondence, meeting minutes and newsletters.


Ua37/34 Faculty Personal Papers Vernon Sheeley, Wku Archives Jan 2019

Ua37/34 Faculty Personal Papers Vernon Sheeley, Wku Archives

WKU Archives Collection Inventories

Records created by and about Vernon Sheeley.


Ua12/2/41 Student National Education Association, Wku Archives Jan 2019

Ua12/2/41 Student National Education Association, Wku Archives

WKU Archives Collection Inventories

Records created by and about the Student National Education Association.


Ua86 Wku Education Association, Wku Archives Jan 2019

Ua86 Wku Education Association, Wku Archives

WKU Archives Collection Inventories

Records created by the WKU chapter of the Kentucky Education Association. Includes meeting minutes, correspondence and banquet programs.


Ua83 Wku Chapter Of American Association Of University Women, Wku American Association Of University Women Jan 2019

Ua83 Wku Chapter Of American Association Of University Women, Wku American Association Of University Women

WKU Archives Collection Inventories

Records created by the WKU chapter of the American Association of University Women.


Ua100/1/1 Rural Training School Administration, Wku Archives Jan 2019

Ua100/1/1 Rural Training School Administration, Wku Archives

WKU Archives Collection Inventories

No abstract provided.


The Challenge: Magazine For The Center For Gifted Studies (No. 45, Fall 2018), Center For Gifted Studies, Tracy Inman Oct 2018

The Challenge: Magazine For The Center For Gifted Studies (No. 45, Fall 2018), Center For Gifted Studies, Tracy Inman

Gifted Studies Publications

No abstract provided.


Determining First-Year College Students' Capacity For Active Engagement In Their Own Learning, Melanie Jan Mcdaniel Duvall Oct 2018

Determining First-Year College Students' Capacity For Active Engagement In Their Own Learning, Melanie Jan Mcdaniel Duvall

Dissertations

First-year students are at a higher risk of dropping out of college; therefore, student retention and success are at risk. The purpose of this study is to find statistically significant differences among five demographic variables: (1) first college semester hours earned; (2) first college semester GPA; (3) ACT composite score; (4) high school GPA; and (5) first-generation college students and the 10 Learning and Study Strategies Inventory (LASSI) subscales: Anxiety, Attitude, Concentration, Information Processing, Motivation, Selecting Main Ideas, Self-Testing, Test Strategies, Time Management, and Using Academic Resources, to better determine how to help students be more successful. The LASSI instrument ...


The Challenge: Magazine For The Center For Gifted Studies (No. 44, Summer 2018), Center For Gifted Studies, Tracy Inman Jul 2018

The Challenge: Magazine For The Center For Gifted Studies (No. 44, Summer 2018), Center For Gifted Studies, Tracy Inman

Gifted Studies Publications

No abstract provided.


Professional Development And Its Influence On Teacher Practice And Student Achievement, Jettie Pearl Payne Jul 2018

Professional Development And Its Influence On Teacher Practice And Student Achievement, Jettie Pearl Payne

Masters Theses & Specialist Projects

This paper examines the characteristics of effective professional development (PD). It discusses the change process in a system and how it applies to an educational setting, including teacher practice and student achievement. This study uses a survey, interviews, and student benchmark assessment data to assess the influence of PD on a district. Four main themes surfaced from the research in this study: past experiences mold beliefs and practices, coherence throughout a system clarifies expectations, individualized professional learning leads to authentic change in practice, and professional development influences the entire system.


Changing Pre-Service Teachers’ Beliefs About Prevalent Brain-Based Myths In Education, Megan Sparks Apr 2018

Changing Pre-Service Teachers’ Beliefs About Prevalent Brain-Based Myths In Education, Megan Sparks

Masters Theses & Specialist Projects

The present study examined if a conceptual change intervention would decrease pre-service teachers’ beliefs in four prevalent brain-based myths in education, including Visual-Auditory-Kinesthetic (VAK) learning styles, Gardner’s multiple intelligences theory, left- or right-brained hemispheric dominance, and that humans only use 10% of their brains. Participants included 87 college students from one large, comprehensive university who were enrolled in an educational psychology course. All participants received the conceptual change intervention, which consisted of reading an article refuting the brain-based myths, submitting a paper showcasing evaluative thinking and reflection about the brain-based myths, and discussing cognitive development and the brain-based myths ...


Do Faculty In-Class Incivility Behaviors Predict Type Of Out-Of-Class Interactions Between Faculty And Students?, Trudy-Ann Crossbourne Apr 2018

Do Faculty In-Class Incivility Behaviors Predict Type Of Out-Of-Class Interactions Between Faculty And Students?, Trudy-Ann Crossbourne

Dissertations

The present study explored relationships between two larger streams of research—faculty-student interactions and destructive leadership embodied in faculty incivility towards students. While interactions with faculty outside of class offer tremendous benefits for students’ intellectual and socio-emotional development, avoidance is one of the demonstrated outcomes of destructive leadership on followers and of faculty incivility on students. The theoretical basis for this study was the premise that faculty incivility displayed in class, as perceived by students, could predict the frequency and type of interactions in which students engage with professors outside of the classroom. To test this conjecture, a sample of ...


The Effect Of Classroom Context On Head Start Teacher Feedback, Jasmine Renee Ernst Apr 2018

The Effect Of Classroom Context On Head Start Teacher Feedback, Jasmine Renee Ernst

Masters Theses & Specialist Projects

The Classroom Assessment Scoring System (CLASS, LaParo, Pianta, & Stuhlman, 2004) assesses quality of teacher social and instructional interactions with children, and classroom management and productivity. Prior research indicated low quality of feedback scores in programs serving low-income children (Early et al., 2005). The purpose of this study was to compare the quantity and quality of managing interaction utterances (i.e. a type of feedback) provided by Head Start teachers (N = 8) in two classroom contexts. Video-recorded book-reading and 20-minute center-time sessions in the fall and spring of a school year were used to assess managing interaction utterances in structured (book-reading) and unstructured (center-time) contexts.

A coding system was developed to classify managing interaction utterances by statement type. Statements were coded as “do” commands, “don’t” commands, negative comments, general praise (good job), or labeled praise (Good job sharing your toys). Command utterances were also coded for purpose as managing behaviors (not directly related to academic learning) or teaching behaviors (guide child in academic learning). Results indicated there was a higher quantity of managing interaction utterances in center time than book reading. In addition, there was a higher quality of managing interaction utterances in center time. This finding was demonstrated through a greater rpm of “do” commands, general praise, and overall developmentally appropriate statements (“do” commands, general praise, and labeled praise) in center time than book reading. Analyses of purpose revealed center time commands were used to manage and teach the children, whereas in book reading commands only had a managing function; however, this trend failed to reach significance. The differences in quantity and quality of classroom management statements across contexts indicate within-group variation of instruction as a function of context. Thus, teachers may benefit from context-specific training sessions.


Out On A Limb: The Experiences Of Branch Campus Social Work Faculty, Simon Funge, Whitney Harper, Larry Owens, Dana Sullivan Oct 2017

Out On A Limb: The Experiences Of Branch Campus Social Work Faculty, Simon Funge, Whitney Harper, Larry Owens, Dana Sullivan

Social Work Faculty Publications

No abstract provided.


The Challenge: Magazine For The Center For Gifted Studies (No. 43, Fall 2017), Center For Gifted Studies, Tracy Inman, Editor Oct 2017

The Challenge: Magazine For The Center For Gifted Studies (No. 43, Fall 2017), Center For Gifted Studies, Tracy Inman, Editor

Gifted Studies Publications

No abstract provided.


Developing A Blended Learning Model In Advanced Manufacturing Technologies Programs: Faculty Development Through Action Research, Eugene Basil Oct 2017

Developing A Blended Learning Model In Advanced Manufacturing Technologies Programs: Faculty Development Through Action Research, Eugene Basil

Dissertations

Public institutions of higher education in Kentucky have been experiencing cuts in state budgets. Kentucky lawmakers have moved state colleges to a performance-based form of budgeting. In this new budget paradigm, an institution’s funding is based on a metric that significantly considers student outcomes. Technical college programs are not currently meeting the quantity, and in some cases quality, outputs required to sustain the economic growth in the community. To increase the capacity, quality, and accessibility of technical programs, the faculty members of the Advanced Manufacturing Technologies division of the Southcentral Kentucky Community and Technical College implemented a blended learning ...