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Articles 1 - 12 of 12
Full-Text Articles in Education
Maine Learning Technology Initiative Program Evaluation Report 2013-14 Professional Development Programs, Caroline A. Pinkham, Bernadette Doykos
Maine Learning Technology Initiative Program Evaluation Report 2013-14 Professional Development Programs, Caroline A. Pinkham, Bernadette Doykos
Education Technology
The purpose of this report is to explore the expansion of the MLTI program that occurred in the 2013‐2014 academic year. In June 2014, over 400 individuals from Maine public schools were solicited to participate in a survey examining their experiences with MLTI technology in their schools. In 2013‐2014, for the first time since the inception of MLTI in 2002, the program shifted to a multiple‐device solution, which offered schools the opportunity to select from a range of device choices, including a MacBook Air, iPad, or HP Probook. Both the MacBook Air and the HP Probook were traditionally formatted laptops, …
A Grounded Theory Study Of The Experiences Of Early Childhood Educators Implementing Action Research As A Professional Development Method, Donna James
Doctoral Dissertations and Projects
The purpose of this systematic grounded theory study was to gain insight through the experiences of early childhood educators and their perceptions as they implemented action research as a professional development method. This study focused on the process of implementing action research as a professional development method and strived to answer questions related to the possible future use of this model in other educational settings while describing educator experiences, perceptions and beliefs. Data collection included interviews, observations, and journals. Detailed procedures for analysis were employed during the study with three phases of coding: Open, Axial, and Selective. Data was analyzed …
A Preliminary Investigation Of The Effects Of A Professional Development Training On Secondary Students' Reading Scores, Shannon Follett
A Preliminary Investigation Of The Effects Of A Professional Development Training On Secondary Students' Reading Scores, Shannon Follett
Masters Theses & Specialist Projects
Much of the emphasis on interventions to improve literacy skills has been focused on the primary grade levels. Over the last decade, an increasing amount of research has stressed the need for effective reading interventions for adolescents. However, little research has evaluated effective professional development of secondary teachers in the area of literacy. The current study examines the results of embedded teacher professional development in the form of an intensive summer reading program on student reading achievement. Students reading below the 50th percentile at the end of seventh and ninth grades were identified. The final sample consisted of 92 …
New Literacies Integration By Student Teacher/Cooperating Teacher Dyads In Elementary Schools: A Collective Case Study, Laurie A. Friedrich
New Literacies Integration By Student Teacher/Cooperating Teacher Dyads In Elementary Schools: A Collective Case Study, Laurie A. Friedrich
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative inquiry, this collective case study examines new literacies integration by student teacher/cooperating teacher (ST/CT) dyads supported by a coach in elementary schools. The study took place at a large Midwestern public school district where many STs from a large Midwestern public university complete their student teaching experience. Through detailed vignettes of five ST/CT dyads, this study provides an explicit view of varieties of dyad collaboration when a new literacies emphasis is included in the student teaching semester. Research questions prompt the examination of dyad new literacies integration through (a) enacting professional …
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model …
Perceptions Of Professional Supports And Early Career Teacher Attrition, Thomas J. Kolbe
Perceptions Of Professional Supports And Early Career Teacher Attrition, Thomas J. Kolbe
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Early career teachers are moving within or from the profession at an alarming rate. The intent of moving schools, districts, or exiting the profession creates instability in the profession. This is costly to student learning, improvement efforts and financially. Teacher attrition tends to be higher in schools where the need for high quality teaching is the greatest: high-poverty and low-performing schools. Improving teachers’ work environment and professional developments are more cost effective and influential in convincing teachers to remain.
The purpose of this study was to examine the perceptions that K-12 early career teachers indicate for the intent of attrition …
Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, And Teacher Engagement, Daryl Craig Hagan
Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, And Teacher Engagement, Daryl Craig Hagan
Dissertations
While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their common challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). The purpose of this case study was to gain an understanding of the perceptions of Catholic school teachers on teachers in a high-performing Catholic school regarding their own faculty meetings and to explore how faculty meetings engage teachers in the work of promoting Catholic identity and school improvement. This dissertation builds on the work of Macey and Schneider’s (2008) Model of Employee Engagement, as well as McGrath’s Model of Group Effectiveness …
Educators' Perceptions Regarding Common Core State Standards And Professional Development, Christine Hipsher
Educators' Perceptions Regarding Common Core State Standards And Professional Development, Christine Hipsher
Doctoral Dissertations and Projects
The purpose of this multiple case study was to explore the impact of the implementation of the Common Core State Standards in Georgia K-12 on the professional development needs of educators. Across the United States the enactment of a Common Core State Standards went into effect. The primary goal of the Common Core State Standards movement was to clarify standards. Accordingly, this study reviewed Social Learning Theory and Constructivism. The research questions in this study examined the types of support educators requested. The research conducted in this multiple case study analyzed teachers' perceptions about the implementation of the CCSS and …
Looking For Elementary Mathematics Teachers’ Common Core-Focused Instruction, Jonathan Bostic, Gabriel T. Matney
Looking For Elementary Mathematics Teachers’ Common Core-Focused Instruction, Jonathan Bostic, Gabriel T. Matney
School of Teaching and Learning Faculty Publications
This manuscript describes six elementary teachers’ instructional changes through the lens of the Standards for Mathematical Practices (SMPs). Teachers were randomly selected from a larger sample of K-5 teachers who engaged in yearlong professional development targeting the SMPs. Videos of their pre- and post-professional development programs were examined using a SMPs-focused protocol. They overwhelmingly provided more opportunities for students to engage in the SMPs after the professional development experience. We connect this impression with ways to effectively foster elementary teachers’ SMP-focused instructional practices through professional development.
Supporting K-10 Teachers' Instructional Changes To Promote The Standards For Mathematical Practice, Gabriel T. Matney, Jonathan Bostic
Supporting K-10 Teachers' Instructional Changes To Promote The Standards For Mathematical Practice, Gabriel T. Matney, Jonathan Bostic
School of Teaching and Learning Faculty Publications
This manuscript describes two cohorts of teachers’ instructional changes through the lens of the Standards for Mathematical Practices (SMPs). These teachers participated in a yearlong professional development program targeting the SMPs. Videos of their pre- and postprofessional development programs were examined using a SMPs-focused protocol. They offered more opportunities for students to engage in the SMPs after the professional development experience than before the professional development. We connect this impression with ways to effectively foster elementary, middle, and secondary teachers’ SMP-focused instructional practices through professional development.
Developing Buy-In For Positive Behavior Support In Secondary Settings, Hank Bohanon, Meng-Jia Wu
Developing Buy-In For Positive Behavior Support In Secondary Settings, Hank Bohanon, Meng-Jia Wu
Education: School of Education Faculty Publications and Other Works
Based on the implementation of school-wide positive behavior supports (SWPBS) in high schools, the current study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing SWPBS. The effectiveness of the two additional items was investigated using two treatment schools and two comparison schools. The hypothesis was that schools with enhanced support would implement SWPBS better and student office discipline referrals (ODRs) would drop due to the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of ODRs. In contrast, both …
Opportunities To Personalize Teacher Learning: Innovative Approaches To Bridge Evaluation And Professional Development For Continuous Improvement, Laura Kassner
MERC Publications
The following seven innovative approaches to personalize teacher learning are explored as possible mechanisms to bridge evaluation and professional development: individual or peer portfolios; National Board Certification; computer-mediated content management; peer evaluation and coaching; computer -mediated coaching; unconferences; and virtual learning communities (VLCs). Relevant research studies on these approaches are summarized, strengths and weaknesses are presented, and recommendations for consideration are discussed.