Education Commons^™

Beliefs About Effective Instructional Practices Among Middle Grades Teachers Of Mathematics, Lauren A. Dale

Boise State University Theses and Dissertations

This study explores beliefs about effective mathematics instruction among middle grades teachers of mathematics. Using prior syntheses of research on instructional practices linked to students’ mathematics achievement, the conceptual framework draws on features and strategies associated with Explicit Attention to Concepts (EAC) and Student Opportunities to Struggle (SOS). Data sources include mathematics teachers’ self-reported priorities, comfort, and frequency of implementing EAC and SOS strategies, as well as the participants’ teaching context and school demographics. Participants include 98 full-time Grades 6-8 mathematics teachers from 22 districts, and 34 schools in southwest and central Idaho. Findings include positive correlations among EAC and …

Development Of A Professional Learning Framework To Improve Teacher Practice In Technology Integration, Donna Marie Ledford

Boise State University Theses and Dissertations

Technology is now considered a critical component and an integral part of a high-quality education (Ertmer & Ottenbreit-Leftwich, 2010). Teachers must be equipped to handle the transactional relationship and dynamics of integrating technology in the classroom (Mishra & Koehler, 2006). Professional development should be designed and implemented to improve instruction and ensure all students are afforded the opportunity to learn effectively using technology. The problem is that current staff development models designed to help teachers integrate technology into their instruction have not resulted in the effective transformation of instructional practices to utilize technology as part of the teaching and learning …

Classroom Teachers Learning To Navigate The Internet For Increasing Student Critical Reading And Writing Skills: A Mixed Methods Study, Meleah S. Mcculley

Boise State University Theses and Dissertations

The focus of this mixed methods case study was a three-month professional development workshop designed to guide junior high school classroom teachers as they learned to integrate new literacies skills into their curriculum. The participants were all educators in one district that was in the process of transitioning to the Common Core State Standards and the SMARTER Balanced Assessments. Significant gains were obtained in teachers’ self-reported personal technology knowledge and technology experiences during the study. Along with the gains, factors were seen that might impede teachers from learning about or using the Internet for academic purposes.

Exploring Critical Literacy Through Teachers’ Professional Learning, Christina Marie Ramirez-Nava

Boise State University Theses and Dissertations

With a huge focus on professional development as a method to increase knowledge and skills, one-shot initiatives or flyby in-services bombard the teaching field. Moreover, with the increase of diversity, such as second language needs, children of poverty and other social issues in schools, a focus should be on implementing a critical stance through teacher collaboration

Critical literacy aims to make the unknown known and fight injustices, but many teachers are not aware of this ideology. Simply reading articles and books about critical literacy will not necessarily lead to a critical stance, pedagogical revolution, or engaging learning for students. Working …