Education Commons^™

A Phenomenological Study Of Teacher Experiences With Implementation Of Crisis Prevention And Intervention In Military-Connected Schools, Rebecca Young Carmichael

Doctoral Dissertations and Projects

The purpose of this transcendental, phenomenological study was to describe the lived experiences of educators with classroom-based crises at military-connected schools and the crisis prevention and intervention training they have received. Knowles’ theory on adult education guided this study as it provides a useful framework for evaluating the provision and implementation of effective staff training. This qualitative study followed a phenomenological research design and involved 10 special education and general education teachers from military-connected schools. Sources of data included interviews, letters to new teachers, and a focus group. Data gathered was analyzed using the procedures of phenomenological reduction, imaginative variation, …

A Case Study Exploring Teachers' Perceptions Of The Effectiveness Of Professional Development On Their Implementation Of Culturally Responsive Pedagogy, Self-Efficacy, And Student Outcomes, Cala M. Allison

Doctoral Dissertations and Projects

The purpose of this qualitative single case study was to explore teachers’ perceptions of the effectiveness of the professional development program on their implementation of culturally responsive pedagogy, self-efficacy, and student outcomes at Wyatt Elementary School. The theories guiding this study were Bandura’s self-efficacy theory and the culturally responsive pedagogy framework. Combining these theoretical frameworks contributed to understanding how teachers internalize and implement culturally responsive pedagogy based on the knowledge obtained during professional development. This study utilized a single case study design to examine teachers’ perceptions at Wyatt Elementary School (pseudonym), an urban family school in the Mid-Atlantic United States. …

Assessing The Role Of The Northern Education Initiative (Nei) Plus Teacher Training Program In Enhancing Teachers’ Professional Development In Gamawa, Bauchi State, Nigeria., Aisha Yakub

Educational Studies Dissertations

The lack of access to quality education in northern Nigeria has proven endemic due to the incessant marginalization of the area by various governments since independence to date. The marginalization and lack of investment in teacher training institutions to bridge the manpower gap has created a vicious cycle of poverty, high illiteracy rates, and banditry in most of the northern states in Nigeria. Apart from the historical marginalization of these states, another critical factor that has been identified as contributing to this problem is the lack of professional development opportunities for teachers. The NEI Plus teacher training program is a …

Instructors At A Crossroad: Perceptions Of Collaboration And Support Intersect With Intentions To Implement A Cure, Justin Berl

Dissertations and Theses

An ongoing crisis of student drop-off from undergraduate science, technology, engineering and mathematics (STEM) education has led to a sustained call over the last 15+ years for the increased implementation of updated practices in undergraduate STEM education. Though over the past few decades many researchers have developed and analyzed the efficacy of various evidence-based teaching practices (EBTPs) designed to improve the state of undergraduate STEM education throughout the country, the rate at which these EBTPs are implemented in undergraduate STEM classrooms remains low.

In order to better understand the specific factors that affect individual instructors' efforts to implement EBTPs, we …

Navigating The Chasms Between Real And Ideal Literacy Professional Development, Poonam Arya, Kathryn L. Roberts

Reading Horizons: A Journal of Literacy and Language Arts

In this study, we examine the supportive and hindering factors that influenced 26 teachers’ implementation of pedagogy learned through a research-based, resource-intensive literacy PD initiative (100+ hours). Through post-intervention interviews, we explore the space between learning and enactment of new practices for literacy teaching and learning. Specifically, we ask, What are teachers’ perceptions of the contextual factors that support and hinder their moving from learning to implementation of literacy PD? Results indicate four primary supportive factors (PD facilitators, communities of practice, schools/administrators, and student affective responses) and three primary hindering factors (circumstantial factors, lack of resources, and mismatches between school …

Seeds Of Trust Ripe As Luscious Fruits: Faculty Mentorship Forum At Aga Khan University Medical College, Rehana Rehman, Rahila Ali, Saira Khalid, Tazeen Saeed Ali

Department of Biological & Biomedical Sciences

Background & objective: Faculty members require mentoring in all stages of their professional development. Aga Khan University (AKU) has initiated mentorship programs for students and faculty at AKU Medical College (AKU- MC) and AKU School of Nursing and Midwifery (AKU-SONAM). This study aimed to explore perceptions of mentors, mentees, administrators (chairs, co-chairs, founder members and coordinators of the mentoring program) and leadership and further investigate the strengths and challenges faced by 'Faculty Mentorship Program' at AKU- MC.
Methods: We conducted a qualitative exploratory study from February till December 2021 after approval from AKU using purposive criterion sampling. Mentors, mentees, administrators …

The Lived Experiences Of Teachers Of Color And Racial Microaggressions, Torine Champion, Linda Wilson-Jones

Journal of Research Initiatives

This qualitative study describes the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis, viewed through the White racial frame lens. There were 15 participants who were included in this research study. Participants were teachers of color with at least five years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semi-structured interviews with specific information the researcher wanted to explore. A lack of professional connectivity and microaggression was revealed as a theme. While teachers …

Professional Learning Conversations: Adaptive Expertise For Schools. Supplementary Digital Materials, Helen Timperley

Educational leadership

School leaders face complex challenges, that typically have multiple causes and often persist despite everyone’s best attempts to address them. Addressing complex challenges requires juggling both the big picture, and the specific parts of the challenge. Without a roadmap, this process is fraught and unlikely to succeed in improving outcomes. In order to make a difference, schools need adaptive expertise; a skill which can be learnt through professional conversations and inquiry. In Leading professional conversations, Emeritus Professor Helen Timperley deftly outlines the key enablers for effective professional conversations – relationships, resources, processes, knowledge and culture – which support teachers to …

Teaching In An Unfamiliar Place: A Mixed Methods-Grounded Theory Study On The Experiences Of New Correctional Educators, Nicole Patrie

Journal of Prison Education and Reentry (2014-2023)

New correctional educators must learn to teach in an unfamiliar correctional environment. In this convergent mixed-methods study, experienced correctional educators in Alberta, Canada reflected on their first 6 months teaching in adult correctional institutions. Teachers initially struggled to do something familiar (teach) in an unfamiliar place, perceiv- ing prisons as non-conducive to education. Seeing the absence of a purpose-built community, they built one or attached to existing non-educational communities. New educators invoked strategies such as engaging in mutual support, connecting with non-education professionals, asking others to demystify institutional culture, and practicing reflexivity. When reflecting on useful training and orientation activities, …

Professional Development For Teaching In The Digital Age: Addressing Teachers’ Digital Competency, Blanca Nery Ibarra

Theses and Dissertations

The purpose of this study was to identify teachers’ digital skills proficiency gaps in order to determine preparedness for teaching in the digital age. Using a survey research design helped identify teachers’ digital skills self-confidence, attitudes towards the use of technology in the classroom, and current uses of technology for instructional purposes. The participants in this research study consisted of 320 middle school teachers from a border school district in south Texas. The data was collected using a survey instrument consisting of the TPSA C-21 and researcher-developed items. The data was analyzed using the Spearman-rank order correlation to describe the …

Novice Elementary Teachers' Sense Of Preparedness Incorporating Technology: A Phenomenological Study, Amanda Lynn Margiewicz

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to understand the phenomenon of novice elementary teachers’ sense of preparedness incorporating technology into instruction within South-Central Pennsylvania school districts. The theory guiding this study was Albert Bandura’s theory of self-efficacy as it relates to novice elementary teachers’ self-efficacy and perceived preparedness with incorporating technology into instruction. The qualitative research method was used along with a transcendental phenomenological approach to understand the phenomenon. The participants included 11 novice elementary educators employed within the South-Central Pennsylvania school districts that have had previous experiences with the phenomenon. The three data collection methods that were …

Early Childhood Teachers' Experiences In Collaboration Practices Related To Developing Professionally: A Qualitative Case Study, Linda Alston-Morgan

Doctoral Dissertations and Projects

The purpose of this qualitative case study was to examine early childhood teachers’ experiences in collaboration practices to support teacher professional development in three early childhood schools in Central New Jersey. The theory guiding this study was social cognitive theory by Bandura (1986), which focuses on learning through observations and social interactions. Bandura’s theory aligned with the study and revealed how collaborative opportunities are utilized as an approach to help teachers learn from each other and develop professionally. However, specific activities underlying the professional development of teachers during the collaborative sessions need more exploration. The research included data regarding early …

A Professional Development Program For Science Adjunct Faculty: The Mentoring-Learning Community (Mlc), Linda B. Purvis, Jason D. Lang, Julie A. Luft

Georgia Journal of Science

Institutions of higher education have become increasingly dependent on adjunct faculty. These faculty members are often unfamiliar with current teaching strategies emphasizing an active learning approach. To support science adjunct faculty in learning about active learning, a professional development program was designed and implemented by the authors of this study, the Mentoring-Learning Community. The Mentoring-Learning Community program design was informed by literature regarding the use of professional development programs that focused on adjunct faculty. To determine the impact of this program, participants in the Mentoring-Learning Community were observed and interviewed over one semester. Mentoring-Learning Community participants transformed through all three …

Implemeng Tia In Classrooms To Reduce Behavior And Strengthen Relationships, Emily Wilkerson

Master's Theses & Capstone Projects

Schools are seeing an increase in challenging behaviors in the classroom due to trauma that the children have experienced. Research suggests that a trauma-informed approach helps reduce unwanted behaviors and out-of-school suspensions. Other studies also show the importance of increasing Social-emotional learning and guidance counselors' time and how it can positively affect students' behavior. These slight changes can help children learn coping strategies and learn how to act in social situations. This school improvement project creates a five-year plan for Black Hawk Elementary. This plan intends to reduce behaviors by meeting students' needs by becoming knowledgeable in trauma-informed care.

Incorporating Social-Emotional Learning Into Middle School Classrooms, Jessica Wolles

Master's Theses & Capstone Projects

This article is how the implementation of social-emotional learning in a middle school can improve behavior, academics, mental health, and social awareness amongst adolescents. This paper examines research from twenty research articles to communicate the need for social-emotional learning to be implemented in a middle school. This article outlines the school improvement plan for implementing a social-emotional learning curriculum.

Addressing The Behavioral And Emotional Needs Of Elementary School Students: A School Improvement Project, Katherine Ross

Master's Theses & Capstone Projects

Elementary school students are found to have increased behavioral and emotional needs require support above and beyond the scope of a general educator's capabilities. Research indicates the need for additional teacher training in the areas of adolescent behavioral disorders and trauma informed care in order for them to provide the best possible education, academically and socially. School counselors are often called upon to address student social emotional needs, however classroom teachers are typically the first to notice when a student needs access to additional support and also spend the most time with students; this school improvement plan addresses the necessity …

Robust Math Fluency Routines To Support And Develop Students' Emerging Skills Of Fluency:, Molli Koehler

Master's Theses & Capstone Projects

In elementary school, students are gaining a mathematical foundation that propels their procedural fluency. The problem is the current mathematical systems and routines do not lend themselves to fostering an environment that enables procedural fluency skills to be built. A review of literature focused on procedural math fluency systems and routines are needed to be structured in order for students to receive an equitable, enriching, and conceptual approach to learning mathematical concepts. Located in Ames, Iowa, Abbie Sawyer Elementary’s 2022-2023 math proficiency data indicates the need for thoughtful and intentional professional learning on math fluency terminology, practices, and strategies. In …

Empowering Teachers To Support Mtss Students: An Action Research Study, Sahalija Dentico

Theses and Dissertations

In 2018, the elementary school where I serve as an instructional interventionist adopted a data-based multi-tiered system of supports (MTSS). Although our process has evolved over the years, I saw room for improvement. Therefore, the purpose of this action research study was to improve the MTSS process at my school, specifically by addressing teachers’ lack of awareness of their role. Framing the study with a combination of social cognitive theory and curriculum ideologies, I explored 12 English language arts teachers’ perceptions of the MTSS model, curricular views, and sense of self-efficacy. Through a two-phase, mixed-method approach, I investigated how sharing …

Autonomous Professional Learning Through Practitioner Inquiry: A Study Of Growth Plan System Experiences, Daina Kelly Gaputis

USF Tampa Graduate Theses and Dissertations

The need for quality science education has long been established, but despite reform after reform, it remains a current concern. What we know as good teaching is not happening, perhaps because there is an increase in science teachers using alternative certification programs to enter the field. This lack of formal training causes teachers to have a reliance on professional learning opportunities to learn about reform-based science education. Unfortunately, traditional forms of professional learning are often inadequate, so newer professional learning designs have been established. Some of these newer designs, such as practitioner inquiry, offer teachers autonomy over how they assess …

The Developmental Experiences Of Exemplary Statistics Teachers, Douglas Whitaker

Northwest Journal of Teacher Education

There has been a trend of increased statistical expectations for students and calls for increased statistical preparation for their teachers in recent years, but preparation has not yet reached recommended levels. A similar preparation gap existed at the inception of the Advanced Placement Statistics program, and this study examines a group of statistics teachers identified as exemplary by experts in the field to determine what challenges they faced and how they overcame them. Semi-structured interviews using a Communities of Practice framework (Wenger, 1998) were conducted. The challenges and responses to those challenges are identified, and these have implications for supporting …

Why Teachers Feel Unprepared To Address The Social And Emotional Needs Of Students With Dyslexia, Darlene Breaux

Tapestry: Journal of Diversity, Equity, Inclusion, and Belonging in Education

Students with dyslexia simultaneously struggle with both literacy acquisition and poor self-esteem and undergo social-emotional learning difficulties. The purpose of this qualitative descriptive study was to explore elementary general education teachers’ perceptions regarding the dyslexia training they received for addressing the social and emotional learning (SEL) needs of children with dyslexia. The conceptual framework guiding this study was the five core competencies for SEL developed by the Collaborative for Academic, Social, and Emotional Learning. The researcher used a qualitative description research design involving semi structured interviews. The population included 10 elementary general education teachers who taught in first through fourth-grade …

Antiracist Teaching Self-Efficacy: A Case Study Needs Analysis, Elizabeth Harsma, Beth Beschorner, Justine Schultz

Reports

There is an urgent need to address racial inequity in higher education. As teaching in higher education continues to adopt technology, virtual learning spaces become sites for enacting anti-oppressive teaching methods. In the context of offering teaching with technology professional development, the current study sought to better understand equity-focused professional development needs through the lens of antiracist teaching self-efficacy. In this holistic single case study, investigators analyzed secondary data from an anonymous racial equity needs analysis survey and de-identified focus group notes. Descriptive statistics and qualitative analysis examined perceived confidence level, barriers, and needs related to implementation of antiracist teaching …

Primed For Sport Coaching: A Mixed-Methods Pilot Study Of A Six-Week Intervention, Pete S. Paciorek

Dissertations

This six-week pilot study was conducted using grounded theory from “What Works in Character Education” (Berkowitz & Bier, 2014) and specifically the “PRIMED for Character Education” framework (Berkowitz, 2021) applied to 11 high school sport coaches. The three key ideas of focus were on whether the PRIMED framework could increase the coach-participants’ commitment to character education, self-efficacy as character educators, and self-identification as Servant Leaders in an effort to “nurture the flourishing of human goodness” (Berkowitz, 2021) of our youth and, in this case, specifically, high school student-athletes.

With millions of youth involved in sport in North America and across …

Changing Teacher Perceptions And Actions Through Trauma-Responsive Professional Development, Jason A. Smith, Marilynn Quick

Journal of Organizational & Educational Leadership

Most teachers are not trained on how to support students who struggle with trauma. Childhood trauma not only impacts a teacher’s ability to teach, but also threatens their students’ futures. The purpose of this qualitative study was to investigate teachers’ perceptions and actions when they participated in trauma professional development. Interviews were conducted with 5 teachers and 10 students in a Midwestern urban intermediate/middle school. By the end of the study, teachers stated that they had begun responding to disruptions in more child-centered approaches, and students noticed that their teachers began treating all students more equitably in trauma-informed manners. The …

Building Capacity For Quality Teaching Rounds – Victoria. Final Report, Tanya Vaughan, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion, Martin Murphy

Professional learning for teachers and school leaders

The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration …

An Analysis Of The Professional Development Path Of British Community Educators From The Perspective Of Professional Jurisdiction, Xiaohan Ye

Adult Education Research Conference

This paper adopted the theoretical framework of professional jurisdiction is adopted to presents a picture of the professional evolution of community educators in the UK.

K-12 Writing Teachers’ Careerspan Development: Participatory Pedagogical Content Knowledge Of Writing, Sarah J. Donovan, Jenn Sanders, Danielle L. Defauw, Joy Myers

Literacy Practice and Research

This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on writing pedagogies and career cycle theories, we invited writing teachers to tell stories of critical experiences that contributed to their development. Findings indicate that teachers’ understanding of writing, being writers, and teaching writers were propelled by various critical experiences--both personal and professional. Our model shows that these experiences prompted teachers to engage in participatory PCKW to cultivate development. Implications are that writing teachers need communities of practice, mentors, and ongoing participatory engagements to sustain process pedagogies.

Exploring The Impact Of Social Networking Sites On Adult Education, Bhumika Suresh Upadhyay

Major Papers

Social Networking Sites (SNS) are rapidly taking over people’s personal as well as professional lives, globally. It has not only changed the way masses communicate and express but is also transforming the way learning is looked at. Though considered as inherently personal spaces, these sites are now proving to be professional spaces to learn; used by millions of consumers and validated by field experts and mentors. Although there is some amount of research done on the effects social network platforms have on school education, the way it is moulding adult education is yet to be fully investigated. Adult education is …

Native Knowledge 360° (Nk360°) Essential Understandings Framework: Reflections Using The Five Level Evaluation Model, Ashlyn Lafleur, Sarah Straub

Journal of Multicultural Affairs

This paper explores participant takeaways regarding the Native Knowledge 360° workshop on artists and activism. The researcher utilized a five-step evaluation model (Kartal et al., 2019) to reflect upon belief, learning, reaction, transfer, and results. This professional development tool focuses on teacher level understanding and the transferability of lessons learned to the student results. The paper includes an example of transfer and a reflection on student results.

Eliminating The Gap: Proposed Implementation Methodology For Phonemic Awareness And Phonics Professional Development, Amanda May Brunette

Culminating Experience Projects

Teachers have the opportunity to improve students’ early literacy success by becoming more proficient in phonemic awareness (PA) and phonics instruction through Professional Development. While some studies show that teachers struggle with PA and phonics concepts, application of implementation best practices could provide teachers with the instructional guidance and support needed to help students achieve the best early literacy outcomes.

This project explores the unique challenges of phonics instruction and the best practices in professional development implementation that can bridge the gap between what the curriculum learning goals and teachers’ practical instruction actions. The project identifies a framework for the …