Education Commons^™

Assessing Mentor And Coordinator Professional Development In The Context Of Medical School Learning Communities, Chelsea Yu, Alyssa Fabrizio, Gretchen Swift, Brianna Regan, Jack Considine, Carline Dugue

Medical Student Research Symposium

Background
Learning communities (LCs) create a bridge for senior students to engage with peers to provide advice and support. Anecdotally, LC leaders gain confidence in communication, empathy, and leadership - well received traits for residency. We aim to describe and quantify the growth of LC leaders over time.

Methods
This study aims to elucidate an objective measure of student leader growth and development. We will evaluate opinions on the LC’s ability to foster professional and personal growth, and we will assess areas for improvement. Through Qualtrics self-rated queries using a Likert scale, we will survey 32 Coordinators from classes 2023-2026 …

Thinking Global, Acting Local, Ali Gohar Qazi

Institute for Educational Development, Karachi

Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.

Effective Practices Of Feedback Of Elementary School Administrators During The Post-Observation Conference, Michael Galvin

Masters Theses & Specialist Projects

Research identifies two purposes for teacher evaluation: measurement and professional growth; however, the literature provides limited research on the impact of the post-observation conference in teacher evaluation on professional growth (Marzano, 2012). The purpose of this qualitative, phenomenological study is to examine the perceptions of Indiana public elementary school principals on the impact of the post-observation conference on professional growth of teachers. The study uses an Elementary Administrators’ Background Questionnaire and semi-structured interviews to gather an in-depth understanding of administrators’ perceptions.

Four research questions framed this study as I examined public elementary school administrators’ perceptions of post-observation feedback within the …

A Phenomenological Study Of The Experiences Of Teachers In Addressing The Social And Emotional Learning Needs Of Students, Justin Allen Whittenbarger

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to understand the experiences of teachers related to social and emotional learning (SEL) in a rural public school district in Tennessee. This study examined individual, explicit experiences of educators related to addressing the SEL needs of students. Bandura’s social cognitive theory primarily guided this study as it relates closely to the behavioral, personal, and environmental factors that all play a role in the way a teacher responds to professional learning. The data collection involved a qualifying survey, a questionnaire, interviews with participants (novice teachers and veteran teachers), and a focus group. Data …

Cct Professional Development Bulletin October 2021, Marie O'Neill

Teaching and Learning Bulletins

A summary of professional development opportunities and activities by and for CCT Teaching and Learning staff, September 2021.

Cct Professional Development Bulletin September 2021, Marie O'Neill

Teaching and Learning Bulletins

A summary of Professional Development activities and opportunities by and for CCT College Dublin teaching and learning staff.

Cct Professional Development Bulletin August 2021, Marie O'Neill

Teaching and Learning Bulletins

A summary of proefessional development activities and opportunities for CCT College Dublin teaching and learning staff, August 2021.

A Partnership Model For Preparing Educators For Successful Job Interviews., Dawn Martin

Faculty Submissions

No abstract provided.

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 …

Cct Professional Development Bulletin June 2021, Marie O'Neill

Teaching and Learning Bulletins

A summary of professional development opportunities for CCT College Dublin staff, June 2021.

Cct Professional Development Bulletin April 2021, Marie O'Neill

Teaching and Learning Bulletins

A summary of professional development opportunities for CCT Teaching and Learning staff, April 2021.

Cct Professional Development Bulletin February 2021, Marie O'Neill

Teaching and Learning Bulletins

No abstract provided.

Cct Professional Development Bulletin September 2020, Marie O' Neill

Teaching and Learning Bulletins

A summary of the Professional Development of staff in CCT College Dublin as of September 2020.

Digital Immigrant Teachers’ Technology Integration And In-Service Professional Development: An Interpretative Phenomenological Analysis, Michael William Peck

Doctoral Dissertations and Projects

The purpose of this interpretative phenomenological analysis (IPA) research study was to describe and interpret the digital integration learning experiences of digital immigrant teachers at a southeastern United States school system. Digital immigrant teachers represent a large segment of the teachers in American classrooms. Digital immigrant teachers desire to be effective educators in today’s digital technology-rich classrooms, yet they have struggled due to a lack of technological knowledge and with knowing how to effectively integrate digital tools in their practices. Theories that guided this study were constructivism and Mishra and Koehler’s TPACK, a conceptual knowledge framework that considers technological knowledge …

The Influence Of Principal Leadership On Teacher Collaboration: Does Effective Professional Development Mediate This Effect?, David Evertson

Department of Educational Administration: Dissertations, Theses, and Student Research

School leadership has been a topic of empirical, quantitative study for nearly four decades, and in that time a great deal has been discovered about the strategies and mechanisms through which effective leadership acts. In its modern conceptualization, leadership is seen as an organizational construct, not centered on single individuals but rather as leadership activity stretched across leaders, followers and the situation which exists in the organization. Nevertheless, principals continue to play a central role in leadership activity, and their actions, behaviors, and strategies significantly influence school effectiveness and improvement efforts.

Research clearly demonstrates that positive teacher collaboration is an …

University Update- February 2020, Academic Affairs

University Updates & Communications from the University President

This is the Otterbein University monthly update to the faculty and staff from the university president. Within the letter, the president addresses relevant topics for the Otterbein community and gives updates on the budget, academic affairs, and student successes.

Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida

Educational Leadership & Technology Faculty Publications

This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …

Uncovering And Responding To The Professional Development Needs Of Afterschool Program Leaders Across Rural Nebraska, Kimberly K. Larson

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

An effective state-level professional development system designed for Nebraska 21^stCentury Community Learning Centers (21^stCCLC) program leaders should consider both the unique characteristics of the program leaders themselves, as well as the rural communities where the afterschool programs are implemented. Some of these differentiating characteristics include background of the program leader and their years of experience, the size of the community, availability of staff and frequency of staff turnover, availability of potential community partners, and the quality of the relationship with the school administration and teachers where the afterschool program is implemented. Ultimately, the state-level system must …

A Correlation Study Of Professional Development Perception And School Achievement In North Carolina, Kevin Popadines

Doctoral Dissertations and Projects

Adult learners have distinctly different needs and motivations compared to those of children. These needs and motivations need to be kept in mind to help ensure meaningful and successful learning experiences in professional development offered to educators. The purpose of this correlation study is to determine if the perceptions educators have of the professional development they receive had a statistically significant relationship to the school achievement within their North Carolina public schools. The educator perceptions regarding professional development were measured by using the North Carolina Teacher Working Conditions (NCTWC) Survey. School achievement was measured by the school performance grade score. …

Educational Complexity And Professional Development: Teachers' Need For Metacognitive Awareness, Andrew Hughes

Educational Leadership & Technology Faculty Publications

The study was designed to investigate technology and engineering teachers’ metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 professional development system. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards professional development program. To measure the metacognitive awareness of each group, a semi-structured open-ended interview was used. …

Using Teacher Perceptions To Predict Fifth Grade Science And Mathematics Scores In North Carolina, Jason Federico

Doctoral Dissertations and Projects

The purpose of this study was to analyze teachers’ perceptions of their working conditions and to what extent the perceptions impacted 5th grade students’ achievement in the areas of mathematics and science in North Carolina. The 2014 student achievement data in the areas of 5th grade End-of-Grade (EOG) scores in mathematics and science were obtained from one randomly selected school in each of the 115 school districts in North Carolina. The perceptions of teachers’ working conditions were extracted from the 2014 teacher working conditions survey results from each of the same randomly selected 115 schools. This correlation study used a …

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 …

Policies That Enhance Learning And Teaching, Shannon M. Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, Jen Harvey

Articles

Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated …