Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Leadership (22)
- Teacher Education and Professional Development (18)
- Educational Administration and Supervision (15)
- Educational Assessment, Evaluation, and Research (9)
- Curriculum and Instruction (5)
-
- Higher Education (4)
- Elementary Education (3)
- Special Education and Teaching (3)
- Adult and Continuing Education (2)
- Bilingual, Multilingual, and Multicultural Education (2)
- Educational Methods (2)
- Educational Technology (2)
- Junior High, Intermediate, Middle School Education and Teaching (2)
- Other Teacher Education and Professional Development (2)
- Scholarship of Teaching and Learning (2)
- Science and Mathematics Education (2)
- Secondary Education (2)
- Secondary Education and Teaching (2)
- Adult and Continuing Education and Teaching (1)
- Gifted Education (1)
- Higher Education Administration (1)
- Higher Education and Teaching (1)
- Language and Literacy Education (1)
- Mathematics (1)
- Online and Distance Education (1)
- Physical Sciences and Mathematics (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Social and Behavioral Sciences (1)
- Sports Studies (1)
- Institution
-
- CCT College Dublin (12)
- Walden University (8)
- St. John's University (6)
- Central Washington University (2)
- Hamline University (2)
-
- Minnesota State University Moorhead (2)
- University of Nevada, Las Vegas (2)
- Bethel University (1)
- California State University, San Bernardino (1)
- Chapman University (1)
- City University of New York (CUNY) (1)
- Columbus State University (1)
- Concordia University St. Paul (1)
- Lindenwood University (1)
- Mississippi State University (1)
- Nova Southeastern University (1)
- Pittsburg State University (1)
- St. Cloud State University (1)
- UMass Global (1)
- University of Kentucky (1)
- University of Missouri, St. Louis (1)
- University of South Carolina (1)
- University of South Dakota (1)
- University of Tennessee, Knoxville (1)
- Utah State University (1)
- Western Kentucky University (1)
- Western University (1)
- Publication
-
- Teaching and Learning Bulletins (12)
- Theses and Dissertations (8)
- Walden Dissertations and Doctoral Studies (8)
- Dissertations (3)
- Dissertations, Theses, and Projects (2)
-
- Journal of Math Circles (2)
- School of Education and Leadership Student Capstone Projects (2)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (2)
- All Electronic Theses and Dissertations (1)
- All Graduate Theses and Dissertations, Spring 1920 to Summer 2023 (1)
- Culminating Projects in Education Administration and Leadership (1)
- Dissertations and Theses (1)
- Doctoral Dissertations (1)
- Doctorate in Education (1)
- Education (PhD) Dissertations (1)
- Faculty Submissions (1)
- Journal of Critical Issues in Educational Practice (1)
- Journal of Educational Leadership in Action (1)
- Publications and Research (1)
- The Dissertation-in-Practice at Western University (1)
- The Rural Educator (1)
- Theses and Dissertations--Educational Leadership Studies (1)
- Transformations (1)
- Publication Type
Articles 1 - 30 of 54
Full-Text Articles in Education
The Start Of A Conversation With Critical Friends: Can The Caltpa Be Used As A Catalyst For Program And Professional Inquiry?, Lara Ervin-Kassab, Karen Escalante, Daniel Soodjinda
The Start Of A Conversation With Critical Friends: Can The Caltpa Be Used As A Catalyst For Program And Professional Inquiry?, Lara Ervin-Kassab, Karen Escalante, Daniel Soodjinda
Journal of Critical Issues in Educational Practice
Performance assessments of teachers and/or teaching (TPA) are becoming part of the educational accountability landscape on an international scale. This article presents insight into the process three teacher educators have followed as their research evolves from a critical document analysis into a collaborative self-study of their programs and practices. The work is framed by critical race theory and guided by practices undertaken in becoming critically reflective educators. This piece represents the conversations and connections to research around the critical need for educators to examine bias-based assumptions and internalized deficit-thinking. The tools we have developed for our next steps into collaborative …
Professional Role Of Paraprofessionals: A Literature Review, Karli Kirkwood
Professional Role Of Paraprofessionals: A Literature Review, Karli Kirkwood
Dissertations, Theses, and Projects
Abstract
Paraprofessionals are an integral component to the learning and growth of students with unique needs. While paraprofessionals are heavily relied upon to provide guidance, communication, instruction, and behavior management amongst other things, studies have found that many individuals working within this field feel underprepared expressing lack of training necessary to carry out the duties to which they are assigned. Professional development for paraprofessionals is limited, and the acknowledgement of such training lacks attention. Research shows that the roles, duties, and responsibilities of paraprofessionals are blurred and often overlooked. This literature review aids in defining the needs of paraprofessionals to …
Professional Role Of Paraprofessionals: A Literature Review, Emily Martin Thompson, Karli Kirkwood
Professional Role Of Paraprofessionals: A Literature Review, Emily Martin Thompson, Karli Kirkwood
Dissertations, Theses, and Projects
Abstract
Paraprofessionals are an integral component to the learning and growth of students with unique needs. While paraprofessionals are heavily relied upon to provide guidance, communication, instruction, and behavior management amongst other things, studies have found that many individuals working within this field feel underprepared expressing lack of training necessary to carry out the duties to which they are assigned. Professional development for paraprofessionals is limited, and the acknowledgement of such training lacks attention. Research shows that the roles, duties, and responsibilities of paraprofessionals are blurred and often overlooked. This literature review aids in defining the needs of paraprofessionals to …
Teachers’ Perceptions Of Professional Development: A Narrative Inquiry Examining Insights From Middle School Teachers, Julie Hatling
Teachers’ Perceptions Of Professional Development: A Narrative Inquiry Examining Insights From Middle School Teachers, Julie Hatling
Dissertations and Theses
Throughout their careers, teachers seek professional growth opportunities to continually improve their craft. This quest has resulted in various learning experiences for teachers that have impacted their practice in differing ways. Bayar (2014) writes that schools traditionally provide training for teachers, professional development (PD), to help in-service teachers grow as professionals. To gain further insight into the topic of teacher PD, this narrative inquiry sought to obtain a better understanding of PD based on teachers’ perceptions of their past PD experiences and how those experiences impacted their professional practice. This study was guided by a central question and sub-questions. The …
Cct Professional Development Bulletin December 2021, Marie O Neill
Cct Professional Development Bulletin December 2021, Marie O Neill
Teaching and Learning Bulletins
A summary of professional development opportunities for CCT Teaching and Learning staff for December 2021
Efficacy Of Professional Development Models In Dismantling Scientific Misconceptions, Tyler Hansen
Efficacy Of Professional Development Models In Dismantling Scientific Misconceptions, Tyler Hansen
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Scientific misconceptions held by educators are both common and well documented. As science education becomes more and more important to students, it is evident that there is a need to not only identify scientific misconceptions held by teachers as a means of bettering the education of students, but also determine effective methods of deconstructing them. Although studies have indicated that professional development can assuage the prevalence of misconceptions held by teachers, there is a dearth in the literature of what makes these professional developments effective. Therefore, this study investigated which models of professional development are most effective in dismantling misconceptions …
Cct Professional Development Bulletin November 2021, O Neill Marie
Cct Professional Development Bulletin November 2021, O Neill Marie
Teaching and Learning Bulletins
A summary of professional development opportunities for CCT Teaching and Learning staff for the month of November, 2021
Guided Online Coaching For Teachers Of Emergent Bilinguals In A Tesol Practicum Course During Covid-19, Dawn Thieman
Guided Online Coaching For Teachers Of Emergent Bilinguals In A Tesol Practicum Course During Covid-19, Dawn Thieman
Dissertations
Guided online coaching for teachers of emergent bilinguals (EBLs) is a job-embedded professional development model established from the educational policies and practices described in the No Child Left Behind Act and Every Student Succeeds Act. Having effective teachers who ensure an equitable, creative, and linguistically and culturally relevant education for all EBLs is of paramount importance in the ever-changing demography of schools in the United States. The guided online coaching for teachers of EBLs offers a collaborative, facilitative, dialogic, and reflective coaching process for positively influencing teacher transformation, thus providing a creative language teaching pedagogy for EBLs. The purpose of …
Cct Professional Development Bulletin October 2021, Marie O'Neill
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.
Culturally Relevant Pedagogy In The Online Elementary Classroom, Kelsey Iverson
Culturally Relevant Pedagogy In The Online Elementary Classroom, Kelsey Iverson
School of Education and Leadership Student Capstone Projects
Culturally relevant pedagogy (CRP) is a critical component of ensuring equity and contributes to creating a safe, nurturing, and supportive learning environment for all students (Ladson-Billings, 1995). With the increase of students of color entering the online learning sphere (U.S. Department of Education, 2021), it is critical that teachers are equipped with knowledge of best practices in CRP practices. Additionally, with the increase in creation of elementary online learning programs throughout the country, it is important that teachers are equipped with knowledge of best practices for online teaching and learning. The research question addressed in this capstone project is: How …
The Role Of The School District In High-Performance Title One Schools In South Texas, George Padilla, Roberto Zamora, Federico Guerra Jr.
The Role Of The School District In High-Performance Title One Schools In South Texas, George Padilla, Roberto Zamora, Federico Guerra Jr.
Journal of Educational Leadership in Action
A mixed research study was designed and conducted to identify effective characteristics of high-performing, high-poverty schools. Four South Texas Title 1 schools identified as High Performing Schools by the Texas Education Agency in 2016 were selected for the study. To be selected, these schools were also required to meet or exceed a set of criteria applied by the researchers. An effective school model, comprised of eleven characteristics and school processes, was developed based on a synthesis of effective school research and served as the theoretical framework for the study. The characteristics include Culture, Leadership, Instruction, Improvement, Home and Community Relations, …
Cct Professional Development Bulletin September 2021, Marie O'Neill
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.
Community College Esl And English Composition Faculty Collaboration, Lynn Hovde
Community College Esl And English Composition Faculty Collaboration, Lynn Hovde
Dissertations
Purpose. The purpose of this study was to examine the collaboration between ESL and English composition instructors at the community college level using the Kolb and Gray (2005) collaboration leadership model in the areas of common mission, collective responsibility, necessary resources, respective and supportive climate, awareness of group process, creativity, and capacity to deal with conflict. A secondary purpose was to explore barriers to collaboration and describe what strategies and practices could improve collaboration.
Methodology. An explanatory sequential mixed method study was chosen because it offered a multifaceted and in-depth view of current practice, which allowed for a …
Increasing Collaboration Between Noncredit Staff And Credit Faculty, Dimitra Fotopoulos
Increasing Collaboration Between Noncredit Staff And Credit Faculty, Dimitra Fotopoulos
The Dissertation-in-Practice at Western University
This Organizational Improvement Plan (OIP) focused on two specific stakeholder groups within a liberal arts postsecondary institution in western Canada: the noncredit faculty (NCF) and academic faculties. A third group, the external community, is also a key stakeholder that will benefit from the OIP through relevant programming for work-ready graduates. The NCF, in which noncredit certificates, diplomas, and professional development programs are offered, is tasked with revenue generation. It is an outward facing arm of the organization, with a strong focus on building relationships with the business and nonprofit community. The goals of the academic faculties are to develop and …
The Impact Of Math Teachers’ Circles On Teacher Dispositions Toward Inquiry-Based Learning: A Comparison Between A Three-Day And A One-Day Summer Workshop, Angela Antonou, Rita M. Patel, Amanda Harsy
The Impact Of Math Teachers’ Circles On Teacher Dispositions Toward Inquiry-Based Learning: A Comparison Between A Three-Day And A One-Day Summer Workshop, Angela Antonou, Rita M. Patel, Amanda Harsy
Journal of Math Circles
High-quality professional development for K-12 teachers is a critical need for both teachers and their students. For teachers to provide more engaging and powerful learning opportunities for their students, researchers suggest that we provide similar opportunities for teachers. That is, professional development should model high-impact instructional strategies. Math Teachers' Circles provide one such model for this type of training. In this paper, we discuss the impact on participants of a one-day and participants of a three-day Math Teachers' Circle workshop. In particular, we compare how teacher dispositions regarding the teaching of mathematics and inquiry-based learning changed between the workshops.
A Realist Evaluation Of The Professional Development Program Thriving Through Being With Professional Coaches And Support Staff Of Ncaa Women’S Basketball, Lauren Kelly Mchenry
A Realist Evaluation Of The Professional Development Program Thriving Through Being With Professional Coaches And Support Staff Of Ncaa Women’S Basketball, Lauren Kelly Mchenry
Doctoral Dissertations
Scholars have consistently identified a secure relational base as a key contextual enabler for thriving—success and well-being—in sport. In turn, person-centered theory is a viable, evidence-based framework for coaches and support staff to cultivate a secure relational base with their athletes. Drawing from this literature, the continuing professional development program Thriving Through Being was developed to improve professional coach and support staff knowledge, awareness, and skills related to person-centered theory concepts (unconditional positive regard, empathy, and authenticity). This program was implemented with professional coaches and support staffs from 17 NCAA Women’s Basketball programs. The purpose of the current study was …
Cct Professional Development Bulletin August 2021, Marie O'Neill
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.
The Use Of Post-Course Feedback On Mastery Learning In A Professional Development Context, Thomas M. Kramer
The Use Of Post-Course Feedback On Mastery Learning In A Professional Development Context, Thomas M. Kramer
UNLV Theses, Dissertations, Professional Papers, and Capstones
This study investigated the effect of feedback to measure post-mastery learning in a professional development course designed for child welfare worker. In addition, the study explored the subjects’ perceptions of benefits gained by taking an online professional development course for child welfare worker. Specifically, the effect of email summaries sent out after the completion of the course on the participant’s retention of material covered in the course was assessed. The summary emails were designed to enhance the benefits of reviewing the study material after the completion of the course with a particular focus on the quantity and frequency of reminders …
A Partnership Model For Preparing Educators For Successful Job Interviews., Dawn Martin
A Partnership Model For Preparing Educators For Successful Job Interviews., Dawn Martin
Faculty Submissions
No abstract provided.
7 Strategies To Make Professional Development Successful, Marla A. Sole
7 Strategies To Make Professional Development Successful, Marla A. Sole
Publications and Research
Highly effective teachers continually innovate and refine their pedagogical practices through professional development. Committed teachers are interested in professional development that demonstrates best practices aligned with the content they are teaching and clearly communicates the steps, benefits, and challenges of implementing new lessons and innovative practices. Those running workshops can gain valuable insight into teachers’ classroom practices, the curriculum, and potential modifications that could better help students reach their full potential.
Cct Professional Development Bulletin July 2021, Marie O'Neill
Cct Professional Development Bulletin July 2021, Marie O'Neill
Teaching and Learning Bulletins
A summary of the professional development opportunities available to staff at CCT College Dublin in July 2021.
The Influence Of Professional Development On Teacher Self-Efficacy In Gifted Education, Keely P'Pool
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 …
Culturally Responsive Teaching In Science Classrooms, Julia Bender
Culturally Responsive Teaching In Science Classrooms, Julia Bender
School of Education and Leadership Student Capstone Projects
Our educational system is producing a generation of dependent learners. Whether because of a lack of confidence or a lack of skills, these scholars often don’t know where to start when tackling complex problems. Inequitable educational experiences have caused these challenges to disproportionately impact students of color. Education scholars, including Geneva Gay, Gloria Ladson-Billings, and Zaretta Hammond, have completed extensive research on how culturally responsive teaching can be used as a strategy to address these inequities. This project takes on a specific focus and works to address the following question: How can science teachers use culturally responsive teaching to help …
Cct Professional Development Bulletin June 2021, Marie O'Neill
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.
Unscripted Possibilities, Tom Fox, Rachel Bear
Unscripted Possibilities, Tom Fox, Rachel Bear
The Rural Educator
Abstract “Unscripted Possibilities” examines the potential for change that emerges in rural environments that are affected by poverty and educational reforms that ignore the specific contexts of rural schools. Using a National Writing Project program, the College, Career, and Community Writers Program as case, we argue that professional learning relationships that are characterized by mutuality and indeterminacy create changes in teacher practice and school culture. Our analysis adapts concepts from Anna Tsing’s (2015)The Mushroom at the End of the World to uncover hopeful possibilities in damaged school environments.
Cct Professional Development Bulletin May 2021, Marie O'Neill
Cct Professional Development Bulletin May 2021, Marie O'Neill
Teaching and Learning Bulletins
A summary of professional development events of interest to CCT Teaching and Learning staff for May/June 2021.
Implications For Instructional Coaching Using Mindset Theory And Multiplier Model, Kathryn Murphy Breedlove
Implications For Instructional Coaching Using Mindset Theory And Multiplier Model, Kathryn Murphy Breedlove
Theses and Dissertations
The role of an instructional coach varies slightly from location to location, but the commonalities of instructional coaching include job-embedded professional development that supports classroom-based, individualized partnerships of collaboration. In an effort to further investigate implications for instructional coaching using the multiplier model and mindset theory, a qualitative multicase study was conducted in an effort to answer the following questions: 1) How does receiving multiplier traits feedback when having an overall multiplier factor of greater than zero affect instructional coaches' perspectives of their influence? 2) What commonalities and differences do the cases studied share within their responses to their Multipliers …
Effects Of An Online Learning Module For Pediatricians Regarding Early Intervention Services, Nicole L. Atwell
Effects Of An Online Learning Module For Pediatricians Regarding Early Intervention Services, Nicole L. Atwell
UNLV Theses, Dissertations, Professional Papers, and Capstones
Pediatricians serve a vital role in identifying young children with developmental delays and disabilities and referring families for services to support their children’s development and learning. However, past researchers indicated there is minimal research on training pediatricians on the Part C early intervention (EI) process that supports young children with developmental delays and disabilities. This study examined the effectiveness of a web-based training on pediatricians' knowledge of EI services and referral processes. The training components included interactive, online modules and paper resources directed towards an understanding of EI services. A convergent parallel mixed-methods study design was used to determine the …
Coequal Responsibility For Feedback And Trust In Teacher Professional Development, Stefanie Whitney
Coequal Responsibility For Feedback And Trust In Teacher Professional Development, Stefanie Whitney
Doctorate in Education
Instructional feedback offers a critical contribution to teacher professional development aimed at improving student learning outcomes. The most influential feedback comes from principals who have developed strong collegial relationships with teachers through observation-based understanding of their instructional practices, intentional interpersonal connection, and collaboration on shared goals. In essence, collegial relationships between principals and teachers nurture the development of trust, an essential element in the process of giving and receiving feedback. Unfortunately, instructional feedback has historically been delivered through teacher evaluations, which attempt to serve two contradictory purposes: To evaluate for retention and to nurture professional development. These dual purposes have …
Dots Explode In HawaiʻI, Veny Liu, Laurie James
Dots Explode In HawaiʻI, Veny Liu, Laurie James
Journal of Math Circles
Teachers are wonderful advocates of mathematics for future generations, and they are continually looking for ways to get students more engaged in mathematics. Through visuals and hands-on activities, the Exploding Dots concept can help teachers and students understand many elementary arithmetic and algebra topics. The implemented tasks promote problem-solving by allowing multiple entry points and varied solution strategies. This paper explored this idea beyond drawing clusters of dots by Locking Legos activity. With a thorough understanding of math content, participants in multiple Math Teachers’ Circle of Hawai‘i (MaTCH) meetings expressed confidence in creating and developing meaningful and relevant differentiated learning …