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Full-Text Articles in Education
A Phenomenological Study Of 21-29-Year-Old Teachers' Perceptions Of Using Twitter For Professional Development, John Woodring
A Phenomenological Study Of 21-29-Year-Old Teachers' Perceptions Of Using Twitter For Professional Development, John Woodring
Doctoral Dissertations and Projects
This transcendental phenomenological study explored the perception of 21-29-year-old public school teachers’ use of Twitter in their professional development. However, while teachers in the 21-29-year-old age range were part of the demographic dominating online social media use in general, they did not use online social networks for professional development purposes as much as their older peers (Carpenter & Krutka, 2014; Visser et al., 2014). While professional development was important for improving teachers’ classroom performance and student achievement (Coldwell, 2017), traditional professional development often was ineffective in changing classroom instruction (Carpenter & Krutka, 2014; Dingle, Brownwell, Leko, Boardman, & Haager, 2011; …
Effect Of Professional Development And Follow-Up Support Through Coaching Emails On Secondary English Teachers' Sense Of Efficacy In Implementing Mentor Text Instruction, Ann-Marie Morgan
Doctoral Dissertations and Projects
Beyond rigorous reading instruction in America’s high schools, writing instruction in the 21st century must be addressed if students will be equipped with the critical thinking skills they need to be successful. Teachers, however, need training in implementing innovative methods in writing instruction to effect change in student achievement. This quantitative, quasi-experimental study attempted to determine what effect professional development through in-person training and follow-up support through coaching emails have on teachers’ perceived self-efficacy in implementing mentor text instruction for writing. Data were collected from 9 teachers who attended a 2-hour professional development session on strategies for using mentor texts. …
A Descriptive Case Study: Elementary Teachers’ Technology Acceptance And Classroom Integration, Jenny Whitt
A Descriptive Case Study: Elementary Teachers’ Technology Acceptance And Classroom Integration, Jenny Whitt
Doctoral Dissertations and Projects
The purpose of this descriptive case study was to examine elementary teachers’ technology acceptance in the context of a student-supported professional development model in an elementary school located in the southern part of the United States. In this study, technology was defined as Internet, iPad™, or laptop use in a classroom environment as an instructional and learning tool. Face-to-face open-ended interviews, a survey, and archival data in the form of observations collected yearly as part of program evaluation for professional development were all used to answer the research questions. Research questions focused on (a) the impact of a student-supported professional …
The Relationship Between Self-Efficacy And Teachers' Ability To Integrate Technology, Robert Hickson
The Relationship Between Self-Efficacy And Teachers' Ability To Integrate Technology, Robert Hickson
Doctoral Dissertations and Projects
This study sought to evaluate the self-efficacy of teachers with regard to the integration of technology within the curriculum. The purpose of this study was to determine if there is a relationship between teachers’ self-efficacy within the classroom and their ability to integrate the technology available in the classroom. A quantitative, correlational study was performed. The sample was a convenience sample of 64 instructors at the middle grade level of a South Georgia school district. Middle school teachers were surveyed at one point in time, using Media and Technology Usage Attitude Scale (MTUAS) and the Teachers’ Sense of Self- Efficacy …
Relating Administrators’ Training In Technology Integration And Their Attitudes Toward Technology In Southeastern Virginia Schools, Abbie Martin
Doctoral Dissertations and Projects
The purpose of the study was to determine if there is a relationship between amount of training administrators receive in technology integration and their attitudes toward technology. Previous research has revealed a relationship between teachers’ attitudes (Shiue, 2007; Shoffner, 2009), training (Adcock, 2008; Donnell, 2009; Lei, 2009; Sadik, 2008), and actual usage of computers. However, a gap in the research exists around the role and influence of administrators’ training and attitudes on the integration technology. A quantitative correlational research design was employed to investigate three hypotheses: the relationship between training and attitude, age and attitude, and years of administrative experience …
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 …