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Articles 1 - 17 of 17
Full-Text Articles in Education
December 2015 Isidore Update, University Of Dayton. Center For Online Learning
December 2015 Isidore Update, University Of Dayton. Center For Online Learning
Center for Online Learning Newsletter
No abstract provided.
November 2015 Isidore Update, University Of Dayton. Center For Online Learning
November 2015 Isidore Update, University Of Dayton. Center For Online Learning
Center for Online Learning Newsletter
No abstract provided.
Developing A Reflective Practice Of Professional Development, Connie Fulmer
Developing A Reflective Practice Of Professional Development, Connie Fulmer
Connie L. Fulmer
An alternative approach to the traditional methods of professional growth is the development of a "reflective practice." The learning process in reflective practice begins with the examination of an individual's own actions and contrasting the actions to the ideal or intent of the practice. The process results in behavioral changes that improve professional performance.
The Annual Case: Developing, Organizing, Using, And Disseminating Craft Knowledge, Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy
The Annual Case: Developing, Organizing, Using, And Disseminating Craft Knowledge, Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy
Connie L. Fulmer
An annual-case process that examines principal leadership over the course of a year can provide extensive opportunities for practitioners and professors to collect, examine, and disseminate knowledge in, of, and about practice. Such cases can support professional development and pre-service preparation and become bases for research across multiple sites.
October 2015 Isidore Update, University Of Dayton. Center For Online Learning
October 2015 Isidore Update, University Of Dayton. Center For Online Learning
Center for Online Learning Newsletter
No abstract provided.
Executive Coaching As A Model Of Professional Development For School Superintendents, Timothy Brian Arnold Jr.
Executive Coaching As A Model Of Professional Development For School Superintendents, Timothy Brian Arnold Jr.
Theses and Dissertations
This study is a utilization-focused program evaluation that describes the impact of an executive coaching model on the professional learning of superintendents who participated in the IASA School for Advanced Leadership (ISAL). This program evaluation is a knowledge-focused, or lessons learned-oriented, formative evaluation of the ISAL cohort program. A qualitative approach is used to describe the lived experiences of superintendents who participated in the coaching model provided through the ISAL cohort program. The results were intended to inform general practice and to provide recommendations on the use of a coaching model in the professional development of superintendents for the ISAL …
September 2015 Isidore Update, University Of Dayton. Center For Online Learning
September 2015 Isidore Update, University Of Dayton. Center For Online Learning
Center for Online Learning Newsletter
This issue includes feedback from students about their Isidore preferences.
A Study Of Online Professional Development For Principals As The Course For Statewide Change, Casimer F. Badynee
A Study Of Online Professional Development For Principals As The Course For Statewide Change, Casimer F. Badynee
Seton Hall University Dissertations and Theses (ETDs)
In America, local, state, and federal interventions have played a critical role in public education reform since the late 18th century. The reform efforts of the late 20th century and early 21st century have involved legislative acts to improve accountability for student performance. Illinois state law mandated a teacher observation and evaluation protocol for public school administrators. Principals participated in a rigorous, online, professional development training program. The focus of the training program was to build principal self-efficacy and to indirectly impact the learning environment. This study assesses the effectiveness of the online training program as a professional development vehicle …
August 2015 Isidore Update, University Of Dayton. Center For Online Learning
August 2015 Isidore Update, University Of Dayton. Center For Online Learning
Center for Online Learning Newsletter
The August 2015 Isidore update includes instructions for Isidore site creation, training sessions, and the new Isidore Twitter feed.
Bridging The Research-To-Practice Gap: Factors Affecting Teachers' Efficacy About Instruction, Tiana J. Tucker
Bridging The Research-To-Practice Gap: Factors Affecting Teachers' Efficacy About Instruction, Tiana J. Tucker
Doctor of Education (EdD)
No abstract provided.
Teachers' Perceptions Of The Implementation Of The Response-To-Intervention Program, Alfred Saldivar Lopez
Teachers' Perceptions Of The Implementation Of The Response-To-Intervention Program, Alfred Saldivar Lopez
Walden Dissertations and Doctoral Studies
This study was designed to address teachers' difficulties implementing Response-to-Intervention (RtI) program strategies at a low-performing school in south Texas in response to students failing to meet statewide assessment standards in reading. This exploratory case study investigated the perceptions of Grades 3 and 4 teachers to assist in understanding a pathway to increase higher fidelity of RtI implementation and improve student academic performance. Knowles's theory of andragogy and Lewin's change theory provided the framework for the study. The study included interview data from 6 purposefully selected Grades 3 and 4 teachers supplemented by document reviews of professional development (PD) presentations …
Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins
Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins
Walden Dissertations and Doctoral Studies
Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior …
Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald
Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald
Walden Dissertations and Doctoral Studies
Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations …
Exploring The Efficacy Of School-Based Professional Development, Michele Theresa Glynne
Exploring The Efficacy Of School-Based Professional Development, Michele Theresa Glynne
Walden Dissertations and Doctoral Studies
No method exists for evaluating the effectiveness of professional development (PD) for teachers in Boston Public Schools. Often PD does not contribute to teacher quality, which can hinder student outcomes. The purpose of this study was to explore teachers' perceptions of the effectiveness of PD among K-8 teachers and to examine the alignment of PD in the schools with the 4 prerequisites of professional learning outlined by Learning Forward. These 4 prerequisites served as the conceptual framework. Of the research questions, 4 reflected the topics of the 4 prerequisites: commitment to students, readiness to learn, collaboration, and learning styles. The …
Assessing And Guiding Instructional Practice: Administrators' And Teachers' Perceptions Of The Framework For Teaching Evaluation, Latonya Patrice Wright
Assessing And Guiding Instructional Practice: Administrators' And Teachers' Perceptions Of The Framework For Teaching Evaluation, Latonya Patrice Wright
Walden Dissertations and Doctoral Studies
School officials in a large district adopted a research-based teacher evaluation system, the Framework for Teaching (FFT). Despite a 4-year phase-in of the FFT, teachers' evaluation ratings increased while student achievement results decreased. This disparity impacted the school district's growth targets as set by the State Department of Education. If target growths are unmet, school administrators must relinquish school operations to the state. A bounded, qualitative case study was designed to explore administrators' and teachers' perceptions of the FFT and its influence on school administrators' assessment of teachers' instructional practices. Social constructivist and andragogy theories formed the study's conceptual framework. …
Teacher Perceptions Of Administrative Involvement In Transfer Of Training, Stephanie Michelle Heflin
Teacher Perceptions Of Administrative Involvement In Transfer Of Training, Stephanie Michelle Heflin
Walden Dissertations and Doctoral Studies
This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve …
Exploring The Impact Of Wyoming's Pathways To Professional Development Program On Childcare Providers And Quality Early Childcare, Colleen Kay Bartlett
Exploring The Impact Of Wyoming's Pathways To Professional Development Program On Childcare Providers And Quality Early Childcare, Colleen Kay Bartlett
Walden Dissertations and Doctoral Studies
Childcare programs that provide high quality care can strengthen children's early development. One component of a quality program is having providers who are knowledgeable in child development; however, despite the understanding of these known predictors of child development, Wyoming does not require childcare providers to complete any training before beginning to work with children. Guided by the constructivist theories of Piaget, Vygotsky, Dewey, and Bruner, this objectives-based program evaluation investigated the Pathways to Professional Development program to determine participants' perceptions of the strengths and weaknesses of the program. A researcher-produced survey was created based on the objectives of the program …