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Articles 31 - 60 of 577
Full-Text Articles in Education
High Leverage Professional Development Topics That Support The Retention Of Special Educators, Meggan Lokken
High Leverage Professional Development Topics That Support The Retention Of Special Educators, Meggan Lokken
Dissertations
Purpose: The purpose of this mixed-methods study was to determine how experienced special education teachers rate and describe the importance of professional development topics identified as high leverage practices in special education by Council for Exceptional Children and CEEDAR Center at helping them perform their teaching jobs, and to determine how the ratings of the different groups (preschool, elementary, middle, high school, and adult transition grade level ranges) compare to one another.
Methodology: The current study is a mixed-method descriptive comparative design, utilizing both quantitative and qualitative survey methodology. A quantitative approach will be used to rate experienced special educator’s …
Perceptions Of Nature-Based Educators: A Phenomenological Study, Jessica D. Mashburn
Perceptions Of Nature-Based Educators: A Phenomenological Study, Jessica D. Mashburn
ATU Theses and Dissertations 2021 - Present
The purpose of this qualitative phenomenological study was to explore the perceptions of practicing nature-based educators and to find how classroom educators can become skilled in providing students with opportunities to learn in nature. In the study, there were 13 participants who represented a variety of individuals, with impressive educational credentials, who are currently employed or volunteering with a nature-based education organization. The data were collected through an intensive literature review, participant interviews, and field observations within two nature-based education organizations. The major findings include the overall difference between nature-based education and the typical classroom setting, as well as the …
Professional Development Bulletin May 2023, Marie O' Neill
Professional Development Bulletin May 2023, Marie O' Neill
Teaching and Learning Bulletins
Recordings of recent professional development events in HE as well as details of upcoming ones.
Educator Professional Development In Universal Design For Learning And Social-Emotional Learning: A Collective Case Study, Sara Morgan
Education (PhD) Dissertations
Carefully constructed professional development supports learning. Integration of Universal Design for Learning and Social-Emotional Learning into professional development supports comprehension and encourages generalization. This study sought to understand educators’ perceptions following a five-part webinar series on the connections between Universal Design for Learning and Social-Emotional Learning. Using the constructivist paradigm and a theoretical framework of collective case study, various aspects of professional development experiences were explored. Webinar design features, relevant content, significant take aways, and future training were all discussed. Review of post session survey comments and participant interviews were analyzed to reveal the findings. Slide decks from each session …
Promoting Teacher Wellbeing: A Book Study, Katy Cooper
Promoting Teacher Wellbeing: A Book Study, Katy Cooper
Masters Theses/Capstone Projects
The purpose of this project is to present a professional development curriculum that promotes teacher wellbeing through a book study. The curriculum was developed considering the following research question: How can a book study be used to support strategies for teacher wellbeing? The frameworks used to answer the research question and create the curriculum were PLC Book Study Guide (FLDOE, n.d.) and Professional Book Study (UFT Teacher Center, n.d.). The proposed book study is planned to take place over a six-month period and includes four meetings. A list of pre-selected books that promote teacher wellbeing, a sample book study invitation, …
Higher Education Professionals Are Not Prepared To Support Students' Growth And Exploration Of Religion And Worldviews, Matthew Gibson
Higher Education Professionals Are Not Prepared To Support Students' Growth And Exploration Of Religion And Worldviews, Matthew Gibson
Culminating Experience Projects
Religion and worldview development is often ignored within higher education. Whether inside of the classroom or in initiatives towards diversity, equity, and inclusion, religions and worldviews are kept out. This project looks at why this is the case and uses the Interfaith Triangle as a theoretical framework to provide a possible solution to this problem. This project was completed in three chapters. The first provides an introduction into why religion and worldview identity development are left out of higher education and how this project will address the issue. The second is a literature review that uses the Interfaith Triangle to …
K-12 Teachers’ Perceptions Of Preparedness And Training To Provide Instruction And Support To English Language Learners, Rebecca Doxsee
K-12 Teachers’ Perceptions Of Preparedness And Training To Provide Instruction And Support To English Language Learners, Rebecca Doxsee
Ed.D. Dissertations
The increased number of English language learners in the general education classroom created the need for teachers to be knowledgeable about how to instruct and support English language learners. Due to the minimal extant literature related to K-12 teachers’ preparedness and training, specifically regarding English language learners, the purpose of this qualitative, interpretive study was to examine the perceptions of Tennessee K-12 teachers related to preparedness and training to provide instruction and support to English language learners in the general education classroom. I emailed the questionnaire to 63 potential participants and received questionnaire responses from 44 (69.84%) K-12 teachers. I …
Ungrading: Why Rating Students Undermines Learning (And What To Do Instead), Lori M. Costello
Ungrading: Why Rating Students Undermines Learning (And What To Do Instead), Lori M. Costello
Journal of Applied Communications
Book review of Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum with a foreword by Alfie Kohn
Social Emotional Learning In Early Childhood: A School Improvement Project, Madi Callan
Social Emotional Learning In Early Childhood: A School Improvement Project, Madi Callan
Master's Theses & Capstone Projects
This article looks at how the implementation of a social-emotional curriculum can improve academics, behavior, and school climate at the early childhood level. The articles examine research from twenty research papers to communicate a need for a social-emotional curriculum and outline a plan for the implementation of a school-wide social-emotional curriculum.
The Impact Of Extended Professional Development In Project-Based Learning On Middle School Science Teachers, Margrett Caroline Upchurch-Ford
The Impact Of Extended Professional Development In Project-Based Learning On Middle School Science Teachers, Margrett Caroline Upchurch-Ford
Theses and Dissertations
This Mixed-Method Action Research study aimed to implement an extended Project-Based Learning professional development series with middle school science teachers. The professional development series took place during the teachers’ Communities of Practice, offering them high-quality support, active participation, and content-specific conversations.
The study collected data on (a) changes in teachers’ attitudes toward in-district professional development, (b) teachers’ perceptions of students’ 21st-century skills, and (c) changes in science teacher self-efficacy. Findings from this study add to the growing body of research indicating the need to offer teachers content-specific, supportive, and extended professional development opportunities. Additionally, the findings of this study indicate …
Chasing A Moving Target: Examining Shifts In Elementary Teachers' Language And Conceptions Of Digital Literacy During Professional Learning, Stephanie M. Branson
Chasing A Moving Target: Examining Shifts In Elementary Teachers' Language And Conceptions Of Digital Literacy During Professional Learning, Stephanie M. Branson
USF Tampa Graduate Theses and Dissertations
Emerging and transforming innovations carry with them new ways of conceptualizing literacy practices in the classroom. As the technology revolution forges ahead and permeates the elementary school setting, teachers must consider how they talk about and model digital literacy practices. Digital literacy goes beyond merely operating technology tools and devices. It includes the cognitive and social processes that take place when reading, writing, and communicating in digital spaces and with digital tools. To understand the integration of digital literacies into the classroom, we must better understand how teachers develop digital literacy competencies and dispositions through focused and intentional professional learning …
Interventions To Improve Teacher Self-Efficacy Beliefs About Writing And Writing Instruction: Lessons Learned And Areas For Exploration, Jadelyn Abbott, Tracey Hodges, Sherry Dismuke, Katherine Landau Wright, Claire Schweiker
Interventions To Improve Teacher Self-Efficacy Beliefs About Writing And Writing Instruction: Lessons Learned And Areas For Exploration, Jadelyn Abbott, Tracey Hodges, Sherry Dismuke, Katherine Landau Wright, Claire Schweiker
Teaching/Writing: The Journal of Writing Teacher Education
The present study explores the findings of a systematic literature review of research about teachers’ self-efficacy for writing and writing instruction to demystify what is known and what remains unknown. We analyzed the pool of research on self-efficacy for writing and writing instruction from January 1992 to August 2020. Our final inclusion of articles resulted in 22 articles that examine teacher self-efficacy for writing and writing instruction while meeting our standards of examining changes in self-efficacy. We examined how shifts in self-efficacy are measured, specific interventions that increase teachers’ self-efficacy for writing and writing instruction as well as interventions that …
Career Trajectory And Aspiring Deans, John Buckwalter, Leslie Durham, George Low
Career Trajectory And Aspiring Deans, John Buckwalter, Leslie Durham, George Low
Academic Chairpersons Conference Proceedings
While universities have processes to assist faculty to progress through their academic careers, most institutions provide little formal assistance to department chairs considering career progression to a deanship or other higher level administrative leadership positions. This interactive session provides practical guidance in an interactive format to those contemplating pursuing advancement in academic leadership.
Focus: The Development Of A Community Of Academic Leaders, Lina Prada Angarita, Nayibe Rosado Mendinueta, Katina Katinac@Uninorte.Edu.Co
Focus: The Development Of A Community Of Academic Leaders, Lina Prada Angarita, Nayibe Rosado Mendinueta, Katina Katinac@Uninorte.Edu.Co
Academic Chairpersons Conference Proceedings
This presentation reports the development of a community of practice for academic leaders in Colombia, South America. Document analysis from 2016 to 2020 helped to characterize the nature of the activities, the purposes, the products and gains. There is evidence of a change of purpose, agency and awareness.
Thinking Global, Acting Local, Ali Gohar Qazi
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.
Investigación, Educación Integral E Innovación En Matemáticas Y Ciencias Exactas Para El Desarrollo, Bruce G. Bukiet, Cristo Leon, James Lipuma, Mossella L. Martínez Martínez, Eric S. Niño Reyes, Edson A. Torres López, Lilián A. Reynosa Martínez, Jorge O. Moreno Treviño, Adriana Camacho Gómez
Investigación, Educación Integral E Innovación En Matemáticas Y Ciencias Exactas Para El Desarrollo, Bruce G. Bukiet, Cristo Leon, James Lipuma, Mossella L. Martínez Martínez, Eric S. Niño Reyes, Edson A. Torres López, Lilián A. Reynosa Martínez, Jorge O. Moreno Treviño, Adriana Camacho Gómez
STEM for Success Resources
Este libro electrónico (e-book) contiene la colección de los trabajos de investigación presentados en el área de matemáticas y ciencias exactas en el Congreso Internacional de Investigación Academia Journals Monterrey, Investigación, Educación Integral e Innovación para el Desarrollo, que fuera organizado los días 13 y 14 de marzo de 2023 por Academia Journals en colaboración con el Colegio de Educación Profesional Técnica de Nuevo León (CONALEP NL).
No More One And Done: The Impact Of A Six Week Professional Learning Book Study On Culturally Relevant Pedagogy On Teachers’ Attitudes And Practices, Emilia Lier
Theses and Dissertations
Culturally relevant pedagogy is a core value and mindset that involves using students’ background knowledge and cultures as tools to propel academic success. CRP entails a curriculum that honors and reflects all students and a variety of perspectives. Students are inspired to become social agents, thus recognizing sociopolitical forces and inequalities within the school system, community, and the world at large. Though researchers have illustrated the positive impact of culturally relevant pedagogy on student outcomes, this practice is not consistently practiced in urban classrooms. The purpose of this study was to explore whether long-term professional development and support influence educators’ …
Culturally Responsive Community Of Practice: A Multiple Case Study Of Instructional Support Teams, Andrea Horowitz
Culturally Responsive Community Of Practice: A Multiple Case Study Of Instructional Support Teams, Andrea Horowitz
Theses and Dissertations
The purpose of this qualitative multiple case study was to understand how culturally responsive actions, behaviors and practices of school building leaders, teachers and support staff during the Instructional Support Team (IST) process impact equitable outcomes for all students within the Multi-Tiered System of Supports (MTSS) process. The participants of the study are the members of two Instructional Support Teams (IST); one elementary team and the other a middle school team. Data was collected through interviews, collected documents, and audio-visual materials. There is little guidance on how to address equitable outcomes of the Multi-Tiered System of Support (MTSS) process and …
Is This Antiracist?: An Autoethnographic Evaluation Of Professional Development, Allison Nava-Holstein
Is This Antiracist?: An Autoethnographic Evaluation Of Professional Development, Allison Nava-Holstein
LMU/LLS Theses and Dissertations
Communities of color have been fighting for equal rights in society throughout history, resulting in the development of different social movements. In 2013, the Black Lives Matter movement was founded and protests erupted across America as Black lives were lost at the hands of law enforcement. In the summer of 2020, the protests continued, serving as a catalyst for schools to begin interrogating their practices and curricula, moving towards efforts to be pro-Black and antiracist.
Grounded in Critical Social Theory and Critical Race Theory, this autoethnographic study explores the experiences of me, a Latinx teacher in diversity, equity and inclusion …
Perceptions Of Science Teachers At Title I Middle Schools Tasked To Integrate Digital Interactive Textbooks, April C. Carpenter
Perceptions Of Science Teachers At Title I Middle Schools Tasked To Integrate Digital Interactive Textbooks, April C. Carpenter
Walden Dissertations and Doctoral Studies
In the K-12 classrooms, science teachers are increasingly using digital interactive textbooks to improve instruction. However, limited research exists on the Title I science educators’ experiences with digital interactive texts in Title I middle schools. The purpose of this qualitative study was to explore the perceptions of these Title I science teachers in middle schools tasked with integrating digital interactive textbooks. This study was guided through the lens of Fuller’s stages of concern, a component of the Concerns Based Adoption Model (CBAM). Adopting basic qualitative methodology, purposeful sampling was employed to recruit nine Title I middle school science teachers through …
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Issues Influencing The Certification Of Online Career And Technical Educators In The Western Pacific Region, Benjamin Borja Seman
Issues Influencing The Certification Of Online Career And Technical Educators In The Western Pacific Region, Benjamin Borja Seman
Walden Dissertations and Doctoral Studies
The problem this study addressed is Career and Technical Education (CTE) teachers’ perceived concerns of the eTeacher certification process and perceived support needed to increase CTE teacher participation in the process. Although an eTeacher certification process is available and free of cost in the Western Pacific region, local secondary CTE teachers have resisted enrolling in certification courses resulting in few CTE offerings for the distance education program. The purpose of this study was to explore the perceived concerns of CTE teachers, and the perceived support needed to increase participation in the eTeacher certification process to teach online CTE courses in …
Exploration Of The Reflective Supervision Relationship: Meaning Making, Communication, And Transformative Learning In Educational Environments, Elizabeth Betsy Stoelt
Exploration Of The Reflective Supervision Relationship: Meaning Making, Communication, And Transformative Learning In Educational Environments, Elizabeth Betsy Stoelt
Master's Theses and Doctoral Dissertations
Reflective supervision is ongoing professional development, often utilized by the social work field that originates from infant mental health supervisory practices. Reflective supervision increases one’s capacity to become aware and manage the strong emotions that are inherent in direct service work and understand relational dynamics within families and between professionals and family members. Using the 3 central tenets of collaboration, reflection and regularity, the goal of reflective supervision is to develop and maintain effective service delivery by understanding the practitioner’s positionality. This study utilized the practice of reflective supervision with five educators over a 10-week period of time. The goal …
The Perceived Results Of Feedback And Evaluation Of Teaching Effectiveness On Adjunct Faculty Professional Development And Growth, Luda V. Vine
Dissertations
Problem
While full-time faculty at any institution of higher learning undergo an established system of evaluation of teaching effectiveness, adjunct faculty members' experience varies greatly from institution to institution. There is little in the relevant academic literature about an effective feedback mechanism for evaluating teaching effectiveness among adjunct faculty members. Limited qualitative research has been done to understand the effects of teaching evaluations on the professional development and growth of individual adjunct faculty members. Developing an understanding of effective evaluation of teaching that will result in improved adjunct faculty professional development and growth will impact not only the faculty members' …
Perceptions Of Science Teachers At Title I Middle Schools Tasked To Integrate Digital Interactive Textbooks, April C. Carpenter
Perceptions Of Science Teachers At Title I Middle Schools Tasked To Integrate Digital Interactive Textbooks, April C. Carpenter
Walden Dissertations and Doctoral Studies
In the K-12 classrooms, science teachers are increasingly using digital interactive textbooks to improve instruction. However, limited research exists on the Title I science educators’ experiences with digital interactive texts in Title I middle schools. The purpose of this qualitative study was to explore the perceptions of these Title I science teachers in middle schools tasked with integrating digital interactive textbooks. This study was guided through the lens of Fuller’s stages of concern, a component of the Concerns Based Adoption Model (CBAM). Adopting basic qualitative methodology, purposeful sampling was employed to recruit nine Title I middle school science teachers through …
The Impact Of Trauma-Informed Professional Development On Classroom Climate, Amber Lenz
The Impact Of Trauma-Informed Professional Development On Classroom Climate, Amber Lenz
Dissertations, Theses, and Projects
When students experience trauma or adverse childhood experiences (ACEs) in the home, such as substance abuse, mental illness, neglect, or violence, schools become an important place in which support, kindness, and understanding are needed the most. School can, for some students, be a place of physical safety and emotional stability. Oftentimes, the weight of what is going on at home or in the community is being miscategorized and is seen as misbehavior or laziness in a student. If teachers do not learn how to deal with the trauma in a supportive and validating way, students will stay distracted and disengaged …
Effective Practices Of Feedback Of Elementary School Administrators During The Post-Observation Conference, Michael Galvin
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 …
Rural Teacher Attitudes And Engagement With Computing And Technology, Melissa P. Mendenhall, Colby Tofel-Grehl, David Feldon
Rural Teacher Attitudes And Engagement With Computing And Technology, Melissa P. Mendenhall, Colby Tofel-Grehl, David Feldon
Teacher Education and Leadership Faculty Publications
The purpose of this sequential Case Study-Mixed Methods research is to explore rural teacher attitudes toward, approaches to, and engagement with making and computational thinking during STEM professional development and co-teaching learning experiences. Specifically, we examine the professional learning needs of two rural, middle school teachers as they engage technology. Using the lens of cultural historical activity theory, this paper examines the ways in which teacher attitude about computing shifted throughout professional learning and instructional practice. Findings show three broad themes that emerge surrounding teacher attitudes, approaches, and engagement with technology: Anxiety, Independent Learner, and Integration. Additionally, findings suggest that …