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Full-Text Articles in Education
Inservice Professional Development For Educators In A Democracy: Moving From Theory To Practice, Rachel Lynn Wadham
Inservice Professional Development For Educators In A Democracy: Moving From Theory To Practice, Rachel Lynn Wadham
Theses and Dissertations
This dissertation presents research that addresses the question of how professional development influences inservice teachers' professional identity. In three journal articles, specific inquiries address research questions drawn from this broader conversation. In article one, we answered the question of what unifying characteristics democratic educators exhibit in their pedagogies and methods. By conducting an integrative literature review, we find that those who indicate that they are democratic educators used four major pedagogical categories including inquiry methods, artistic methods, oral methods, and student-centered methods. In the second article, we addressed the question of how professional development influences teachers' professional civic identities. In …
Informing Professional Development To Support K-12 Blended Teaching: A Study Of Practices Of Seasoned Blended Teachers And Coaching Experiences Of Emerging Blended Teachers, Michelle Jensen
Theses and Dissertations
This dissertation is presented in a journal-ready format and aims to inform professional development designed to support blended teaching. The first is a qualitative study of the practices of secondary educators currently using blended teaching strategies. Thematic analysis of the interviews identified activities teachers use in the online space and how they are connected to in-person activities. Activities aligned with two prior frameworks. Moore's (1989) interaction framework supported classifications of student interactions with content, other learners, and instructors. Kimmons et al.'s (2020) technology use framework supported classifications of student use of online technology in passive, interactive, and creative ways. Participants …
A Missing Piece In The K-12 Online Learning Puzzle: Professional Development For Online Teachers, Chad A. Turley
A Missing Piece In The K-12 Online Learning Puzzle: Professional Development For Online Teachers, Chad A. Turley
Theses and Dissertations
K-12 online learning continues to grow, and with it, the need for well-trained online teachers. This multiple-article dissertation explores K-12 online teaching professional development. A literature review describes research trends regarding unique strategies and competencies related to online teaching. It explores strategies such as acting as a facilitator, developing course knowledge, encouraging student engagement, interacting regularly with students, giving feedback, and developing time management skills. The literature review suggests that there is a lack of specific recommendations about what content should be covered and why professional development is beneficial for both teachers and students. Programs that incorporate online teaching professional …
Direct Response To Usb64: Focus On Compliance Or Improved Student Learning, Patrick Edward Flanagan
Direct Response To Usb64: Focus On Compliance Or Improved Student Learning, Patrick Edward Flanagan
Theses and Dissertations
Using the professional literature surrounding change knowledge, this study assesses Utah public school districts' response to Utah Senate Bill 64 (USB64) that was passed in 2012. USB64 required school districts to ensure that principals were evaluating teacher performance through the use of a chosen evaluation tool. The chosen evaluation tool needed to include evaluation rubrics tied to the state teacher standards. USB64 was passed with the intent to improve classroom instruction and thereby improve student learning in Utah schools. Utah school districts complied with USB64 requirements and timelines. Districts successfully identified and adopted observation tools that principals could use to …
Implementation Of Student-Centered Teaching Methods Among Stem Faculty, Melissa Cavan
Implementation Of Student-Centered Teaching Methods Among Stem Faculty, Melissa Cavan
Theses and Dissertations
Students at the college level need good instruction and active learning has been shown to improve student retention and learning. Science, Technology, Engineering, and Math Faculty Institution (STEMFI) aims to assist faculty in implementing active learning in the classroom. This qualitative case study sought to understand faculty perspectives two years after completion of STEMFI in the areas of active learning implementation, methodology and student attitudes and impact. Data collected reported that the faculty participants still use active learning strategies in their classrooms two years after exiting the STEMFI program. The faculty also felt the need for a refresher course and …
Professional Development And Change In Teachers' Beliefs And Practice For Teaching English Language Learners, Kerong Wu
Theses and Dissertations
To provide quality education to all students, including ELLs, teachers need professional development designed and enacted according to best practice. However, a common problem for professional development is that teachers' practices often do not change. Implemented through the partnership collaboration with university, education, and public school faculty, the professional development designed in this study focused on educating teachers about needed content and engaging them in ways that would increase the likelihood they would enact such practices in their classrooms (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007). The professional development program comprised six courses that adhered to the …
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Theses and Dissertations
Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in …
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen
Theses and Dissertations
Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in …
Faculty Orientations In Esl Professional Development, Jason T. Jay
Faculty Orientations In Esl Professional Development, Jason T. Jay
Theses and Dissertations
The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education …
Outcomes For Professionals And Companies Through Student-Professional Reverse Mentoring Sessions, Nicholas Burr Gubler
Outcomes For Professionals And Companies Through Student-Professional Reverse Mentoring Sessions, Nicholas Burr Gubler
Theses and Dissertations
This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience …
A Validity Study Of The Cognitively Guided Instruction Teacher Knowledge Assessment, Debra Smith Fuentes
A Validity Study Of The Cognitively Guided Instruction Teacher Knowledge Assessment, Debra Smith Fuentes
Theses and Dissertations
This study reports the development of an instrument intended to measure mathematics teachers' knowledge of Cognitively Guided Instruction (CGI). CGI is a mathematics professional development framework based on how students think about and solve problems and how that knowledge guides instruction for developing mathematical understanding. The purpose of this study was to (a) analyze and revise the original CGI Teacher Knowledge Assessment (CGI TKA), (b) administer the revised CGI TKA, and (c) analyze the results from the revised CGI TKA. As part of the revision of the original CGI TKA, distractor analysis identified distractors that could be improved. Experts in …
The Principal’S Impact On The Success Of Mathematics Professional Development, Michael Chad Staheli
The Principal’S Impact On The Success Of Mathematics Professional Development, Michael Chad Staheli
Theses and Dissertations
Principal involvement is recognized as a key component to success in professional development implementation. Both the principal efforts undertaken, and the visions stated influence teacher development and student achievement. Using the instructional, transformational, and learning-centered models of leadership, as well as frameworks in vision, and organizational theory, this research sought to clarify the impact of principal involvement on student performance. Interview data was collected from 16 principals participating in a mathematics professional development program entitled the Comprehensive Mathematics Initiative. Of the participants, 9 of the principals were from schools that achieved high levels of student performance on standardized mathematics tests …
District Leadership Building Principal Capacity In Improving Teacher Quality: Implementing Effective Professional Development, Karen Mitterling Johnson
District Leadership Building Principal Capacity In Improving Teacher Quality: Implementing Effective Professional Development, Karen Mitterling Johnson
Theses and Dissertations
This article focuses on lessons learned from district implementation of Utah Senate Bill 64 passed in 2012, which requires large-scale reform in evaluating teacher quality. This statemandated reformation effort requires all principals to evaluate teacher performance using new state teacher standards adopted in 2011. District implementation efforts used effective professional development that included peer collaboration and practicum experiences as evidenced by successfully certifying all principals in the evaluation of teacher performance. Twenty-seven principals representing nine districts were selected for this qualitative study. Data was collected during a one-on-one interview with each principal to gather insights about district efforts to prepare …
Professional Development Among Brigham Young University Faculty, Elizabeth Ann Robinson
Professional Development Among Brigham Young University Faculty, Elizabeth Ann Robinson
Theses and Dissertations
This thesis is a qualitative research study examining views of faculty at Brigham Young University regarding professional development at the university level. Subjects who participated in the study were selected based on being full-time, part-time, adjunct, tenured, and non-tenured professors at Brigham Young University. Instructors who work solely with online students were not included. The contacts also did not include student teachers, support staff, non-teaching faculty or graduate students.The key findings from the qualitative research study report that faculty differentiate between two categories of professional development, one concerned with teaching and other aspects of working at a university, and the …
Spanish For Lunch: Engaging Young Interpreters In Teacher Professional Development, Kevin Landon Johnstun
Spanish For Lunch: Engaging Young Interpreters In Teacher Professional Development, Kevin Landon Johnstun
Theses and Dissertations
Across the United States, schools are largely segregated by race and ethnicity, resulting in schools that are densely Latino and teaching staff who are overwhelming monolingual English speakers, as most teachers are white women. This has created difficulty in home communication in these schools. Given the positive impacts of personal and frequent home communication, a greater capacity of teachers to communicate with parents may be an important asset in school improvement efforts. This study looks at ongoing design-based research efforts to engage bilingual students in helping their teachers become more capable of communicating in Spanish. Through online-delivered challenges, teachers and …
Exploring The Capacity Development Of Novice School Administrators: It's Not Only Where Capacity Sources Are Accessed But Also How, Aaron Ross Wilson
Exploring The Capacity Development Of Novice School Administrators: It's Not Only Where Capacity Sources Are Accessed But Also How, Aaron Ross Wilson
Theses and Dissertations
Although many school districts provide inservice professional development to build the capacities of novice principals, some of these supports are proving inadequate in recruiting or retaining qualified leaders. Research on capacity development for novice principals is scarce, yields mixed results, and employs methodology which has invited participant response bias. Reflecting the school level, gender, and Title I experience of novice principals within a large school district in the mid-Western United States, a sample of 24 novice principals respond to semi-structured interview questions. Iterations of transcription coding, member-checking, and analysis yield findings that help school districts better understand the capacity development …
A High School Biology Teacher's Development Through A New Teaching Assignment Coupled With Teacher-Led Professional Development, Lorien Young Francis
A High School Biology Teacher's Development Through A New Teaching Assignment Coupled With Teacher-Led Professional Development, Lorien Young Francis
Theses and Dissertations
This self-study examined the learning that emerged from a change in teaching assignment coupled with self-initiated, teacher-led professional development in order to understand a high school science teacher's development as a teacher. The two participants in the study were the teacher/researcher, an experienced high school biology teacher who was taking up a new assignment teaching biotechnology, an advanced science course; and a first-year teacher assigned to teach biotechnology, who served as collaborator in the professional development and critical friend in the study. In order to uncover the teacher/researcher's learning and thinking, self-study of teaching practice methodology most clearly met the …
Outcomes From In-Person Interdisciplinary Continuing Education For Autism And Online Delivery Of The Same Content, Rachel Ann Trayner
Outcomes From In-Person Interdisciplinary Continuing Education For Autism And Online Delivery Of The Same Content, Rachel Ann Trayner
Theses and Dissertations
Because of the growing prevalence of Autism Spectrum Disorder (ASD), there is an increased need for effective professional training models for autism treatment and education. Individuals with ASD receive care and therapy across multiple disciplines, so such training models should also be interdisciplinary in nature. In the medical field, pediatricians, nurses, psychiatrists, and many others work with individuals with ASD. In the education field, teachers, speech language pathologists, school psychologists, and others work with children with ASD. Some therapists work in both systems. Thus far, there has been little research done considering training delivery models (i.e., in-person and online training) …
The Relationship Between Teachers' Perceptions Of Response To Intervention (Rti) Implementation Factors And Self-Reported Rti Implementation Efforts, Kim Jones
Theses and Dissertations
Response to Intervention (RTI) is an educational reform effort that is being implemented across the nation. Considering that the systematic implementation of the RTI process requires organizational change, teachers may be hesitant or resistant to engage in the change process. This study organizes the potential barriers of RTI implementation into the RTI implementation factors of vision, professional development, professional support, and time resources. This quantitative study explored the relationship between teachers' perceptions of these RTI implementation factors and teachers' self-reported RTI implementation in their classrooms. The survey results came from 553 elementary school teachers across the state of Utah (30% …
Teacher Participation And Motivation Inprofessional Development, Krystal A. Hill
Teacher Participation And Motivation Inprofessional Development, Krystal A. Hill
Theses and Dissertations
Although professional development is accepted as important for making educational improvements, some have been unsuccessful due to how the teachers choose to participate, and the lack of motivation in teachers to attend or implement the suggested changes. A case study of secondary mathematics teachers in a required professional development is used to look at teachers' motivation and participation during the professional development. This study compared mathematics teachers' motivation to attend with ways of participating in order to determine how these influence a teacher's intent to change. It was found that certain aspects of motivation and participation does influence a teacher's …
The Unique Skills And Traits Of One-Way And Two-Way Dual Immersion Principals, Ryan K. Rocque
The Unique Skills And Traits Of One-Way And Two-Way Dual Immersion Principals, Ryan K. Rocque
Theses and Dissertations
The principal is an important key to school success and student achievement (Anderson & Togneri, 2003; Met & Lorenz, 1997). Considering the role of principals of dual immersion schools, few studies have considered factors leading to their success (Nicholson, Harris-Johhn, & Schimmel, 2005; Simmons et al., 2007). With current advancements in skill mapping and meta-analyses, the understanding of skill and trait theory has improved, greatly enhancing the researcher's ability to effectively identify a leader's skills and traits (Derue, Nahrgang, Wellman, & Humphrey, 2011; Marzano, Waters, & McNulty, 2005; Scouller, 2011; Zaccaro, 2007). A clearer understanding of the skills and traits …
Pe Central: A Possible Online Professional Development Tool, Amber M. Hall
Pe Central: A Possible Online Professional Development Tool, Amber M. Hall
Theses and Dissertations
Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this study was (a) to assess the usage and satisfaction with the online site PE Central and (b) to ascertain whether PE Central constitutes a valid source of professional development leading to changes in teaching practices and student learning outcomes. Participants (45 pre-service and 288 in-service teachers) completed an online survey assessing the effects of using PE Central on their perceptions of usage, satisfaction, professional development, teacher change, and student engagement. Results indicated no significant differences between …
The Effects Of Professional Development On High School Teachers' Implementation Of The Problem-Solving Process, Brandon Y. Jackson
The Effects Of Professional Development On High School Teachers' Implementation Of The Problem-Solving Process, Brandon Y. Jackson
Theses and Dissertations
The majority of schools use punitive and reactive strategies to deal with maladaptive behaviors. This descriptive study was a replication of Wilmott (2012) and occurred in a multi-tiered system of supports (MTSS) high school. Professional development was provided to 22 teachers from a high school located in the western United States. This included 61% males and 39% females. Measures included the frequency of praise notes and ODRs, the quality of praise notes based on a praise note rubric, and a social validity questionnaire. The ODR and praise note frequencies were compared using the Spearman correlational coefficient that resulted in a …
Training Pre-Service Teachers In Response To Intervention: A Survey Of Teacher Candidates, Ann-Michelle Neal
Training Pre-Service Teachers In Response To Intervention: A Survey Of Teacher Candidates, Ann-Michelle Neal
Theses and Dissertations
Addressing training in Response to Intervention at the pre-service level has potential to reach educators during their formative years; preparing them to implement research-based practices upon entering the field and building the capacity to do so with more fidelity and less support. While the knowledge levels and perceptions of pre-service teachers are critical to the future success of RTI implementation, the level of training among pre-service educators is less understood relative to their colleagues in the field. This exploratory study was designed to examine pre-service general and special education teachers' perceptions of RTI, and self-efficacy in implementation. A survey, created …
A District-Wide Study Confirming The Relationship Between Professional Learning Communities And Student Achievement In Elementary Schools, Joseph Samuel Backman
A District-Wide Study Confirming The Relationship Between Professional Learning Communities And Student Achievement In Elementary Schools, Joseph Samuel Backman
Theses and Dissertations
Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms this relationship. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 students. An analysis of professional learning communities and student achievement data through hierarchical linear modeling indicated that each of the …
Professional Development As A Community Of Practice And Its Associated Influence On The Induction Of A Beginning Mathematics Teacher, Savannah O. Steele
Professional Development As A Community Of Practice And Its Associated Influence On The Induction Of A Beginning Mathematics Teacher, Savannah O. Steele
Theses and Dissertations
This qualitative study analyzes a professional development course and its associated influence on the induction of a beginning mathematics teacher from a sociocultural perspective. Specifically, it examines whether a specific high school mathematics professional development course formed a community of practice through the elements of mutual engagement, joint enterprise, and shared repertoire. A community of practice is an inherently sociocultural framework. The results show how each element was present in the professional development, indicating that a community of practice had formed. Using those three elements of community of practice, the study further analyzes the induction of one first-year teacher, Sarah, …
The Impact Of Professional Development On The Delivery Of Written Praise And Office Disciplinary Referrals, Shalon Stephanie Wilmott
The Impact Of Professional Development On The Delivery Of Written Praise And Office Disciplinary Referrals, Shalon Stephanie Wilmott
Theses and Dissertations
The purpose of this research was to examine the impact of professional development on teachers' delivery of written praise notes and the number of office disciplinary referrals (ODRs). The professional development consisted of training teachers on the effective use of behavior specific written praise, as well as on how to analyze and respond to praise-note and office disciplinary referral data. It was hypothesized that this process could help support and increase teachers' delivery of behavior-specific written praise notes and would subsequently decrease in the rate of office discipline referrals (ODRs). As baseline data, this study used the participating school's existing …
Effects Of Tiered Training On General Educators' Use Of Specific Praise, M. T. Thompson, Michelle Marchant, D. Anderson, Mary Anne Prater, G. Gibb
Effects Of Tiered Training On General Educators' Use Of Specific Praise, M. T. Thompson, Michelle Marchant, D. Anderson, Mary Anne Prater, G. Gibb
Faculty Publications
Research suggests a compelling correlation between teacher behavior and effective learning environments. Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researchers worked with three elementary-level general educators in a tiered model of training generally known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study used the RtI framework to provide professional development instruction to teachers. The researchers also tracked the behavior of three students identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed increases in rates of BSP following the …
Effects Of Tiered Training On General Education Teachers' Use Of Specific Praise, Michele T. Thompson
Effects Of Tiered Training On General Education Teachers' Use Of Specific Praise, Michele T. Thompson
Theses and Dissertations
Research suggests a compelling correlation between teacher behavior and effective learning environments (Sutherland & Morgan, 2003; Brophy & Good, 1986). Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researcher worked with 3 elementary-level general educators in a tiered model of instruction, commonly known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study, a systematic replication of Myers, Simonsen and Sugai (2011), used the RtI framework to provide professional development to teachers. The researcher also tracked the behavior of 3 students, identified by the teachers as having behavioral difficulties, who …
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Faculty Publications
Nine elements of a Professional Development School Partnership include: comprehensive mission; preparation of future educators; needs-based professional development; commitment to evidence-based practices; investigation of practices and sharing of results; commitment to parent involvement; shared governance and collaboration; work by faculty across settings; shared resources.