Education Commons^™

Educator Perceptions Of Self-Efficacy And Preparedness To Work In High Poverty Schools, Kristen Carroll

Electronic Theses and Dissertations

ABSTRACT

The school leader and teacher have the greatest impact on student success. The level of self-efficacy and level of preparedness is of the utmost importance for educators and students alike. This study investigated the perceptions of educators in the belief of whether they were adequately prepared to teach in a high poverty school. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The results of this study are aimed at impacting educator preparedness to better understand how to best support …

Peer-Coaching Based Professional Development: A Sample Of A School Of Foreign Languages, Sinem Arslan Dönmez, Ahmet Şahin Assoc. Prof.

Georgia Educational Researcher

The purpose of this study is to investigate the views of lecturers about the effectiveness of the implementation of the peer-coaching practice conducted at the school of foreign languages of a foundation university. The lecturers who took part in the peer coaching practice in the academic year 2019-2020 acted as the participants in this case study. The qualitative data was collected via interviews and document analysis. Content analysis and descriptive analysis methods were used in the process of data analysis. The findings from the analysis showed that peer-coaching practice consisted of lesson observations, pre and post-observation meetings, and reflection stages. …

Faculty-Librarian Information Literacy Collaboration, Kimmarie W. Lewis

Georgia International Conference on Information Literacy

Faculty and librarian collaboration is key in the quest for information literacy. As part of the reaccreditation effort at Lord Fairfax Community College -- a two-year institution in northwestern Virginia -- the QEP Leadership Team sought LFCC Librarians’ assistance in a multifaceted, 5-year, information literacy initiative. This effort included the addition of a librarian to the all-faculty QEP Leadership Team, the redesign of composition courses, and professional development through a new LFCC program: “Seeking the Truth: Faculty-Librarian Collaboration Mini-Grants.”

Data obtained from the mini-grant program show that LFCC faculty engaged in this multifaceted initiative gained an appreciation for collaboration with …

Using Best Practices Of Teaching And Learning To Make Your Meetings More Inclusive And Productive, Jessica Kohout-Tailor

Georgia International Conference on Information Literacy

As instructors of information literacy, our goal is to equip learners with the skills needed to critically evaluate, use, and create information effectively and ethically. Listening and speaking skills are vital, as the information proficient learner listens to information, asks questions, and synthesizes the information with which they interact.

As instructors, we model these skills and behaviors within and outside of classrooms and libraries. We teach learners how to read information, model metacognitive skills, and support learners with how to effectively articulate their findings and new knowledge. We recognize that our pedagogy extends beyond the traditional classroom, which can include …

We Got This: Instruction Training For Four New Librarians With Four Different Backgrounds, John Siegel, Sara Desantis, Erika Montgomery, Allison Read

Georgia International Conference on Information Literacy

A southern regional comprehensive university hired four new Reference and Research Librarians. These new librarians had varied experiences with information literacy instruction in academic libraries. Three were recent library school graduates, two were assistants in circulation and technical services, and the other was a part-time reference and instruction librarian. The Coordinator of Information Literacy realized that a training program was needed. In this panel, the Coordinator of Information Literacy will discuss the development of the training program. Several of the new librarians will discuss their backgrounds, including library school preparation. They will also share their perceptions of the training and …

Sustainable Solutions, Georgia Southern University

Sustainable Solutions Newsletter (2016-2022)

• Upcoming Events
• RecycleMania
• Arbor Day
• Global Sustainability
• Upcoming
• Green Eagle Awards
• What Does Georgia Southern Recycle?
• Where to Recycle Off Campus?
• Campus Community Garden
• After School Garden Program
• Professional Development
• Green Tip

Personalized Professional Development Plans, Nancy B. Ruppert

Current Issues in Middle Level Education

Nancy Ruppert is the past-president of AMLE and past-president of NAPOMLE. She is the chair of the education department at UNC Asheville. Her current areas of interest are in advocating for middle school alumni and creating resources to advocate for middle level education. Here she invites readers to contribute to ideas for ongoing professional development.

K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

National Council of Teachers of Mathematics (NCTM) has long supported the use of children’s literature, writing, and manipulatives to improve conceptual understanding of mathematics (2000). In a professional learning community for K-2 teachers, professional development was designed and implemented on ways to incorporate literacy and manipulatives into a mathematics lesson. The teachers were charged with collaboratively planning lessons that included multiple components: the standard(s), a mathematics activity, manipulatives, a writing task, and children’s literature. As the data were analyzed, it became apparent that while most of the lessons were well connected, this did not happen for all of the lessons. …

Factors Relating To The Multicultural Efficacy And Attitudes Of Teachers, Donna L. Strickland

Electronic Theses and Dissertations

The study was conducted to examine the relationship between factors of professional development in diversity issues, teachers’ years of experience, and experiences with diversity with teachers’ multicultural attitudes and multicultural self-efficacy. The research was conducted using a sample population from southeast Georgia. A multiple regression was conducted using survey data (Multicultural Efficacy Scale (MES)) collected from Qualtrics. There were 209 responses. Demographic data and multiple regression results are discussed as well as recommendations for future research. Findings indicate no relationship between teachers’ multicultural efficacy and multicultural attitudes and their professional development in diversity issues, years of teaching experience and experiences …

New Adjunct Faculty Outreach, Cristina Cottom, Sara Ombres, Angela Atwell, Lisa Martino

SoTL Commons Conference

This study looked to determine if an increase in communication from the Rothwell Center for Teaching and Learning Excellence (CTLE-W) at Embry-Riddle Aeronautical University’s Worldwide (ERAU-W) campus to adjunct faculty during their first term teaching would increase utilization of CTLE-W resources compared to first time ERAU-Worldwide adjunct faculty who did not receive increased communication from CTLE-W. Results showed new adjunct faculty members will continue seeking assistance from the CTLE-W team if they are contacted during their first term teaching.

Southern Educator, Georgia Southern University

Southern Educator (2003-2023)

• Summer = Professional Development for Area Educators
• COE Graduates Over 300 Educators and Educational Leaders at Spring Commencement
• COE Ranks in Top Tier of Best Online Graduate Programs for Veterans
• Ed.D. Candidates Recognized for Research

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Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.

Paper 1: Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.

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An Exploratory Study Of Principals' And Teachers' Perceptions Of School Work Conditions In Sinclair County, Georgia, Veronica Lawrence

Electronic Theses and Dissertations

This quantitative study investigated principals’ (n = 16) and teachers’ (n = 362) perceptions of five work conditions domains: Professional Development, Facilities and Resources, Leadership, Empowerment, and Use of Time. This quantitative study used two instruments: principal work conditions survey and teacher work conditions survey to collect data. Data were analyzed using descriptive statistics and a factorial analysis of variance. Findings revealed observed differences in principals’ and teachers’ perceptions of school work conditions. The factorial analysis of variance (ANOVA) showed statistically significant differences for domain scores of Facilities and Resources, Leadership, and Empowerment by type of school. No significant differences …

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Library Annual Report

Library Annual Reports

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Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models …

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Validation Of The Principal’S Computer Technology Survey, Lantry Brockmeier, Nicole Gibson

Georgia Educational Researcher

The purpose of this study was to provide a more in-depth analysis of the psychometric characteristics of the Principal’s Computer Technology Survey (PCTS). The PCTS developmental process yielded a 40–item survey with groups of items comprising five subscales (i.e., curriculum integration, perceptions, acquired expertise, needs assessment, and professional development). Principals’ responses to items within the five subscales was measured on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An expert panel reviewed the instrument plus exploratory factor analyses and confirmatory factor analyses were conducted. This analysis resulted in a restructured instrument …

Paper 2: Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …

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Different Lattitudes, Different Attitudes: Educator Narratives Of A Professional Development In Honduras, Polly Stewart Holder

Electronic Theses and Dissertations

Author's abstract:The curriculum studies field is marked by two significant concerns-the desire for a complex conversation about connection and diversity and the drive to address structural inequities. Drawing from the rich theoretical field of post positivist realism and in the intellectually rigorous tradition of curriculum studies, this inquiry traces the socioemotional and pedagogical development of five educators before and after a brief professional development experience abroad as they explored what a pedagogy of hope (Freire, 2004; Hooks, 2003) might look like. These five participants traveled to Honduras during the summer of 2009 with Heifer Project International (HPI), a non-profit, non …

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