Curriculum and Instruction Commons^™

“Proving Our Worth”: Discourses Of Teacher Evaluation In Literacy Coaching, Carolyn S. Hunt, Deborah A. Macphee

Reading Horizons: A Journal of Literacy and Language Arts

There is increasing evidence that literacy coaching is an effective method for supporting teachers’ professional development. At the same time, teacher evaluation systems have intensified in response to reform initiatives, raising questions about what happens at the intersection of teacher evaluation and coaching. Despite the potential of coaching to promote deep reflection and professional growth, discourses of teacher evaluation can disrupt teacher-coach relationships if accountability is privileged over professional learning and coaches are positioned as experts who judge and report on teachers’ performance. The purpose of this study was to explore how dominant discourses of teacher evaluation influenced the professional …

Reading Between The Lines: A Mixed Methods Investigation Of Teachers’ Understanding And Implementation Of The Science Of Reading, Karen L. Dumas

Electronic Theses and Dissertations

Throughout the nation, the science of reading (SoR) is sweeping through schools, realigning instructional practices, altering curricula, and causing a shift in educators’ ideologies. Therefore, exploring teachers’ understanding of the science of reading and the classroom implementation may offer valuable insights for school leaders, policymakers, and educators during this period of transition. This explanatory sequential mixed methods investigation researched SoR knowledge and implementation of K-3 general education teachers in Pennsylvania.

This study took place in two phases: quantitative followed by qualitative. During the quantitative phase, 141 K-3 teachers in Pennsylvania participated in the Teacher Understanding of Literacy Constructs and Evidence-Based …

Transformative Shift: Exploring Teachers' Dispositions Toward Culturally Relevant Pedagogy In A Community Of Practice, Maritt Wolfrom

Boise State University Theses and Dissertations

In this collaborative, embedded mixed-method study I explored the impact of teacher participation in a community of practice focused on improving attitudes toward and implementation of culturally relevant and responsive pedagogy. Using the Dispositions for Culturally Responsive Pedagogy Scale as a tool to induce critical reflection and dialogue; teachers collaboratively examined their beliefs, practices and perceptions regarding CRP. Through focus group interviews and exit tickets, changes in teacher behaviors and attitudes toward CRP were examined and identified. The goal of this study was to contribute to advancing knowledge on teacher empowerment through transformative learning experiences, CRP implementation, and professional learning …

Non-Esl High School Teachers’ Instructional Training And Professional Development Needs And Their Emergent Bilingual Student Classrooms, Brynn E. Caddell

Electronic Theses and Dissertations

The U.S. emergent bilingual student population continues to grow and is projected to increase nationwide. The growing population of students has specific academic and social needs that need to be addressed and provided for emergent bilingual students to be successful. This qualitative case study examined the instructional needs of high school non-English as a second language (ESL) teachers who serve emergent bilingual students and how the district can support the instructional practices of high school teachers in an urban school district in Texas. The problem addressed in this study was the lack of instructional training and professional development for secondary …

Teacher Perceptions On The Effectiveness Of Instructional Coaching, Annie Van Damme

Master of Education Program Theses

There is an increasing need for professional development that meets the needs of teachers in today’s teaching environment. Many schools and districts are beginning to see instructional coaching as a way to provide embedded professional development for teachers that increases teacher engagement and learning outcomes for students. This study aims to understand the perceptions that teachers have of instructional coaching, framed around teacher descriptions of their perceptions of the interactions with a coach, their engagement with a coach, and the impact of instructional coaching on their instructional pedagogy. Results indicate that teachers have a positive perception of instructional coaching, and …

Finding “Heart, Hope, And Humanity” At The 2024 Ncte Annual Convention, Hermione Dewitt, Ellie Fisher, Zoe Mcdowell, Kaleigh D. Phelps, Liz Shanks, Haley Smiley, Mark A. Lewis, Melanie Shoffner

Virginia English Journal

Six teacher candidates from James Madison University’s secondary ELA teacher education program reflect on their take-aways from the 2024 NCTE Annual Convention through the lens of the convention theme: Heart, Hope, and Humanity.

Multi-Grade Classroom Professional Development And Curated Resources, Angie Marshall

Cal Poly Humboldt theses and projects

This project aims to provide educators and administrators with a comprehensive compendium of resources for effectively designing and implementing instruction in multi-grade classrooms. Limited research exists to support teachers who may struggle with the complexities of teaching multiple grade levels within a single classroom setting. Traditionally, educators obtain their teaching credentials, secure employment, and are expected to effectively instruct the students. However, when assigned to a multi-grade classroom, the instructional demands become significantly more intricate and potentially overwhelming.

The objective of this professional development and resource guide is to equip teachers and administrators with a structured resource to enhance the …

2024 Founders Award Remarks, Elizabeth Cole Beck

Honors in Practice Online Archive

NCHC Founders Award recipient describes a three-decade career in honors education, highlights the immeasurable potential of honors programs for shaping student lives, and argues for the importance of conference attendance to honors educators.

Incudes

a revised version of remarks delivered at the 2024 National Collegiate Honors Council awards ceremony on November 1, 2024 in Kansas City, Missouri.

Teacher Perceptions Of Job-Embedded Professional Development: Is It Worth The Hype?, Sarah Lind Morton

Doctor of Education Dissertations

This dissertation examined the factors contributing to teacher engagement in professional development (PD) programs, focusing on how those teachers perceived their PD needs. The study concentrated on understanding teachers’ thoughts and concerns regarding various types of PD, including large, small, and online programs. Small group PD was also referred to as job-embedded PD (JEPD) for this study. The four specific methods of JEPD included professional learning communities (PLCs), data teams, feedback, and coaching. The research highlighted JEPD, emphasizing the importance of this type of PD in engaging teachers. The methodology employed was a sequential explanatory mixed methods study that included …

Experiencing The Shift: How Experiential Blended Learning Professional Development Enhances Teacher Self-Efficacy, Shannon N. Tabaldo, Ashley L. Ireland

Journal of Catholic Education

This qualitative study examines how participation in a multi-year, experiential professional development program—the Academy of Blended Learning (ABL)—shaped teachers’ perceived self-efficacy in implementing blended learning. Grounded in Bandura’s self-efficacy theory, Bruner’s constructivism, and Knowles’ adult learning principles, the study drew on semi-structured interviews and instructional artifacts from eight teachers in Catholic schools serving historically marginalized communities in California. Findings suggest that ABL participation was associated with increased instructional confidence, a stronger sense of professional purpose, and greater enthusiasm for student-centered, technology-enhanced learning. Teachers attributed these shifts to ABL’s design, which emphasized active participation, collaborative inquiry, differentiated instruction, and development of …

Oer Faculty Fellowship, Leila Walker

Open Educational Resources

No abstract provided.

Enhanced Instructional And Professional Growth Through A Pragmatic Instructional Approach, Joanna C. Weaver, Gabriel T. Matney, Chloe Beeker, Alex Zalar

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

Finding a pragmatic process across university programs and disciplines that has the potential to strengthen programs and instruction has promise for adoption because of the possible impact and benefits. Jigsaw Lesson Study (JLS) has that potential and could be expanded into not only a teacher-education classroom but also into any discipline across a university campus. JLS offers opportunities for student engagement and professional development. Here, we used the JLS process, modified from Lesson Study (LS), to strengthen instructional decision-making, lesson planning, and student learning in a teacher-education course. We sought to …

Full Issue: Journal On Empowering Teaching Excellence, Volume 8, Issue 2, Fall 2024

Journal on Empowering Teaching Excellence

The full-length Spring 2024 issue (Volume 8, Issue 1) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2024 issue presents practical ideas and prompts for those who teach at colleges and universities in a variety of disciplines. Articles ways to use popular culture (in this case, reality TV) to teach higher-level concepts; strategies for adapting Lesson Study techniques for preservice teachers; and a review of McNair et al.'s 2022 book on creating student ready colleges.

Developing A Learner-Centered Response To Writing Through A Graduate Course In Writing-Across-The-Curriculum, Faqryza Ab Latif, Kristin Winet

Journal of Response to Writing

Although writing-across-the-curriculum (WAC) programs have been commonplace since the 1970s, the focus has largely been at the level of assessment and programmatic development and less on the instructors, particularly graduate teaching assistants (TAs) who adopt these practices. In this article, we describe a pilot WAC graduate-level course in writing pedagogy that our institution developed as part of our recent membership in the Center for the Integration of Research, Teaching, and Learning (CIRTL). We also share how one science, technology, engineering, and mathematics (STEM) graduate student revised her approach to assignment design, feedback, and assessment for a general education course and …

Multicultural Perspectives On Building Instructional Capacity For Multilingual Learners: Synergy Of Teachers, Community Members, And Academics, Mihaela Gazioglu, Emily Howell, Lindsey W. Rowe, Victoria Pennington, Nicole Ferguson-Sams, Kavita Mittapalli, Amian Banerjee

Publications

This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address the needs of multilingual students’ caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners.

Balancing Efficacy And Efficiency In Functional Behavior Assessment And Behavior Intervention Plan Educator Professional Development, Audrey Alberstadt

Boise State University Theses and Dissertations

Reviews of functional behavior assessments (FBAs) and behavior intervention plans (BIPs) in schools indicate a lack of technical adequacy. Special educators and related service providers are some of the school personnel that complete FBAs and BIPs. While pre-service preparation programs lay the groundwork for a basic understanding of the FBA and BIP process, in-service training needs to provide professional development to support fluency in technical adequacy. Providing professional development that is both effective and efficient is key to supporting student outcomes and educators’ intent to remain in the field. This study investigates the effect of a virtual professional development intervention, …

Coach To Teach: Effects Of Ecoaching On Special Education Teacher Implementation Of Discrete Trial Training, Olga Karadimou

Human Movement Studies & Special Education Theses & Dissertations

The growing shortage of special education teachers (SETs) and declining retention rates across numerous United States (U.S.) school districts pose a serious threat to the quality of education provided to students with disabilities. One of the ongoing challenges is the significant gap between evidence-based practices (EBPs) and their actual implementation in classrooms. Researchers emphasize the importance of providing high-quality professional development (PD) targeting the use of EBPs in the classroom, as doing so has been linked to SET retention (Berry & Gravelle, 2013; Berry et al., 2011; Hagaman & Casey, 2018; Reagan et al., 2019). This study aimed to experimentally …

If We Only Had A Wheelbarrow: Asset-Based Pedagogy In The Elementary Classroom, Elizabeth Bedell

Theses and Dissertations

The challenges facing today’s educators are much and many. Among them ranks the persistent underachievement of students from racially and culturally diverse backgrounds. Attempts to remedy this have historically taken a deficit approach, one that attempts to “fix” students by melding them to the norms of the dominant culture, ultimately diminishing their cultural ways of knowing and being and perpetuating inequity. Although educators want to do better, most have simply not been provided with the professional learning that would support their centering students’ voices and experiences as essential to learning

With a focus on asset-based pedagogy, this convergent mixed methods …

Cultural Advocacy And Teachers Of Color, Torine Champion, Linda Wilson-Jones

Journal of Research Initiatives

Teachers of color face marginalization and microaggressions that their White counterparts do not have to face. African American teachers experience microaggressions pathologizing their cultural values and communication styles, cultural/ethnic insensitivity, an ascription of their intelligence, and being treated as second-class citizens) that are hurtful, undermining, and disparaging (Brown, 2019). Asian American teachers face gendered, racial, and sexualized expectations on their campuses (Endo, 2015). A study of Latina bilingual teachers revealed that they felt alienated from their colleagues, had larger workloads, and did not have access to support (Amos, 2016). Teachers of color experience inequalities, microaggressions, and marginalization that impact their …

A Phenomenological Study Of Special Education Teacher Self-Efficacy For English Learner Instruction, Emilie Louise Jacumin-Simmons

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to understand the experiences of special education teachers (SETs) who instruct English learners (ELs) at secondary public schools in the Southeast. In this research, SETs instructing ELs were generally defined as SETs responsible for the instruction of ELs with or without disabilities. The theory guiding this study was Bandura’s theory of self-efficacy. The qualitative study used a phenomenological approach to explore the lived experiences of 11 SETs who teach in secondary public school districts in the southeastern United States. Data collection consisted of Teacher Self-Efficacy (TSE) Scale surveys, teacher reflections on their …

Teacher's Experiences Of The Response To Intervention Model Implementation In State-Ranked New Jersey Schools: A Qualitative Case Study, Kimberly Myers

Doctoral Dissertations and Projects

The purpose of this case study was to discover and describe teachers’ experiences of RTI implementation for kindergarten through grade five general education teachers at state-ranked suburban New Jersey schools. The theory guiding this study is Bandura’s theory of self-efficacy, as it applies to teachers’ experiences of the effectiveness of the RTI process. According to Bandura, self-efficacy is the perception of how well one can execute a task. Self-efficacy can connect to teacher efficacy through the feeling of understanding the job requirements and the intended goals. This case study assessed how teachers’ experiences of the RTI process impact the overall …

Putting Creative Thinking At The Core Of The English School Curriculum: An Exploratory Study, Sladana Krstic

Assessment and Reporting

Across much of the world, in more than 20 educational jurisdictions, the ability to think creatively is seen as a core aspect of what it is to be a successful learner today and, consequently, it has been included within various national curricula (Taylor et al., 2020). In England this is not yet the case, despite strong arguments being made for creative thinking being a core part of the curriculum in the Durham Commission on Creativity and Education (2019). In 2023 Rethinking Assessment and ACER UK conducted an exploratory study to examine the feasibility of integrating creative thinking into five subjects …

K-12 Teachers’ Experience With Professional Development On Implementing Intervention For Cognitive Reading Disorders And Dyslexia: A Qualitative Hermeneutic Phenomenological Study, Rosemary Balestieri

Doctoral Dissertations and Projects

The purpose of this phenomenological study is to understand the experiences of the 10 K-12 teacher participants who may implement instruction and interventions for students who struggle with cognitive reading disorders and dyslexia. Instruction for intervention of cognitive reading disorders at the K-12 education level was generally defined as the multisensory approach more commonly found in schools. Instructional methods of 10 teachers at the K-12 education level for cognitive reading disorders was explored by implementing the central research question (CRQ), “What are the experiences of K-12 teachers who receive professional development to provide cognitive reading instruction with interventions specific to …

Automobile Resources: Car Culture Through Teacher In-Service, Ronald V. Morris, Denise Shockley

The Councilor: A National Journal of the Social Studies

Teachers learned about the automobile industry and car culture in a half day professional development meeting. Teachers had a guest content expert, teachers who constructed materials presented their materials. The website parts including primary sources, lesson plans, podcasts, virtual field trip, readings, videos, and interactive maps were reviewed. Lesson plans supported the C3 framework and the materials examined controversial issues in the auto industry. Teachers examined the website where the materials where housed and examined resources for classroom use. Teachers learned more about the automobile industry, car culture, and historic preservation.

Evaluating An Integrated Science, Technology, Engineering, And Math/Computational Thinking Professional Development Program For Elementary Level Paraprofessional Educators, Aubrey A. Rogowski

All Graduate Theses and Dissertations, Fall 2023 to Present

For my dissertation, I looked at a training program one Utah school district used to teach paraprofessional educators science, technology, engineering, math, and computational thinking. Specifically, the program taught them about what computational thinking is and how they could use it when teaching science, technology, engineering, and math to students from kindergarten to sixth grade. While reviewing this program, I evaluated 1) The experiences the paraprofessionals had with the program, 2) Whether the paraprofessionals understood computational thinking, and 3) Whether the program prepared them to teach computational thinking to K-6 students.

I worked with eight paraprofessionals who participated in this …

Returning, Exploring, And Developing: A Threefold Cultural Program For Third Culture Kids, Early Adolescents, And School Staff, Natalie Dignoti

Master of Arts in Cross-Cultural & International Education Plan II Graduate Projects

This program takes a threefold approach to addressing the unique needs of third culture kids, early adolescents, and school staff through repatriation support, cultural awareness and exchange, and professional development. An introduction describes the specific characteristics of both third culture kids and early adolescents and defines the purpose of each component of the program. A thorough literature review provides background information and justification for the gaps that the program seeks to fill. For each of the three components, theoretical frameworks illuminate the issues addressed by the program, as well as guiding principles for navigating the target population’s needs. Following each …

Integrated Stem Professional Development: Utilizing Best Practices In An Online Format, Sarah Haines, Sumreen Asim, Jeanna R. Wieselmann, Deepika Menon

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent …

Behind The Scenes: Instructional Coaches’ Perceptions Of Curriculum Leadership Development, Cora C. Garner

Educational Leadership & Policy Studies Dissertations - Archive

Since the 20th century, instructional coaching has influenced curricular and pedagogical practices that impact student achievement in K-12 schools; however, the existing literature provides minimal evidence of their experiences in curriculum leadership development. To fill the research gap, this study explores instructional coaches’ perceptions of their professional learning related to curriculum development and leadership. The research questions included (1) How do ICs perceive professional learning opportunities for curriculum leadership? and (2) How do instructional coaches describe the development of their curriculum coaching knowledge and practices? Upon applying the conceptual framework, which included the Saylor et al. (1981) curriculum development model …

Differentiated Instruction: A Qualitative Study Focusing On The Voices Of Elementary Teachers And Their Needs, Suzanne S. Fanelle

West Chester University Doctoral Projects

This qualitative study examined teachers’ perspectives about their implementation of differentiated instruction in an effort to support district-led professional development programming. Differentiated instruction is based on well-considered goals and thorough analysis of students’ achievement, progress, and instructional needs, combined with formative assessments and progress monitoring (Van Geel et al., 2019). An initial questionnaire was administered to all K-5 teachers in a suburban school district, followed by individual interviews with three teachers who expressed that they often use differentiation in the classroom. Each of the three teachers participated in two interviews lasting 45-60 minutes each over the course of several weeks. …

The Finnish Line: An International Teacher Exchange Program, Anthony Marano

West Chester University Master’s Theses

This delve into the educational landscape of the United States and Finland uncovers areas of potential growth in the United States with the incorporation of the Finnish Model. By examining first hand experiences inside the Finnish education system, this study proposes a program that could bring international developments in academics, and overall happiness into our domestic education system. First will be presented the position and philosophy from which this thesis will be approached. This will help to prove relevance when viewed through this specific and critical lens. Next, will be a brief historical overview of the systems in question and …