Curriculum and Instruction Commons^™

Creating A Diverse Honors Faculty Through Collaborative Relationships Within The Community And The University, Amelia Underwood, Philip L. Frana, Awn-Amber Montoya

Honors in Practice Online Archive

This essay documents approaches to growing honors affiliate faculties through community and university partnerships. The need for new strategies to prepare non-traditional faculties is shown by evidence that the student population is changing and by the critical responsibility honors programs have in the mentorship of diverse students. Professionals, local experts, student affairs administrators, and international scholars can make valuable contributions to honors programs and colleges, given their practical insights and hands-on experiences. Methods for selecting, recruiting, and integrating affiliate faculty into honors education are also shared. The authors cite examples of successful collaborations with community leaders, officers in multicultural affairs …

Virtual Learning Walks Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

Learning Walks are structured walkthroughs with the purpose of professional development and growth. Learning Walks include multiple people so that immediate reflections may occur through collaboration. In higher education, model classrooms are not readily available for preservice teachers to practice and apply coursework knowledge. Virtual Learning Walks are a creative approach to resolve this challenge. This assignment asks preservice teachers to watch a recorded lesson with the mindset that they are visiting a colleague’s classroom to observe them for professional growth. Students take notes during the observation then analyze the observation for their own growth.

Recognizing Whiteness & Dismantling Racism In Schools: Developing A Professional Learning Series To Prepare A Predominantly White Teaching Force To Teach And Reach Students Of Color, Kimberly Spence

Antioch University Dissertations & Theses

This dissertation presents research pertaining to how classroom teachers can become more effective in teaching their students of color. Through an examination of literature pertaining to critical whiteness studies, critical pedagogy, antiracist education, and transformative leadership, a professional learning program has been designed to offer space for educators to recognize their roles within the school system pertaining to whiteness ideologies and racist policies and practices. Backward design and Understanding by Design were applied to develop a professional learning program and allows for flexibility in the learning process. It is the goal that this program be delivered for the participants to …

The Impact Of Teacher Preparedness And Professional Development On Fourth-Grade Students' Science Achievement, Craig L. Mayo, Faye Bradley

Journal of Research Initiatives

Science scores among US fourth-grade students have declined compared to their international counterparts in recent years. Recent results show that teachers are the most impactful influence on student success and accountability. Teacher preparedness and professional development are two key areas that serve as indicators of providing relevant and essential information for students' success. A correlational quantitative study was conducted to assess the relationship between teacher preparedness and professional development on fourth-grade students’ science achievement. The TIMSS 2019 data were secured from the Boston College, TIMSS, and PIRLS International websites. The data was evaluated using the SPSS 27 Hierarchical Linear Regression. …

New-To-The-School Teachers' Responses To Evaluation Policy, Amanda S. Frasier

ETSU Faculty Works

When teachers are new to a school, they must make sense of policies within a new context. In this horizontal comparative case study, I analyze interview data from three teachers in North Carolina taken at two points in a school year to explore how new teachers make sense of and respond to teacher evaluation policy. Study participants framed the evaluation problem around the extent to which school-level enactment focused on assessment. Teachers demonstrated the following reform typologies in response to their sensemaking around evaluation policy: Assimilation, Adaptation, and Avoidance. When new to a school, teachers are expected to follow the …

Differentiating For Teacher Learners: An Examination Of Research In Professional Development Studies, Paula M. Uriarte

Boise State University Theses and Dissertations

Teachers need access to quality professional development (PD) to navigate the complexities of the teaching profession. An important aspect of this PD is that it is differentiated to meet the needs of teacher-learners with varying ability levels, teaching experiences, content knowledge, and teaching contexts. Stakeholders need access to high-quality research to attend to these diverse needs in PD. My dissertation consists of three connected Systematic Literature Review studies that examine the current quality of PD research at the secondary level, to determine what research says about differentiating for teacher-learners to provide guidance for education practitioners who make PD decisions. The …

A Case Study Exploring Teachers' Perceptions Of The Effectiveness Of Professional Development On Their Implementation Of Culturally Responsive Pedagogy, Self-Efficacy, And Student Outcomes, Cala M. Allison

Doctoral Dissertations and Projects

The purpose of this qualitative single case study was to explore teachers’ perceptions of the effectiveness of the professional development program on their implementation of culturally responsive pedagogy, self-efficacy, and student outcomes at Wyatt Elementary School. The theories guiding this study were Bandura’s self-efficacy theory and the culturally responsive pedagogy framework. Combining these theoretical frameworks contributed to understanding how teachers internalize and implement culturally responsive pedagogy based on the knowledge obtained during professional development. This study utilized a single case study design to examine teachers’ perceptions at Wyatt Elementary School (pseudonym), an urban family school in the Mid-Atlantic United States. …

The Lived Experiences Of Teachers Of Color And Racial Microaggressions, Torine Champion, Linda Wilson-Jones

Journal of Research Initiatives

This qualitative study describes the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis, viewed through the White racial frame lens. There were 15 participants who were included in this research study. Participants were teachers of color with at least five years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semi-structured interviews with specific information the researcher wanted to explore. A lack of professional connectivity and microaggression was revealed as a theme. While teachers …

Professional Development For Teaching In The Digital Age: Addressing Teachers’ Digital Competency, Blanca Nery Ibarra

Theses and Dissertations

The purpose of this study was to identify teachers’ digital skills proficiency gaps in order to determine preparedness for teaching in the digital age. Using a survey research design helped identify teachers’ digital skills self-confidence, attitudes towards the use of technology in the classroom, and current uses of technology for instructional purposes. The participants in this research study consisted of 320 middle school teachers from a border school district in south Texas. The data was collected using a survey instrument consisting of the TPSA C-21 and researcher-developed items. The data was analyzed using the Spearman-rank order correlation to describe the …

Early Childhood Teachers' Experiences In Collaboration Practices Related To Developing Professionally: A Qualitative Case Study, Linda Alston-Morgan

Doctoral Dissertations and Projects

The purpose of this qualitative case study was to examine early childhood teachers’ experiences in collaboration practices to support teacher professional development in three early childhood schools in Central New Jersey. The theory guiding this study was social cognitive theory by Bandura (1986), which focuses on learning through observations and social interactions. Bandura’s theory aligned with the study and revealed how collaborative opportunities are utilized as an approach to help teachers learn from each other and develop professionally. However, specific activities underlying the professional development of teachers during the collaborative sessions need more exploration. The research included data regarding early …

Fifth Grade Teachers Use Of Cooperative Learning In Science, Liza Ramos

Theses and Dissertations

This study aimed to explore Cooperative Learning theories and practice by examining the relationships among three aspects: Experience, Practice and Perceptions. The data were from interview records from eight science teachers.

As a student-centered active pedagogical trend, cooperative learning has become part of one of the most effective and efficient educational trends that has illuminated constructivist science classrooms in South Texas. This method is conducive in the field of education. Students, in general, are encouraged to cooperatively get involved and to collaboratively participate in problem solving, discussions, and/or productions in group sessions to build a sense of community with the …

Evaluating Readiness To Teach Online By Examining The Relationship Between Faculty’S Perceptions Of Importance Of Course Design, Course Communication, Time Management, And Technical Competency, And Their Readiness To Teach Online, Francisco Garcia

Theses and Dissertations

The purpose of this study was to examine faculty’s perceptions of the importance of online teaching competencies and their perceptions of their ability to teach online. Two aspects of readiness are focused on in this framework: 1) faculty attitude on importance of online teaching competencies and 2) faculty perception on their ability to confidently teach online, and four competencies were utilized in this study: Course Design, Course Communication, Time Management, and Technical Competency. A quantitative research design was utilized to analyze data and show the degree of correlation between importance and ability in the four competencies. MANOVA was used to …

The Experiences Of Dentists And Dental Hygienists As They Transition To Teaching As Clinical Instructors: A Transcendental Phenomenology, Jennifer Elizabeth Fehrenbacher

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenology was to explore the experiences of dentists and dental hygienists who transitioned from clinical practice to the role of clinical instructor at Southern University. The theory of andragogy was used to guide this study because it provided a framework for training clinical instructors as adult learners. This study focused on the central research question, "What are the experiences of dentists and dental hygienists who have transitioned from clinical practice to the role of clinical instructors?" A transcendental phenomenological study approach was used to provide a deeper understanding of participants' experiences and their thought processes …

K-12 Teachers’ Retention Of Arts Integrated Professional Development, Roxane Mcwilliams

Dissertations

Arts integration is an interdisciplinary teaching model in which the arts become a conduit for the contextualization and understanding of non-arts content. Research has shown this approach increases academic engagement and content retention (Rinne et al., 2011). The use of arts integration also provides gains for teachers. Teachers perceive their practice more innovative and better able to reach the needs of diverse learners (Bellisario & Donovan, 2012). For the benefits of arts integrated learning to be achieved, teachers must acquire the knowledge and techniques of this teaching model. This requires knowledge in both arts content as well as the pedagogical …

Online Professional Development’S Effect On Teachers’ Technology Self-Efficacy And Continuance Intention To Use Pear Deck, Katherine Shirley Degar

Theses and Dissertations

Districts and schools are spending millions of dollars on technology, training, and professional development each year; however, a disconnect between technology use and good pedagogy remains. The one-shot, sit-and-get professional development model has not provided North Lake Intermediate School’s teachers the necessary skills and knowledge to prepare students for the 21st century through the use of innovative technologies. The purpose of this action research study was to investigate how a TPACK-focused online professional development experience influenced teachers’ development of technology self-efficacy and intention to integrate the technology tool, Pear Deck, and measure changes in their attitudes toward Pear Deck.

The …

Teacher Development Multi-Year Study Series. Report Highlights. Multi-Country Report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Payal Goundar

Education Analytics Service

The global learning crisis is driving a focus on improving learning. Teacher development and improving teaching quality, is therefore at the heart of many education systems’ policies and programs. The Teacher Development Multi-Year Studies were initiated by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to provide evidence on the impact of its investments in teacher development and how they can be more effective. Over 5 years, the Australian Council for Educational Research (ACER) conducted research in 3 countries: Timor-Leste, Vanuatu and Lao People’s Democratic Republic (PDR). The research investigated the extent to which Australian investments in the …

Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr (Lao Version), Australian Council For Educational Research

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …

Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …

Teacher Development Multi-Year Study Series. Multi-Country Report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Payal Goundar

Education Analytics Service

The Teacher Development Multi-Year Studies were initiated by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to provide evidence about the impact of DFAT’s investments in teacher development and how teacher development investments can be more effective. This Multi-Country Report is the culmination of five years of research across three countries, Timor-Leste, Vanuatu and Lao PDR (Laos), involving in-depth interviews, observations and learning assessments. Teacher development is at the heart of many education systems’ policies and programs aiming to improve teaching and student learning. The Multi-Country Report highlights how teacher professional learning can work together with system and …

Supporting Novice Department Leaders, Bryan Sarandrea

Selected Full Text Dissertations, 2011-

The purpose of this study was to understand the extent to which novice department leaders believe they have been supported in their roles. Previous research has suggested that department leaders have unique needs due to the lack of clarity in their roles and responsibilities. The literature further reflected the inconsistent support provided to novice administrators, and focused primarily on principals. To examine novice department leaders’ perception of informal and formal supports, The Experiences of Novice Department Leaders questionnaire was distributed to K-12 department leaders and building department chairpersons on Long Island (N = 83), with no more than 4 years …

"The Positive Impacts Of A Professional Learning Community Model On Student Achievement In Small Schools", Christy Mariani-Petroze Dr.

Journal of Catholic Education Pre-Prints

This study explores the impact of professional learning communities on student achievement in a small school setting. Aaron Hansen’s book, How to Develop PLCs for Singletons and Small Schools, offered a guide for arranging vertical, grade-level teams with one teacher per grade level at one private, K-8 school. The faculty engaged in high quality, effective professional development using PLC objectives and norms to analyze NWEA MAP data. They adapted instructional practices and implemented formative assessments to influence student growth in math and reading scores. Results indicate that the PLC training that took place between the Fall and Winter MAP testing …

Sustaining At Scale: District Mathematics Specialists’ Adaptations To A Teacher Leadership Preparation Program, Michael Jarry-Shore, Victoria Delaney, Hilda Borko

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however, teacher leaders may receive less support. To ensure that teacher leaders continue receiving support, researchers can prepare district mathematics specialists to assume responsibility for preparing the teacher leaders. Little is known, however, about district mathematics specialists’ role in sustaining, and potentially adapting, professional development programs. We examined district mathematics specialists’ facilitation of an adaptive teacher leadership preparation program. Program sessions were originally facilitated by researchers then by …

Seeing Themselves: White Preservice Teachers As Raced Individuals And As Members Of Their Future School Communities, Laurie Koth

Theses and Dissertations

Students of color, of poverty, with disabilities continue to slide into the school to prison pipeline (STPP.) Very often, an antecedent step is harsh exclusionary discipline that removes them from the classroom. Teachers, who play a major role in the decision whether to keep students in or eject them from the classroom and the school, are among multiple forces driving students toward or away from the STPP. A salient feature of the issue is that nearly 80% of teachers are white and their most vulnerable students are not. Rooted in critical race and care theories, and buttressed by self determination …

The Positive Impacts Of A Professional Learning Community Model On Student Achievement In Small Schools, Christina Mariani-Petroze

Journal of Catholic Education

This study explores the impact of professional learning communities on student achievement in a small school setting. Aaron Hansen’s book, How to Develop PLCs for Singletons and Small Schools, offered a guide for arranging vertical, grade-level teams with one teacher per grade level at one private, K-8 school. The faculty engaged in high quality, effective professional development using PLC objectives and norms to analyze NEWA MAP data. They adapted instructional practices and implemented formative assessments to influence student growth in math and reading scores. Results indicate that the PLC training that took place between the Fall and Winter MAP testing …

Faculty And Staff Perceptions Of Their Roles In Preparing Students For College And Career Readiness: A Qualitative Exploration Of High Schools, Community Colleges, And Universities, Monica Ruiz

Theses & Dissertations

In 2020, nearly half of Texas’s 385,000 public high school graduates were unprepared for college-level reading or math. Limited research reveals K-12 faculty perceive limited roles and responsibilities in the college process, relying heavily on guidance counselors and college admissions counselors for preparing students for college and careers. The purpose of this study was to help fill this gap by answering the central research question: How do high school and college-level faculty and staff prepare high school students for college and careers? I chose a qualitative, interpretive design to explore educators’ individual and shared social meanings and interpretations. I used …

Literacy Coaching For Instructional Change In Guided Reading: Navigating Form And Function, Denise N. Morgan, Celeste C. Bates, Robin Griffith

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this research was to examine how one teacher’s guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the …

Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker

To Improve the Academy: A Journal of Educational Development

This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.

A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion

Electronic Theses and Dissertations

The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, …

Teachers’ Assessment Literacy And Design Competence Framework, Sladana Krstic, Sarah Manlove, Sarah Richardson

2021-2030 ACER Research Conferences

Teachers play a central role in facilitating learning and empowering learners (Pastore & Andrade, 2019). They must possess a high level of assessment literacy to properly fulfil their role of implementing teaching and facilitating students’ learning (Hattie, 2009). Without it, the quality of educational provision can be impacted (Looney et al., 2018). The expectations placed on teachers in relation to their assessment knowledge and skills tend to focus on their ability to design and implement assessment with students, and to use assessment data to inform teaching practices (Brookhart, 2011). Much of the emphasis in the literature is on the mechanical …

“We Can Position Ourselves As Experts”: Teachers Learning To Write And Publish On National Blogs, Henry "Cody" Miller, Gage Jeter

Excelsior: Leadership in Teaching and Learning

This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers and shifted their thinking about blogs as a genre. We argue the two teachers had a shift in conceptualizing what counted as scholarship as well as problematizing who counted as a scholar. In an era of increased attacks on teachers' intellectualism and autonomy, we believe publishing on national blogs …