Teacher Education and Professional Development Commons^™

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. …

Elementary Teachers’ Perception Of Digital Resources Based On Student Achievement, Tanya R. Small

Doctor of Education (Ed.D)

Many factors impact teachers’ decisions about when and how to implement technology during instruction. However, a gap exists in understanding teachers’ motivations for technology integration and face-to-face instruction. Therefore, this qualitative case study explored how teachers’ perceptions of student achievement, motivation, classroom behaviors, and digital challenges influenced their decisions about using technology or direct instruction in the classroom setting. A group of 20 teachers from two southern Florida public elementary schools completed anonymous Likert-scale surveys; six teachers participated in semi-structured interviews. The findings determined via descriptive statistics and thematic analysis revealed that teachers’ inclusion of technology and traditional resources is …

The Association Of Neighborhood Schools Assignment Plan With Economic, Racial And Academic Outcomes In One North Carolina District, Theodore Kaniuka

Journal of Research Initiatives

When unified status was granted to numerous school districts, school boards developed redistricting plans to implement neighborhood schools. Social justice advocates decried these plans as they reversed over 40 years of progress, as many of these efforts resulted in resegregating schools homogenously grouped by race and wealth. Using piecewise and Difference in Difference regression with publicly facing data, this study assessed the association between neighborhood school attendance plans, school racial and economic balance, and student reading achievement. The results indicate that in one North Carolina school district over 15 years, (a) schools became more racially segregated, and (b) the achievement …

Teachers' Implementation And Application Of Social-Emotional Learning Training In The Classroom, Ricky Pierre

Doctor of Education (Ed.D)

Social-emotional learning (SEL) has become a part of education to enhance learning by catering to students' personal and social advancement. Unlike many other districts, this local district has pushed for a more unified process to implement SEL in the classrooms. The implementation of SEL varies from one district to another. However, a factor to SEL's successful implementation is adequate training for classroom teachers. Another factor that affects its implementation is the perception with which classroom teachers apply the concepts acquired from the training. The research data highlights the benefits of SEL effectively implemented at the classroom level. Classroom teachers are …

Corequisite Mathematics: A Program Analysis At The College Level, Shannon Miller-Mace

Theses, Dissertations and Capstones

Many incoming college freshmen who do not meet minimum standardized exam cut-score requirements are often determined to be not ready for college-level coursework and registered for pre-requisite, multi-semester, remedial course sequences. The goal of pre-requisite courses is to prepare students for college-level courses prior to enrollment in college-level classes. However, based on multiple studies, traditional, pre-requisite developmental education has become a barrier to student success. In contrast, the co-requisite instructional model enrolls students into their college-level, credit-bearing course in their first semester on a college campus, improving the likelihood of success in those courses and beyond. The purpose of this …

Professional Learning Community: Perspectives Of Rural School Teachers And Leaders, Brenda Olivia Martinez

Electronic Theses and Dissertations

This study addressed rural school administrators’ and teachers’ perceptions about the implementation and participation in professional learning communities (PLC) to impact teacher growth, increase student achievement, and improve instructional practices. The purpose of this study was to evaluate the perceptions of rural administrators and teachers about PLCs within a rural West Texas school district. Research protocols were polished through a pilot study group that provided input to refine the survey and interview questions. The researcher administered a survey for all participants, conducted a one-on-one interview with administrators, and interviewed teachers in focus groups. Findings indicated that collaboration, implementation factors, and …

Explicit Inclusion Of Fun In Instruction As A Catalyst For Academic Success, Kimberly Tyskiewicz

CUP Ed.D. Dissertations

Low graduation rates, rising drop-out rates, and increasing apathy and disengagement in learning has prompted the need for new strategies and interventions in education. This case study provides an analysis of the perceptions of high school teachers related to the impact of the explicit, intentional inclusion of fun in direct instruction. The participants included approximately 20% of the faculty in a semirural high school of approximately 1,325 students. The case study involved individual interviews with half of the participants and the other half participating in a focus group conversation. Six participants in each group were observed. All comments and concepts …

The Effects Of Professional Development On Elementary Students’ Mathematics Achievement, Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, Dan Jesse, John Sutton

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking – on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period.

A Correlational Study Of Teacher Efficacy And Culturally Responsive Teaching Techniques In A Southeastern Urban School District, Roberta F. Callaway

Education Dissertations and Projects

This study investigated the level of personal and general teacher efficacy of teachers from three high schools within a southeastern urban school district. Additional research questions focused on correlational relationships between teacher efficacy and culturally responsive teaching, instructional strategies, student engagement, and classroom management as measured by the Teacher Efficacy Scale (TES), Culturally Responsive Teaching Techniques (CRTT) Scale, and Teachers’ Sense of Efficacy Scale (TSES).

This study was conducted in a large urban school district located in the mid-Atlantic region of the United States; three of the five high schools in the district participated. The CRTT Scale and TSES were …

The Influence Of Length Of School Day On Grade 4 And Grade 5 Language Arts And Mathematics Performance In The State Of New Jersey, Meghan M. Plevier

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this relational, non-experimental, explanatory, cross sectional study with quantitative methods was to explain the influence of length of school day, if any, on Grade 4 and Grade 5 student achievement in Language Arts and Mathematics as measured by the high-stakes New Jersey standardized test entitled New Jersey Assessment of Skills and Knowledge (NJ ASK) 2011. Additionally, the study examined the influence of other student, staff, and school variables such as student mobility, student attendance, percentage of students eligible for free and reduced-price lunch (SES), percentage of students with limited English proficiency (LEP), percentage of students with disabilities, …

What If I Can't Plc?, Lindsay Lee, Audrey Moore, Angela Szakasits, Cynthia Wortham

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this learning module is to provide information for teachers and administrators to learn ways to overcome barriers to participate in PLCs. The goal of this learning module is to provide teachers and administrators with resources to employ facilitation skills, create trust among colleagues, develop collective wisdom, build ownership, and take action to support student learning.

Visit professional learning module.

An Examination Of The Relationship Between Instructional Technology Integration And Student Achievement, Carla Holt

Doctoral Dissertations and Projects

This correlational, causal-comparative research study examined the relationships between secondary career and technical education teachers’ gender, experience, professional development and their perceptions of technology use. The research also investigated how the teachers in this study perceive the adequacy of their student’s technology skills for meeting college and workplace demands. Eighty-four career and technical education teachers in six North Carolina high schools completed the School Technology Needs Assessment Survey 4.0 (STNA), which also included demographic questions that asked about age, gender and years of experience. A two sample t test, correlation analysis and multiple linear regression were performed. The results of …

Developing Multiplication Fact Fluency, Jonathan Brendefur, S. Strother, K. Thiede, S. Appleton

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Using specific components of three broad learning theories—cognitive, social-interactional, and behavioral—students in 3^rd, 4^th and 5^th grade classrooms were given multiplication fact fluency instruction over a period of five weeks for 10-15 minutes each day. Two different approaches were utilized with two distinct groups of students for the purpose of comparing different approaches to fluency development. Results indicate that students using a strategy-based approach for fluency development by means of instructional tasks emphasizing social-interactional and cognitive theories (particularly Bruner’s theory of Modes of Representation) increased multiplication fact fluency, with a greater degree of consistency, than students …

Our Collaborative Team, Roberta Callaway, Laverne Chestnut, Jeffery Waters

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This module is designed to help you recharge your knowledge about PLCs and refine your understanding of how a PLC team can function more effectively. As teachers collaborate in PLC meetings, a culture of commitment, willingness to change, and accountability emerges as instructional leaders develop common assessments, study data, and create opportunities for higher levels of student achievement. An effectively functioning team can lay the groundwork for tackling challenges and embracing the rewards of student learning success.

Visit professional learning module.

The Impact Of Common Core State Standards On Cross-Curriculum Instruction And On Formal Assessment, Sherrie L. Birts

Ed.D. Dissertations

This study investigated how the implementation of the Common Core State Standards (CCSS) affected cross-curriculum instruction, student achievement and the learning environment within an urban high school. The researcher compared performance data based on State Standards with performance data based on the CCSS and examined teachers’ perceptions regarding the educational influence of CCSS. A mixed method design was utilized to conduct this study. Data was collected using PSAE test scores and academic grades earned by the Classes of 2010 and 2014 and a semi-structured survey with a 5-point Likert scale and an open-ended short answer format. The results of comparing …

A Study Comparing Fifth Grade Student Achievement In Mathematics In Departmentalized And Non-Departmentalized Settings, Karen Nelson

Doctoral Dissertations and Projects

The purpose of this quantitative, causal-comparative study was to examine the application of the teaching and learning theory of social constructivism in order to determine if mathematics instruction provided in a departmentalized classroom setting at the fifth grade level resulted in a statistically significant difference in student achievement on the Virginia 2011 Grade 5 Mathematics Standards of Learning (SOL) Test when compared to the achievement of students in a non-departmentalized setting. Regular fifth grade education students, who attended non-Title 1, Pre-K through Grade 5 elementary schools in an urban eastern Virginia school district, participated in this study. A three-way between-groups …

Teachers' Perceptions About The Types, Quality, And Impact Of Their Job-Embedded Professional Development Experiences, Delilah Mitchell

Dissertations

This study was designed to determine eighth grade teachers’ perceptions of the impact, quality, and types of job-embedded professional development activities they have participated in and the relationship to student achievement in language arts, math, or science. The researcher identified school districts with 50% or more of their eighth grade students scoring proficient or advanced on all three areas of Mississippi’s Curriculum Test, Second Edition (MCT2). Sixty-four eighth grade language arts, math, or science teachers who had been at their current school at least two years completed a questionnaire created by the researcher. Multiple Linear Regression and Pearson’s Correlation were …

A Professional Development Program To Improve Math Skills Among Preschool Children In Head Start, Jonathan Brendefur, Sam Strother, Keith Thiede, Cristianne Lane, Mary Jo Surges-Prokop

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The purpose of this study was to examine the effect of providing early educators professional development experiences and activities to improve the mathematical skills of preschool children in Head Start around four domains of mathematics. Because of the need to provide necessary mathematical experiences to young children to improve their early understanding and skills and provide the foundation for future success in mathematics, we provided the treatment group of early educators with professional development and center-based activities to promote four critical areas in mathematics. By randomly selecting Head Start centers to participate as the treatment group or control group, we …

Evaluation Of The Relationship Of Learner-Centered Beliefs Of Seventh Grade Mathematics Teachers And Student Achievement On The Mathematics Section Of The North Carolina End-Of-Grade Assessment, Mary A. Steltz

Education Dissertations and Projects

This dissertation was designed to examine the personal domain in systemic reform. In an effort to improve student achievement, this study focused on accountability reform. The learner-centered model was based on what teachers believe about teaching and learning and how student motivation and achievement was influenced by those beliefs. Teacher practices, beliefs and behaviors had the greatest impact on student learning; therefore this study sought to establish identification of learner-centered teachers and their effectiveness on student achievement on the seventh grade mathematics section of the North Carolina End-of-Grade Assessment.

To that end, a non-experimental quantitative study design was used to …

The Impact Of A Freshman Academy On High School Transition, Sherry Grier Veasey

Education Dissertations and Projects

This dissertation was designed to identify and describe the impact a freshman academy has on high school transition for ninth-grade students at a rural high school in western North Carolina. This case study investigated the problems ninth graders encounter as they transition from middle school to high school. The study examined student achievement, student attendance, and the graduation rate in an effort to determine whether a freshman academy at the high school helped students transition successfully.

The transition to high school may be difficult for some students because of the countless changes they are experiencing as adolescents. The high school …

Evaluating The Effectiveness Of The Developmental-Interaction Approach On Student Achievement Within A Charter School Setting, Madeline M. O'Dea

Seton Hall University Dissertations and Theses (ETDs)

.

E-Learning Enhances Both Student Achievement And Career Change Options, Rochelle P. Ripple

Perspectives In Learning

It seems as if everyone is using e-learning (online learning) these days. There are many options available, including self-paced courses, skills-based courses, virtual classrooms (and their cousins, live web seminars), web-enhanced courses, and asynchronous courses. There is a plethora of technological methods that can be utilized for course delivery. Which of these technologies and methods of use will maximize e-learning’s effectiveness? In other words, for the university, the instructor and students, which seems to work the best? In a nutshell - all of them. The beauty of e-learning is that there are so many options that can be tailored to …

The Effects Of Eating Disorders On Student Academic Achievement And The School Counselor’S Role, Dana Livingston, Lori Sammons

Perspectives In Learning

Eating Disorders have become an increasing reality among today’s youth. According to the U.S. Department of Health and Human Services, “approximately one out of every 100 adolescent girls develops anorexia.. .another two to five out of every 100 young women develop bulimia nervosa” (Understanding Disordered Eating and Eating Disorders, 2005, p. 6). Although eating disorders are usually seen as affecting girls, studies have shown that hundreds of thousands of boys experience eating disorders as well (Boys and Eating Disorders, 2004). Factors that make anorexia and bulimia painful, such as intense fear of weight gain and lack of self-esteem, cannot be …

Student Achievement Through Early Truancy Reduction, Nanette K. Jackson, Susan Taylor

Perspectives In Learning

Truancy is a concern for all grade levels of all schools. According to Capps (2003) the average student misses thirteen days of school each year. Many students entering middle school have already accumulated 180 days of questionable absences, the equivalent of a full year of school. Studies of school dropouts show students begin distancing themselves from school at an early age. These students are absent more often than other students as early as the first grade (Epstein & Sheldon, 2002). There is a pattern of increasing absenteeism throughout a student’s entire school career. It is not too early to begin …