Teacher Education and Professional Development Commons^™

Integrating Technology And Problem-Based Learning: A Mixed Methods Study Of Two Teacher Professional Development Designs, Andrew Walker, Mimi Recker, Brooke Robertshaw, Jeffrey Olsen, Heather Leary, Lei Ye, Linda Sellers

The Instructional Architect Research Group

No abstract provided.

Designing For Problem Based Learning: A Comparative Study Of Technology Professional Development, Andrew Walker, Mimi Recker, Brooke Robertshaw, Jeffrey Olsen, Linda Sellers, Heather Leary, Yu-Chun Kuo, Lei Ye

The Instructional Architect Research Group

No abstract provided.

Cultural Enrichment: Connecting African American Elementary Children To Academic Achievement, Deborah L. Winston

Wayne State University Dissertations

A large, growing number of mis-educated American citizens are being produced by America's public schools. Many of these students are being funneled into the penal system shortly after dropping out of high school. This phenomenon is especially prevalent among African American male students, many of whom have withdrawn academically years prior to permanently dropping out of school. Additionally, to further underscore the importance of successfully educating African American students are the debilitating effects brought about after incarceration. About 4 million people in the United States, including 1.4 million Black men (13 percent of the adult male Black population) have currently …

No.3, January 2011: The Promise Model: An English-Learner Focused Approach To School Reform, Laurie Olsen Ph.D.

Education and Policy Briefs

Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific …

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Publications & Research

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks

Scholarship and Professional Work – Education

Critical incident reflection journal writing provides a rich source for identifying high impact components of Project Alianza, a graduate course for mainstream secondary teachers funded by a US Department of Education Title III Professional Development grant. In this narrative pilot study featuring one strand of existing data, the co-authors, who are also co-instructors and co-researchers, begin the first rounds of analysis to identify emerging key conditions and contributing factors featured within specialized graduate courses for encouraging dispositional change and professional efficacy toward English language learners (ELLs) in practicing K-12 mainstream educators. Using Mezirow’s adult transformational learning theory (1991), Kegan’s stage …

Five Strategies To Support All Teachers: Suggestions To Get Off The Slippery Slope Of "Cookbook" Science Teaching, Paula A. Magee, Ryan Flessner

Scholarship and Professional Work – Education

Many teachers shudder at the thought of implementing an inquiry curriculum. Perhaps they envision a rowdy classroom with little learning. Maybe they wonder, "How will this connect to all the standards?" Fortunately, these legitimate concerns can be addressed, and all students can engage in thoughtfully constructed inquiry science experiences. In this article, we outline five strategies that we have used with elementary school teachers as they moved from a "cookbook" approach in science to an approach that is inquiry-based. Having presented these five strategies in a linear format, we know that on the surface this may seem close to the …

Teachers' Perceptions Of Reading Achievement For Kindergarten-3 Rd Grade Students Of Low Socioeconomic Status, Vicki L. Curtis

Walden Dissertations and Doctoral Studies

The three tiered reading model and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are two initiatives being used to identify struggling readers of low socioeconomic status. While there is abundant information with statistical reports from various researchers, there is little research available as to what educators implementing DIBELS in the school environment perceive about the instrument, what it measures and what it fails to take into account. It is important to examine all aspects and views of an initiative being widely used across the nation to close the reading achievement gap. Educators working with students of low socioeconomic …

Efficacy Of A Summer Intervention To Improve Gateway Mathematics Examination Scores, Arthur Wesley Jackson

Walden Dissertations and Doctoral Studies

Less than 50% of students from an inner-city high school in a southeastern US state who took the GATEWAY mathematics exam (2001-2007) earned a passing score on the first attempt, prompting teachers at the school to begin a summer intervention program based on Bandura's Self Efficacy Theory, to help them succeed on a subsequent reexamination. The program featured (a) extended learning time, (b) mastery learning, (c) direct instruction, (d) single-sex grouping, and (e) teacher collaboration. A survey of recent scholarly literature indicated that these 5 characteristics positively impact student learning and performance. The goal was to increase student understanding of …

Effects On 8th Grade Advanced Placement English Class High-Stakes Test Achievement Using Extended Time Blocks, Douglas M. Corbett

Walden Dissertations and Doctoral Studies

Student performance on high-stakes tests continues to be an important issue for school administrators. This quasi-experimental, quantitative study investigated the relationship between the amount of time 8th grade students spent in advanced placement English classes using an extended block schedule and their achievement on language arts sections of the New Jersey Assessment of Skills and Knowledge (NJASK) high-stakes tests. The study was based on Carroll's theory relating instructional time and student learning. The guiding research questions investigated if extended time blocks in advanced placement English would improve student achievement scores on the language arts sections of NJASK tests. The study …

How To Teach The Art Of “Doing” Research: Lessons Learnt From Teacher Education Program In Pakistan, Nilofar Vazir, Rashida Qureshi

Book Chapters / Conference Papers

No abstract provided.

Souls In Transition: The Religious And Spiritual Lives Of Emerging Adults, Philip D. Byers

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Academic Advising Models In Faith-Based Colleges And Universities, Roger D. Wessel, Jenni L. Smith

Growth: The Journal of the Association for Christians in Student Development

This study examined how academic advising is conducted among private, faith-based colleges and universities. In addition to developing a profile of academic advising at these campuses, academic advising organizational models used by these institutions were examined. Academic advising responsibilities at these institutions incorporated prescriptive and developmental advising methods. Seventy percent of the institutions utilized the “Faculty-Only” advising model. Benefits of using faculty members as advisors include the emphasis that private colleges place on faculty-student contact, enabling students to have a deeper relationship with their professors. Negative implications when utilizing faculty advisors include that they have other job responsibilities and priorities …

Governance And The Public Good, Andre Broquard

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Growth No. 10 (2011) - Full Issue

Growth: The Journal of the Association for Christians in Student Development

The full issue of the tenth edition of Growth: The Journal of the Association for Christians in Student Development.

It’S All About Jesus: Faith As An Oppositional Collegiate Subculture, Carol A. Lundberg

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Transformations At That Edge Of The World: Forming Global Christians Through The Study Abroad Experience, Genesis J. Delong

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

As The Spirit Moves Us: Embracing Spirituality In The Postsecondary Experience, Polly A. Graham, Matthew J. Graham

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

The Irony, Tragedy, And Possibility Of Christianity In The Late Modern World, Mimi Barnard

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Realizing Our Intentions: A Guide For Churches And Colleges With Distinctive Missions, Chris Abrams

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

After You Believe: Why Christian Character Matters, Tim C. Mccarthy

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Sexuality Among Evangelical College Women, Rachel Keener Killam, Heather Davediuk Gingrich

Growth: The Journal of the Association for Christians in Student Development

While some studies have examined the attitudes and perceptions of women with regard to their sexuality, none have investigated evangelical, female college students. This study explored attitudes and perceptions among eight evangelical Christian college women attending an evangelical university in the Western United States. Qualitative interviews were conducted and transcripts analyzed to determine underlying themes. Themes that emerged were (a) shame, (b) (c) fear, (d) ambivalence, (e) ignorance, (f ) lack of sexual subjectivity and agency, (g) presence of sexual subjectivity and agency, (h) same-sex attraction, (i) female sexuality as God-given and natural, and (j) the importance of open dialogue …

Christianity And Moral Identity In Higher Education, Melvin P. Shuster

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Leadership In Christian Higher Education, David M. Johnstone

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Nefdc Exchange, Volume 23, Fall 2011, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the NEFDC President - Tom Thibodeau, New England Institute of Technology

Creating student engagement in the university classroom - Frank Bellizzi, Quinnipiac University

Ensuring access and essential learning for diverse students - Gouri Banerjee, Emmanuel College

Without a pen: reflections on an experiment in typed assessment - Reva Kasman, Salem State University

Bringing a dialogue into the classroom - Dorothy A. Osterholt and Katherine Barratt, Landmark College

Suffolk University Course Design Institute - Kathryn Linder, Suffolk University

Colleges of Worcester Consortium Offers Certificate in College Teaching

Save the date: NEFDC 2012 Spring Conference, Fraiday, June 8, 2012, …

Teachers' Perception Of Handheld Response Systems As A Tool For Formative Assessment In High School Classrooms, Jon Chevalier

Walden Dissertations and Doctoral Studies

While research supports that formative assessment can improve student learning, it is rarely used and difficult to implement. The purpose of this qualitative case study was to investigate the use of student handheld response systems (SRS) as a tool for formative assessment in high school classes as well as teachers' attitudes towards this emerging technology. Self-efficacy and motivation theories provide the theoretical framework for this study. To explore this phenomenon, data were collected via an online interview from high school teachers (n=11) and were analyzed using inductive coding. Three themes emerged from this analysis and served as a basis for …

A Quantitative Assessment Of Skills And Competencies In Graduates Of At-Risk High Schools, Charles Jerry Williams Jr.

Walden Dissertations and Doctoral Studies

The willingness to work and a high school diploma were once all that was needed to start one's career. The problem is that on the twentieth anniversary of the reports by the Secretary's Commission on Achieving Necessary Skills (SCANS), high school graduates may still lack what business and education leaders require for success in entry-level employment or post-secondary studies. The research question included understanding how prepared graduates from at-risk high schools are for post-secondary work or study. The study used a Likert-scaled survey to assess participant work readiness in 36 skill or competency areas. The sample consisted of recent graduates …

Elementary Teachers' Perceptions Of The Effects Of High-Stakes Testing, Amy Pavia

Walden Dissertations and Doctoral Studies

High-stakes testing has increased since the passage of the federal No Child Left Behind Act (NCLB) of 2001. Many teachers are using teacher-centered activities with memorization and testing coach books instead of creating student-centered higher-order thinking activities. Some school districts are eliminating subjects that are not tested on state assessments. The purpose of this study was to collect information regarding the teaching experiences of 9 elementary teachers from the same school within one public school district. Teacher interviews were utilized in this case study to explore the perceived effects of high-stakes tests on elementary curriculum and instruction. The theoretical foundation …

Literacy Instruction In Three Preschool Programs: A Multiple Case Study, Cherrie Lovejoy

Walden Dissertations and Doctoral Studies

Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in …

Gender Differences In Student Engagement Among Emerging Adults Attending A Small Faith-Based University, Melvin P. Shuster

Growth: The Journal of the Association for Christians in Student Development

The single best predictor of the success of university sponsored student development activities is the degree to which the students are engaged in these activities (Kuh, 2007). Sax (2008) observes though that much of our understanding of the impact of the college experience is based on the study of students in the aggregate, with relatively little work done on how the college environment differentially influences men and women. The present work investigated gender differences among Emerging Adults (ages 18- 29) (Arnett, 2000) in their engagement of university sponsored activities at a small faith based university located in Northern California. The …