Teacher Education and Professional Development Commons^™

Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid

Northwest Journal of Teacher Education

High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working with each other across sectors in an ongoing, collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can work across sectors to smooth transitions for students who often navigate multiple educational systems throughout their K-16 experience. This professional development work intentionally built opportunities for faculty to work collaboratively while honoring teaching expertise and shared problem solving. Interest in student transition across academic sectors has created a fresh realization for many teachers—one of the best ways to …

The Relationship Between Middle School Lexile Growth And School Nutrition, Lori A. Joiner

College of Graduate Studies: Theses & Dissertations

ABSTRACT

Children in poverty tend to have malnutrition and iron deficiency, and often receive their only meals for the day from a school nutrition program. Students of poverty are underperforming their academic peers. The average reading score of a student can be predicted by the accumulated levels of childhood poverty. Research has found that iron can have a positive impact on brain health. Nutrition deficiencies during the adolescent years may increase the risk of decreased cognitive function. School breakfast and lunch programs follow USDA guideline that limit portions, fats, salts, and sugars, but do not fortify vitamin and minerals necessary …

Conscious Conclusions: The Effect Of Positive-Attitude Cues On Teacher Candidate Dispositions About Mathematics, Shelletta Baker

UNF Graduate Theses and Dissertations

The purpose of this study was to use elements for developing teacher identity, personal philosophy, beliefs about teaching and learning, and reflection to frame an examination of the effect of Positive-Attitude Cues (PACs) on teacher candidates’(n = 135) mathematics anxiety and expressive writing. Participants were randomly assigned to a treatment (PACs) or control group (No-PAC) and their dispositions about mathematics were examined using the Revised Mathematics Anxiety Rating Scale (MARS-R); which had a Cronbach’s alpha of 0.96 and an expressive writing task before and after the intervention. A significant main effect of test time showed that participants …

A Study Of State College Faculty Trust In Immediate Supervisors, Anna Byrd

UNF Graduate Theses and Dissertations

This quantitative study investigated faculty trust in their immediate supervisors (academic deans and faculty chairs) in a state college setting. A survey instrument created for this study was based on existing research on trust in schools by Bryk and Schneider (2002) and Tschannen-Moran and Hoy (1998), as well as research on trust in corporate setting. The study’s purpose was to determine the types and frequencies of interactions between community college faculty and deans/faculty chairs – i.e., faculty immediate supervisors – that are related to higher levels of faculty trust. Also investigated were the relationships between faculty trust and demographic characteristics …

The Efficacy Of Teacher Made Special Education Referrals In Appalachian And Non-Appalachian Schools Of Kentucky, John T. Elliott

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This quantitative study utilized a causal-comparative research design to determine the difference in efficacy between teacher made special education referrals in Appalachian and non-Appalachian schools of Kentucky. Data were provided from the 2014-2015 academic year. A total of 109 Kentucky schools provided data for the study. This study will help educators better understand multi-disciplinary referrals for special education as they relate to referral efficacy as based upon student qualification rates. This quantitative study determined the difference between special education qualification rates for teacher made referrals in Appalachian and non-Appalachian schools in the state of Kentucky.

Undocumented Students’ Access To Higher Education In San Francisco, Bay Area, Sandra Miklosic

Master's Theses

This paper will explore the question: “in what ways does DACA status influence undocumented students’ ability to access higher education in San Francisco and Bay Area, California?” Even though DACA does not encompass any direct policies regarding access to education, there is a very strong correlation between having DACA status and accessing higher education for the undocumented students. In this research, I highlight the voices of undocumented students through the method of testimonio. Each participant reflects on their personal experiences with DACA while accessing postsecondary education. In this research, I explore how testimonio, as a methodology and a theoretical framework, …

Policy Advocacy - Advocating For Redesigned Adult Learning In Support Of Value-Added Teacher Evaluation, Caletha White

Dissertations

ABSTRACT

Redesigning adult learning in order to move toward excellence in the classroom is critical to improving the state of the reform work occurring in our schools. Building coherence among teams of educators by linking staff development to student achievement is the goal of the advocated policy. Providing a professional learning network for educators to work in teams, engage in meaningful and relevant work and develop transformative practices for the classroom is essential to school reform. Creating practical learning networks for classroom teachers that are based on student achievement, current practice, and staff needs is the basis for the policy. …

Ongoing Professional Learning Opportunities, Christie L. Mcmullen

Dissertations

As an answer to a lack of policy around follow up training between CRS Center Staff and school systems across the country, a policy needs to be created around providing follow up training opportunities nationally. This policy provides a repeatable, consistent model for CRS Center staff members to use with each school implementing CRS across the nation. This paper outlines the policy for allowing teachers to see other teachers implementing CRS strategies in their schools, therefore increasing the use of these strategies in classrooms nationally. This process will be applicable for school districts that works with CRS nationally. This policy …

Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework For Teaching And The Shifts Required To Lead Students To Excellence, Caletha White

Dissertations

ABSTRACT

Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change plan for value-added teacher evaluation is the central idea to this study. The four arenas of change together allow for a systematic analysis of teaching and learning. This research study represents the current state of the school district with gaps in the connectedness of opportunities for building competency toward enhancing teacher quality as measured by the Danielson Framework for Teaching and value added NWEA MAP achievement outcomes. Ninety-six percent of the teachers are rated effective while …

Teachers' Perceptions On Professional Learning: A Mixed Method Program Evaluation In A Middle School Setting, Emily Crement

Dissertations

The purpose of this research was evaluate the program of teacher professional learning at Hamlin Middle School to guide formative improvement, therefore maximizing the potential of increasing teacher effectiveness and results. By facilitating evaluative thinking among teachers on the topic of teacher professional learning, the goal was to change how teachers conceptualize teacher professional learning. The discussion of professional learning was based on the Modes of Learning Framework (HarvardX, 2014), which organizes learning along two continua: hierarchical-distributed and individual-collective. Methodology included a survey on teachers’ perceptions on the modes of learning, and focus group discussions in which participants interpreted survey …

Science Georgia Standards Of Excellence In Southwest Georgia: A Mixed Method Study Of Science Teachers' Perceptions Of Science And Engineering Practices And Administrative Support, Shereca R. Harvey

Theses and Dissertations

With the publication of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012), the dominant instructional approach for science education in the United States changed from teaching science as a process of inquiry to teaching science as a practice, using science and engineering practices. Middle and high school science teachers in the State of Georgia implemented the practices for the first time during 2017-2018 school year while teaching the new Science Georgia Standards of Excellence. Teachers who have been successful at making such instructional changes have done so with the support of their …

Motivating Teachers To Lead In Low-Performing Schools: A Qualitative Study Of School Leaders In Three Arkansas High Schools, Joseph D. Fisher

Graduate Theses and Dissertations

This qualitative research study addressed the problem of motivating teachers to take on leadership roles in “low-performing” schools. Coupled with the high demands of the Every Student Succeeds Act (ESSA) being placed on public school principals to ensure that all students achieve and successfully graduate high school, better ways to distribute leadership and share responsibilities among teachers were identified. The research question and purpose of this phenomenological study was to identify the perceived leadership behaviors of high school principals in once labeled “low-performing” schools that support the motivation of teachers to take on leadership roles. Nine identified teacher leaders and …

An Examination Of The Instruction Of Religion Clause Issues In Massachusetts Teacher Education Programs, Matthew E. Henry

Educational Studies Dissertations

The prevailing research, as well as reported complaints of academic, civic, personal, and social harm, indicates that public school teachers do not exhibit the professional knowledge, skills, and attitudes grounded in the religion clauses of the U.S. Constitution. This study investigated how TEPs in the Commonwealth of Massachusetts document their instruction of preservice teachers on religion clause issues as they apply to grade 6-12 content area pedagogy, curriculum, and professional ethos. The institutional documents presented to preservice teachers were collected from four teacher education programs in the Commonwealth. An evaluation tool— synthesized from the leading scholarship and research on the …

Work-Related Stress And Burnout Factors Of Principals In Regional Greece: A Historical Perspective, Christos Leventis, Evangelos C. Papakitsos, Konstantinos Karakiozis, Argyrios Argyriou

Journal of Research Initiatives

Work-related stress and burnout is a reality in modern society, because the lack of time and the high work demands seem increasingly intensified. Thus, the study of working conditions and the factors that affect the physical and mental health becomes even more imperative. Professions that are particularly stressful are those where there is daily contact with people, for example, doctors, nurses, social workers, or school leaders. Besides administrative and official duties, modern principals perform additional functions such as the organization and management of schools, the coordination of people who are involved in the teaching and operational process and they intervene …

Undergraduate African American Males’ Narratives On The Personal Factors Influencing Retention In The Social Sciences, Dorrance Kennedy, Linda Wilson-Jones

Journal of Research Initiatives

The purpose of this study was to explore the perceptions of undergraduate African American social science majors on the personal factors that influenced their retention in higher education. This was a qualitative study with 15 African American males who were enrolled in three universities in the University of North Carolina system. The data were collected using face-to-face interviews of approximately 45 minutes duration that took place on two separate occasions. They appeared eager to discuss their experiences as freshmen and the factors that influenced them to return to the university a second year. The main findings from this study were …

Elementary Administrators' Exploring The Factors That Promote Or Inhibit Reading Achievement, Ashley Holder, Linda Wilson-Jones, Brian Phillips, Paris Jones, Jerry D. Jones

Journal of Research Initiatives

The purpose of this study was to explore the factors that promote or inhibit the reading achievement of elementary children. The participants for this study were administrators who were employed at eleven Title I schools in North Carolina. The study used a qualitative design and collected data by phone interviews with elementary administrators.

Several recurring themes and patterns surfaced from the data gathered from the eleven participants. However, the overarching themes that promoted reading achievement were (a) family support, (b) early literacy exposure, and (c) teacher effectiveness and expectations. The reoccurring themes that inhibited reading achievement were (a) lack of …

Teachers’ Knowledge, Use, And Opinions Of Online Resource Centers For Evidence-Based Practices For Students With Learning Disabilities, Meredith Gapsis

Graduate Theses & Dissertations

Students with learning disabilities represent a group of students who are frequently most in need of high-quality instruction in order to meet the academic goals consistent with their non-disabled peers (Kretlow & Blatz, 2011). Despite the existence of several easily accessible, free online resources and federal mandates in laws such as those in the Every Student Succeeds Act (ESSA, 2015) and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), research has found that teachers still fail to implement evidence-based practices in their instruction (Cook, Smith & Tankersley, 2012). The purpose of this study was to measure the level of …

The Development Of Organizational Training: Identifying Generational Differences And Perceptions In Computerized Learning Systems In Government Organizations, Gregory Negron

Dissertations

Purpose: The purpose of this quantitative study was to determine the degree of effectiveness and preferences as it related to various computer-based training (CBT) and instructor-based training (IBT) types as perceived by baby boomer, Generation X, and millennial generational Space and Naval Warfare Systems Center Pacific (SSC Pacific) employees based in San Diego, California, as measured by the Northern Virginia Community College (NVCC) Extended Learning Institute Survey.

Methodology: The study used a descriptive, causal-comparative research design. A survey was administered to collect demographic data and responses that described and determined the degree of difference and effectiveness for various CBT types …

Roundtable – Teaching Human Rights: Challenges And Best Practices, Shayna Plaut, Kristi Kenyon, Joel Pruce, William Simmons

Biennial Conference: The Social Practice of Human Rights

Over the past 20 years, courses addressing human rights have grown dramatically at both the undergraduate and graduate levels worldwide. Many of these courses are housed in specific disciplines, focus on specific issues, and require practical experience in the form of internships/practicums. Amid this growth there is a need to reflect on teaching human rights including the challenges, fears, and best practices.

Recognizing that education takes place inside and outside a classroom, this roundtable brings together scholars teaching human rights in a variety of settings to examine the current state of university human rights education. This includes a discussion of …

Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf

Journal of Catholic Education

After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)—a Catholic PK-8 school in Southern California—implemented an 18-month professional development (PD) program to improve teachers’ inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; …

Normalizing The Need For Help: What All Teachers Need, Nancy Gropper

Occasional Paper Series

Gropper recalls her need for support when she first joined the graduate faculty at Bank Street College as a Supervised Fieldwork advisor. She explores the connections between her own most recent experiences as a newcomer and what all new teachers need in order to succeed - teacher support. This article describes critical components of a teacher support program, referencing the methods of the New Educators Support Team (NEST).

Staying Connected: Measuring The Impact Of Technology Integration On Student Engagement And Achievement At The Middle Level, Jaclyn M. Swayne

CUP Ed.D. Dissertations

Knowing how technologies impact student engagement and achievement is vital. The present study validated and added to the existing knowledge in determining to what extent specific levels of technology integration impact student engagement. It also addressed how specific levels of technology integration impact student achievement in middle level English Language/Arts and mathematics classrooms using 1:1 tablet technology. The descriptive study with statistical analysis provided quantitative evidence to educational leaders on the extent to which increasing levels of technology integration can increase student engagement. This evidence was generated using classroom observation data and Fisher’s exact cross-tabulation analysis. The study also provided …

Principal’S Coalition Building And Personal Traits Brings Success To A Struggling School In Malaysia, Mohammad Noman, Rosna Awang Hashim, Sarimah Shaik-Abdullah

The Qualitative Report

This paper presents findings from a single site case study of a school in a rural part of Malaysia. Based on data collected through semi-structured interviews of the principal, teachers, students and parents, and observations, document scanning and field notes, the study attempts to identify the context under which the school operates, the core practices of the school principal and the enactment of these core practices. The data analysis was carried out through data reduction resulting in initial themes which were further refined several times until consensus was achieved. The themes were then discussed under the light of theories resulting …

Re-Thinking Apprenticeship In Art Education, Kelly Nicole Denisson

Teacher Education, Educational Leadership & Policy ETDs

Many students face isolation and meaningless experiences in their day-to-day routine in schools. The increasing focus on standardized tests and academic performance reinforces competition and extrinsic rewards for learning. This diminishes opportunities for creative thought, development of communities, and genuine meaningful connection to content, leaving students feeling disconnected to learning and their peers. Art education has long been an outlet in which to collaborate, embrace diversity, and transform throughout the learning process. This study uses the Arita Tradition of Porcelain, its instructional practices, community of practice, and studio classroom environment as a model for apprenticeship in art education. Participant experiences …

Dialogic Interactions That Support Learning And Motivation: A Phenomenological Study Of High School Teachers’ Experiences During Reflective Dialogue, Sandra Metzger

CUP Ed.D. Dissertations

When teachers skillfully interact in reflective dialogue, they experience professional learning and motivation. However, teachers’ interactional skills are often not data-informed. The purpose of this hermeneutic phenomenological study is to provide descriptive data on (a) how high school teachers experience the dialogic interaction within reflective dialogue, (b) what evidence of learning is present in the interaction, and (c) how self-directed motivation is supported in the interaction. The conceptual framework for this study consists of learning theories from Dewey and Mezirow and the Self-Determination theory of motivation from Deci and Ryan. Three sessions were conducted with two teams of two teachers …

Iii International Colloquium Proceedings, International Colloquium

Proceedings of the International Colloquium on Languages, Cultures, Identity in School and Society

No abstract provided.

Strengthening Collective Efficacy Through Meaningful Collaboration, Elizabeth Becker

Master's Theses & Capstone Projects

The purpose of this action research project was to determine if there is a correlation between the implementation of structures and processes for meaningful collaboration and the level of collective efficacy in a professional learning community. A combination of the level of trust among the team and the dedication and prioritization of time were critically considered over a period of nearly two months. Data was collected through quantitative surveys and qualitative observations. Analysis of the data collected suggests the fourth grade team's collective efficacy was strengthened as structures and processes for meaningful collaboration were implemented.

Effects Of Teaching Level, Subject Area, And Degree On Grades 5-12 Educator Learning Modes, Meredith Young (Jones)

College of Education Dissertations

The purposes of this dissertation were two-fold. First, the purpose of this study was to determine the effects by subject area taught between educators in high schools versus educators in middle schools on the Abstract Conceptualization, Active Experimentation, Concrete Experience, and Reflective Observation learning modes measured by Kolb’s Learning Style Inventory in one central Arkansas school district. The independent variables for Hypotheses 1-4 were educator teaching level (high school versus middle school) and subject area taught (mathematics/science, literacy/social studies, and other). Second, the purpose of this study was to determine the effects by degree level between educators in high schools …

Against The Clock, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

In The Slow Professor, Maggie Berg and Barbara K. Seeber's thoughtful contribution to the conversation on academic labor is to challenge what often goes without saying: that it's good to be more efficient, to be faster, to manage as many tasks as possible at once. How can we practice slowness and pleasure in thoughtful ways for the good of our disciplines and colleagues and, more importantly, for those whom our decisions and actions affect profoundly?

Why Black Lives (Must) Matter At Uk, Nicole Martin

Greater Faculties: A Review of Teaching and Learning

As a university committed to creating inclusive learning environments, we must remember that our pedagogical practices and philosophies are not crafted in insolation from our social, political, and cultural environments. The psychic and emotional injury spurred by the events of the summer of 2016 will continue to reverberate across campus as we move into the fall semester. When we boldly address the lingering effects of trauma through our pedagogical practices, we demonstrate how the campus actively creates space for the civic development of students, staff, faculty, and administration.