Teacher Education and Professional Development Commons^™

Intentional Planning To Differentiate, David Wolff

Open Educational Resources - Teaching and Learning

The proficiency model expects all students to meet the same standards, regardless of their readiness nor ability. The essay discusses how Gentry’s (2014) 2 P’s, 2 C’s, and 2 F’s of Differentiation framework may help teachers plan lessons to meet the array of learning needs in their classroom.

Empowering Diverse Learners: A Comprehensive Approach To Differentiated Instruction (Di) And Culturally Responsive Teaching (Crt), Sujeong Lee

Education | Graduate Culminating Projects

Empowering Diverse Learners: A Comprehensive Approach to Differentiated Instruction (DI) and Culturally Responsive Teaching (CRT) explores the integration of DI and CRT to create inclusive and equitable educational environments. This project aims to transform classrooms into spaces celebrating students' cultural heritage and addressing diverse learning needs. The primary objectives are to develop inclusive classroom activities, curate practical resources, and design professional development modules. A central feature of this project is the interactive Padlet, "Teacher's Hub: Effective Teaching Resources", which provides a dynamic platform for educators to access and share valuable resources, lesson plans, and strategies for implementing DI …

Pennsylvania K-8 General Education Teachers’ Perceptions Of Preparedness For The Inclusion Of Students With Autism: A Mixed Methods Study, Erica Tate

West Chester University Doctoral Projects

Abstract

This convergent mixed-methods study gathered insights from Pennsylvania kindergarten through eighth-grade general education teachers regarding their perceptions of preparedness for including students with autism. Utilizing Bandura's theory of self-efficacy (1962), which underscores the importance of continual opportunities for individuals to build confidence in their abilities, the study sought to understand teachers' viewpoints on their readiness for inclusion. To achieve educator insight, a combination of surveys and interviews was employed to understand better what preservice and in-service educators learned in their pre-professional and professional experiences. In the survey phase, (n=51) general educators responded to questions covering demographics, teacher education programming, …

Pk-12 Faculty And Staff Capacity To Support Student Mental Health, Chin-Chih Chen, David B. Naff, Xun Liu, Jennifer Murphy, Margaret Wallace, Sunny Shin, Kade Goldin, Shenita Williams, Caleb Armwood, Riley Jenkins, Marlene Gooding

MERC Publications

This report from the Metropolitan Educational Research Consortium (MERC) depicts findings from a regional survey of PK-12 faculty and staff exploring their professional capacity to meet the mental health needs of their students. Based on responses from approximately 1,000 educators in the MERC region, there were six dimensions of capacity: mental health knowledge, mental health training and confidence, multi-tiered systems of support, positive mental health culture, supportive policies and practices, and responsibility and impact. Findings in the report include position comparisons along these six dimensions as well as an exploration of how capacity varies by school size and demographic composition. …

Exploration Of Cognitive Engagement Patterns In Online Environments With Multiple External Representations, Man Su, Michelene T.H. Chi, Tomohiro Nagashima, Justin Gole, Yue Xin, Jesse Ha

Department of Teaching and Learning Scholarship and Creative Works

This study investigates learners' cognitive engagement patterns in an online, self-directed learning environment enriched with multiple external representations. Participants interacted with scaffolded online modules with prompt questions designed based on the Interactive, Constructive, Active, and Passive (ICAP) framework. Data was collected through students' responses to knowledge tests, question prompts, and student-module interaction videos. A diversity in students' engagement patterns was observed which led to different learning outcomes. Findings reveal that constructive responses to prompt questions are associated with improved learning outcomes. Video analyses show that high achievers also engage in careful reading of instructional texts and purposeful simulation manipulation. This …

The Manifestation Of Elementary Teachers’ Mathematical Identities: An Explanatory Mixed Methods Study, Kyle Brun

West Chester University Doctoral Projects

In the most simplistic form, mathematical identities manifest in the statements, “I am good at math” or “I am not good at math”. Once established, individuals’ identities influence how they interact and approach mathematical problem-solving (Bishop, 2012; Boaler, 2013; Boaler & Selling, 2017). The purpose of this mixed-method explanatory sequential study is to explore a deeper understanding of how elementary teachers’ mathematical identities influence their beliefs about effective math instruction. Utilizing an explanatory sequential mixed-method design, a questionnaire was used for the initial quantitative analysis of teachers' mathematical identities. Analysis of survey submissions identified three unique mathematical identity profiles. Two …

A Study Of K-5 Teacher Perceptions Of Home Visits On Attitude, Belief, And Behavior, Dene E. Gainey

Theses and Dissertations

The purpose of the qualitative descriptive study was to explore teacher perceptions of attitudes, behaviors, and beliefs as it pertained to home visits. The body of research available prior to the study focused on parent appreciation and takeaways from home visit experiences and/or students’ achievement as it pertained to having experienced a teacher coming into their home environments. Specifically, the researcher wanted to understand how K-5 teachers perceived their attitudes, behaviors, and beliefs prior to conducting home visits, during home visits and after the home visits were completed.

Through semi-structured interviews, participants were asked a series of questions that were …

Georgia Elementary Agriculture Education Pilot Program: An Extensive Look Into The History, Development, And Success, Christa Steinkamp

Murray State Theses and Dissertations

Georgia Elementary Agricultural Education (EAE) was formally introduced through the 2018 Senate Bill 330 (SB33); a two-part bill passed with unanimous support in both the House & the Senate. The first part of the bill included the three-component model of school-based agricultural education for high schools and middle schools which includes classroom/laboratory instruction, supervised agricultural experience, and leadership development through the National FFA Organization. The second part of SB330 introduced an elementary agricultural education (EAE) pilot program. The three-year pilot program started in the 2019-2020 school year with twenty-five schools; and concluded with thirty-one schools at the end of the …

5e Instructional Model: A Constructivist Approach To Teaching & Learning, Munira Amirali, Javed Ahmad, Shella Asad, Sadam Hussain, Syed Sardar Hussain, Tahira Jabeen, Tajun Nisa, Wahid Murad

Books

I taught ‘Curriculum Teaching and Learning’ as one of the master-level courses that enables course participants to broaden their understanding of curriculum models, teaching, learning and assessment approaches. The assignment required participants to choose a topic in their subject area, review relevant literature, and identify challenges faced by teachers and students during teaching and learning that topic.
In addition, course participants were asked to list misconceptions students possess regarding the relevant topics and explore possible solutions and recommendations to address the identified challenges and misconceptions. Thus, the course participants developed learning resources (lesson plans) using the 5E model (Engage, Explore, …

Examining Implementation Of Science Of Reading Practices In North Carolina Public Schools, Brittany Ramsey Evans

Doctor of Education Dissertations

The purpose of this study was to examine teacher reactions to the adoption and implementation of the Science of Reading (SoR) in North Carolina public schools. In 2021, North Carolina mandated a shift in literacy instruction that started a change initiative beginning with a 2-year professional development for all PreK-5 public school teachers. As other states implement literacy movements aligned with SoR instruction, findings from this study may help them determine their best course of action. Using the theoretical foundation of change theory, I completed a mixed methods convergent parallel design study to explore the implementation process through the lens …

A Computational Thinking And Equity-Centered Urban Preservice Residency Program's Impact On Stem Teachers, Jesse Ha, Wei Wei, Kimberley Gomez, Anuradha Ghosh

Department of Teaching and Learning Scholarship and Creative Works

Situated in an urban teacher residency program at the University of California, Los Angeles, that aims to prepare high school teachers for integrating computational thinking (CT) into equity-focused STEM teaching, this paper investigates the impact of the STEM+C3 program on preservice teachers' conceptualizations and integration of CT in classrooms. Our analysis of 10 interviews suggests that the STEM+C3 program had an overall positive impact on teaching residents' (TRs) understandings of equity-centered practices in CT pedagogy with a few teachers demonstrating shallower understandings. Most TRs were able to characterize identity and positionality while only a few were able to characterize diversity, …

Surviving Pandemic Practicum: Early Career Music Teachers' Perceived Self-Efficacy Following The Covid-19 Pandemic, Aubree Pacifico Windish

West Chester University Doctoral Projects

This qualitative study examines early career music teachers’ perceived self-efficacy following teacher practicum during a global pandemic. I conducted focus group conversations with undergraduate music education alum (N=16) from Southeastern State University (SSU) at the end of 2023. Participants described the impact of the COVID-19 pandemic on their music teacher practicum and overall experiential learning at SSU. The focus group questions, and subsequent deductive coding of their answers, aligned with the four roles of Bandura’s (1977) Self-Efficacy Theory. Participants reported low perceived self-efficacy in their first year of in-service teaching, with variations based on the stages of the COVID-19 pandemic …

Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna

Student learning processes

The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …

We Need To Understand It Before We Can Teach It: A Cooperative Inquiry Into Mindfulness-Based Social-Emotional Learning With International School Teachers, Kailyn Fullerton

Doctor of Education

This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working under increasing pressure, and communities still reeling from the effects of the global COVID-19 pandemic. In international school settings, many expatriate educators are living far away from their country of birth and searching for belonging and community. MBSEL practices have been demonstrated to support wellbeing, however adult learning of these skills is often …

Language Learning Simulation Using Duolingo Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

It is likely that preservice teachers will work with students learning English as their second (third, fourth, etc.) language. For preservice teachers to better understand the language learning process, Duolingo was used to simulate the learning experience. The assignment description outlines how preservice teachers can reflection pre-simulation and post-simulation about what they learned about language learning.

Perceptions Of High Stakes Testing And Burnout As Predictors Of Quality Of Life Among Primary School Teachers In Trinidad And Tobago, Victoria Patricia Elder

Dissertations

Problem

This study explored how high-stakes testing (HST) and burnout affected the quality of primary school teachers in Trinidad and Tobago. HST refers to school exams often required by government agencies that are used to make key decisions pertaining to students, teachers, and schools (Embse & Hanson, 2012). Burnout is defined operationally as a psychological syndrome of emotional exhaustion, depersonalization, and impaired personal accomplishment induced by repeated workplace stressors (Maslach & Schaufeli, 2017). Quality of life (QoL) is the measure of an individual’s ability to function physically, emotionally, and socially within his/her environment at a level consistent with his/her own …

Exploring Elementary Teachers’ Self-Efficacy And Propensity For Teaching Stem, Ashley Wilkirson

Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education

The following research is conducted in the interest in exploring self-efficacy (or the lack of) in pre- and in-service elementary school teachers when it comes to teaching STEM. In order to explore the issue of self-efficacy for STEM in elementary schools, it comes to defining what STEM education is and what self-efficacy is. These definitions guide research collected in building these future and current teachers’ self-efficacy, with factors ranging from resources available, pre-service training, professional development, content area knowledge, pedagogical knowledge, perceptions of teaching STEM, and opportunities to collaborate with other teachers were listed as some of the reasons. These …

A Comparative Study Of Teacher-Student Verbal Interaction In Primary School Mathematics Classroom Teachers --Taking Novice Teachers And Expert Teachers As Examples, Qiong Zhang, Ying Wang

Journal of Educational Technology Development and Exchange (JETDE)

Teacher-student verbal interaction is a key method of encouraging active learning and participation in classroom activities. It significantly improves the effectiveness of teaching and learning in primary mathematics. Teachers at different developmental stages show obvious behavioral differences in the process of classroom interaction with students, and an in-depth analysis of these differences can help promote the professional growth of novice teachers. Based on the Classroom Smart Evaluation System (CSMS), this study compares and analyzes the teacher-student interaction behaviors of novice and expert teachers based on two co-curricular lessons on multiplication of 5 in second-grade primary mathematics. It was found that …

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.

Unlocking Understanding About Giftedness, David Wolff

Open Educational Resources - Teaching and Learning

The goal of undergraduate teacher preparation programs is to prepare future teachers to work with all learners. Gifted and talented learners are likely found in every classroom regardless of where they reside, however, according to Rinn et al. (2022), Kansas, Missouri, Oklahoma, Colorado, and Nebraska do not require undergraduate teacher candidates to take university coursework on gifted education. The goal of this presentation is to provide a general overview of gifted education specific to Kansas. This presentation aims to address myths and misconceptions about gifted education and gifted learners, characteristics of gifted learners, a basic overview of a general identification …

Living Library Assignment Description, David Wolff, Hannah Andrews, Kim Ballew, Alexis Durman, Macayla Mcclure, Lexi Nowlin, Rachel Pace, Brecca Peter, Lauren Shinn

Open Educational Resources - Teaching and Learning

The goal of this assignment is for preservice teachers to articulate their WHY. Having a strong ‘why’ can help you figure out ‘how’. In the case of resilience, if one knows why they are doing what they are doing, why they want or desire something, or why they are on this planet at this given time, they are likely to feel more confident about their purpose as well as have a core belief to rely on to overcome adversity and move towards their goals. We all have a story. Our stories are valuable and worthy to be heard. This assignment …

The Apprenticeship Of Observation In Gifted Education, David Wolff

Open Educational Resources - Teaching and Learning

The ‘Apprenticeship of Observation’ is described as one’s perception of ‘good teaching’ as informed by our own experiences as a student observing teaching for thirteen years in a K-12 school system. Perception of gifted education is susceptible of the ‘apprenticeship of observation’ and often influencing teachers’ actions and beliefs about the needs of gifted learners.

Supporting New Colleagues In Gifted Education: Finding Your Starting Point, David Wolff

Open Educational Resources - Teaching and Learning

Newly hired teachers and administrators often lack experience with gifted learners. The goal of this essay is to share four books to act as primers to introduce new teachers and administrators to gifted education and understanding gifted learners.

Higher Order Thinking ‘On The Go’, David Wolff

Open Educational Resources - Teaching and Learning

Educators of gifted learners often teach in non-traditional spaces and need to be adaptable. This essay shared five cognitive models that support higher order thinking which can be implemented anywhere and with few materials.

Dueling Abilities, Behaviors, And Characteristics Of Gifted Learners, David Wolff

Open Educational Resources - Teaching and Learning

Using the Star Wars’ characters, R2-D2 and C-3PO as analogies, educators can better conceptualize the diverse ability, behaviors, and characteristics of gifted learners. Gifted learners do not fit a single profile and this essay aims to help challenge stereotypes teachers may have of gifted learners and highlight the diverse cognitive, social, and emotional needs gifted learners may have.

Reformed-Based Approaches To The Teaching And Learning Of Science, Sahar Vali

Graduate Theses, Dissertations, and Problem Reports (ETD)

This qualitative practice-based study explores the efficacy of reformed-based science teaching approaches in fostering meaningful student engagement within elementary science classrooms, framed within the science-as-practice paradigm. Utilizing three theoretical frameworks, the Next Generation Science Standards (NGSS) and Ambitious Science Teaching (AST), and the Teacher Noticing, this research investigates how these frameworks influence student engagement in scientific disciplinary practices. The study draws on data from an NSF-funded project on teacher noticing in fifth-grade classrooms in West Virginia. Through a practice-based research approach, the relationship between teachers’ pedagogical practices and student engagement in science and engineering practices as outlined by NGSS and …

Student Perceptions Of Inclusive And Culturally Responsive Teaching In The Elementary Classroom, Emma Larson

Masters Theses

The purpose of this research is to explore student perspectives, as it relates to inclusive and culturally responsive teaching practices. In order to uplift student voices in the elementary classroom, observations and interviews were conducted to collect data on student perceptions. This study found that students believe the teacher’s job is to help everyone, students want a sense of belonging, and students love when their teacher celebrates them. As this research followed students in a bilingual kindergarten classroom, further research is needed in order to grasp a deeper understanding of students, their view, and perception of inclusive and culturally responsive …

Encouraging Equity Through Rural Elementary Professional Learning, Jana K. Stone

Graduate Theses, Dissertations, and Problem Reports (ETD)

This study employed design-based research to explore the efficacy of professional learning materials and approaches in developing social justice advocacy with rural elementary teachers in Appalachia. Bronfenbrenner’s (2005) bioecological theory and Boler’s (1999) pedagogy of discomfort formed the theoretical framework for the design, implementation, and analysis. Mid-way through the study, Allport’s (1954) contact hypothesis was included to inform the revision of intervention approaches. Four elementary teachers attended seven in-person informational discussion meetings over five months. During this time, these teachers also read two books and completed journal responses and surveys. The qualitative data was analyzed using Braun and Clark’s (2006) …

The Decline Of Science In The Early Years: A Diagnosis And A Plan Of Action, Jennifer Bentley

University of the Pacific Theses and Dissertations

Science instruction in the early years of a student’s education career is essential to a student successfully continuing science in their secondary and postsecondary careers. However, the amount of high-quality science instruction students receive at the elementary level has been steadily declining for two decades, resulting in an inequitable imbalance in those who pursue STEM careers, a lack of critical science literacy in the U.S. populace, and a shortage of qualified employees entering the U.S. economy. Much of the lack of science instruction can be traced to decreased training of teachers to teach science during elementary credentialing programs or the …

What Do You Know About Adhd? A Comparison Between Mainstream And Special Education Teachers, Sigal Eden, Nufar Sukenik

Australian Journal of Teacher Education

This study investigates the knowledge and attitudes toward Attention-deficit/hyperactivity disorder (ADHD) among a large cohort of mainstream and special education in-service teachers in Israel. Given the pivotal role of teachers in identifying and managing ADHD symptoms within the classroom, it is crucial to ensure they possess adequate knowledge and positive attitudes toward the disorder. Previous studies have indicated a gap in knowledge and attitudes between mainstream and special education teachers, often influenced by factors such as teacher training, personal experience, and demographic characteristics. This study addresses these gaps by utilizing the well-validated ASKAT questionnaire to provide a comprehensive assessment of …