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Teacher Education and Professional Development Commons™
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Articles 1 - 30 of 297
Full-Text Articles in Teacher Education and Professional Development
Perceptions Of Novice Career And Technical Education Teachers Regarding Teacher Evaluations, Felix Quayson, Chris Zirkle
Perceptions Of Novice Career And Technical Education Teachers Regarding Teacher Evaluations, Felix Quayson, Chris Zirkle
Journal of Research in Technical Careers
As states expand funding for alternative teacher-licensure pathways, this qualitative descriptive case study examined how 38 novice Career and Technical Education (CTE) teachers in a Midwestern research university’s alternative licensure program perceived teacher evaluation during their first years in the profession. Analyses yielded ten major themes with three subthemes each, which were synthesized into the DEEPS conceptual evaluation framework: Development, Evaluation, Engagement, Partnerships, and Skills. We arranged the acronym DEEPS based on data analysis for conceptual coherence rather than order of occurrence. Participants described evaluation as misaligned with the specialized demands of CTE instruction and called for tools that better …
An Analysis Of Professional Development Preferences, Needs, And Engagement Among Family And Consumer Sciences Teachers In Illinois, Sally E. Arnett
An Analysis Of Professional Development Preferences, Needs, And Engagement Among Family And Consumer Sciences Teachers In Illinois, Sally E. Arnett
Journal of Research in Technical Careers
The purpose of this study was to identify the professional development preferences, needs, and engagement of family and consumer sciences (FCS) teachers in Illinois. Signature pedagogy and its three theoretical elements served as a foundational framework for structuring respondents' professional development considerations. Using a descriptive research design, data were collected through an online survey completed by 45 (42%) Illinois FCS teachers. Findings indicated that teachers preferred professional development that was offered in person, located within geographical proximity, and scheduled during contracted working hours. Respondents identified discipline-specific FCS content, effective lab management, and the integration of AI in an FCS classroom …
Examining The Relationships Among Collaborative Teaching Practices, Self-Efficacy, And Teachers' Self-Regulation In Charter School Culture, Melissa J. Seltenreich
Examining The Relationships Among Collaborative Teaching Practices, Self-Efficacy, And Teachers' Self-Regulation In Charter School Culture, Melissa J. Seltenreich
UNLV Theses, Dissertations, Professional Papers, and Capstones
This dissertation examined the relationships among collaborative teaching practices, teacher selfefficacy, and self-regulation among 226 in-service K–12 teachers in Southern Nevada public charter schools. Teaching is a demanding profession that requires strong self-regulation (goal setting, monitoring, reflection, and adaptive strategies) and self-efficacy to sustain effective instruction, teacher well-being, and professional longevity. Collaborative teaching practices, which emphasize teamwork, shared planning, and peer support, were hypothesized to strengthen these psychological capacities within charter environments characterized by high autonomy and accountability. This research study focuses on 3 questions including demographic and situational variables that contribute to differences in teachers’ self-regulation, teachers with higher …
Expanding Access To High-Quality Child Care For Infants And Toddlers With Disabilities And Their Families In Nevada, Turia M. Penkalski
Expanding Access To High-Quality Child Care For Infants And Toddlers With Disabilities And Their Families In Nevada, Turia M. Penkalski
UNLV Theses, Dissertations, Professional Papers, and Capstones
Access to high-quality child care significantly impacts outcomes for infants and toddlers with disabilities and their families, yet persistent inequities remain. This dissertation employed an instrumental case study design (Stake, 1995; Stake & Visse, 2023) to investigate Nevada's state-level policies and procedures that shape the accessibility and quality of child care for infants and toddlers with disabilities. Using a triangulated approach that integrates document analysis, family interviews, and a survey with state leaders, this study explored the perspectives and experiences of diverse key players. The research illuminates how policy intentions align with or diverge from system-level perceptions and the experiences …
From Culture To Classroom: The Influence Of Professional Learning Communities On The Learning Organization And High-Cognitive Demand Instruction, Rebecca J. Tschinkel
From Culture To Classroom: The Influence Of Professional Learning Communities On The Learning Organization And High-Cognitive Demand Instruction, Rebecca J. Tschinkel
UNLV Theses, Dissertations, Professional Papers, and Capstones
As schools face increasing pressure to prepare students for the complexities of the 21st century, the role of job-embedded professional learning has become paramount to school improvement. This study investigated the relationships among teacher perceptions of the characteristics of Professional Learning Communities (PLCs), the dimensions of the school as a Learning Organization (LO), and the frequency of high-cognitive-demand instructional practices. Grounded in Learning Organization Theory and the concept of evidence-based PLCs, this research sought to determine whether collaborative teacher structures could serve as a predictive lever for instructional rigor, regardless of school demographics, and to examine their influence on the …
Research Remix: Teams, Tech, And Texts, Jaime Carbajal
Research Remix: Teams, Tech, And Texts, Jaime Carbajal
UNLV Best Teaching Practices Expo
The pedagogical innovation that enhanced student learning in the Research Methodologies in Health Sciences course is described as Integrated Digital Collaborative Inquiry-Based Learning (IDCIBL). The IDCIBL approach leveraged digital tools (lecture videos, podcasts, recorded poster presentations, and Artificial Intelligence (AI) platforms), integrated journal article analysis, utilized research-informed active learning, and included team-based learning activities. The combination of multiple innovative strategies into the IDCIBL model intentionally transforms the educational environment and optimizes the student learning experience, relating to the TLC priority area of teaching and assessments in the age of Gen AI.
Creating Open Educational Resources With Artificial Intelligence, Serena Scalzi
Creating Open Educational Resources With Artificial Intelligence, Serena Scalzi
UNLV Best Teaching Practices Expo
The adoption of artificial intelligence is becoming widespread in higher education. AI-driven technology has the ability to support academic and administrative faculty in designing and delivering course content. As a Part-Time Instructor in the College of Education, I used AI to enhance my teaching practice by creating course resources for my class, CIT 647 Creating Online Learning Environments. These open educational resources, developed through a reflective teaching practice facilitated by the UNLV Teaching and Learning Commons, promote equitable, inclusive education.
Making Learning Engaging With Formative Assessment, Michelle A. Arroyo
Making Learning Engaging With Formative Assessment, Michelle A. Arroyo
UNLV Best Teaching Practices Expo
Benefits of formative assessment: increases student engagement, provides immediate feedback for teachers and students, helps differentiate instruction, encourages self-reflection and self-regulated learning, and improves overall student achievement.
From Generation To Judgment: A Structured Approach To Teaching Responsible Ai Use, Necole Leland, Lisa Nicholas, Jennifer Vanderlaan
From Generation To Judgment: A Structured Approach To Teaching Responsible Ai Use, Necole Leland, Lisa Nicholas, Jennifer Vanderlaan
UNLV Best Teaching Practices Expo
A structured approach to teaching responsible use of generative AI in nursing education is critical. As AI becomes increasingly integrated into professional practice, students must move beyond simple AI content generation to critically evaluate and refining AI outputs. Using the RISEN prompting framework to guide learners in designing effective prompts while also emphasizing analysis of accuracy, relevance, bias, and ethical considerations in the output. Through classroom modeling and applied activities, students engage actively with AI as a tool for inquiry rather than passive consumption. This approach offers a practical and adaptable model for integrating ethical and effective AI use across …
Bridging The Divide Between Theory & Practice: A Framework For Fostering Relevant Learning Environments, Elsa Lopez-Martinez
Bridging The Divide Between Theory & Practice: A Framework For Fostering Relevant Learning Environments, Elsa Lopez-Martinez
UNLV Best Teaching Practices Expo
This poster presents a framework for bridging the gap between theory and practice in teacher education by designing relevant learning experiences that better prepare preservice teachers. Grounded in seminal teacher education literature, the approach explicitly connects coursework to professional applications while preserving the integrity of theoretical foundations. The framework emphasizes ongoing communication of purpose and alignment across courses. Additional strategies include integrating career-focused activities, facilitating reflective exercises, inviting practitioner perspectives, and providing applied assignments. Evidence from student feedback highlights increased engagement, confidence, and perceived relevance.
Transparency And Personalized Feedback Curb Ai Misuse In Asynchronous Online Biology, Elana A. Paladino
Transparency And Personalized Feedback Curb Ai Misuse In Asynchronous Online Biology, Elana A. Paladino
UNLV Best Teaching Practices Expo
The rapid expansion of generative AI (Gen-AI) has reshaped teaching and assessment in online, asynchronous introductory biology courses, creating new challenges for academic integrity and meaningful learning. This poster examines practical strategies to promote ethical AI use while maintaining student engagement. Transparency of instructions and timely, personalized feedback were found to curb AI misuse in online discussion posts. Structured use of AI tutors encouraged responsible engagement with Gen-AI, and surveillance methods for summative exams had mixed effects.
Culturally Responsive Tent: An Architectural Journey, Marcos Amado Petroli, Elmira Ebadi
Culturally Responsive Tent: An Architectural Journey, Marcos Amado Petroli, Elmira Ebadi
UNLV Best Teaching Practices Expo
Culturally responsive teaching in architecture encourages students to connect design thinking with identity, culture, and lived experience. This studio assignment introduced the tent as an archetypal architectural form and weaving as a generative tectonic strategy, allowing students to explore how lightweight structures can respond to social needs, cultural narratives, and material expression.
Evaluating The Benefits Of “Science Of Learning To Learn” In Foundational Undergraduate Biology Courses, Kathryn M. Rafferty, Jenifer Utz, Christy Strong, Matthew Bernacki
Evaluating The Benefits Of “Science Of Learning To Learn” In Foundational Undergraduate Biology Courses, Kathryn M. Rafferty, Jenifer Utz, Christy Strong, Matthew Bernacki
UNLV Best Teaching Practices Expo
Our objective was to foster increased retention of freshman student and subsequent progression into upper division coursework by incorporating learning skill development and motivational activities into the Introductory Biology courses (BIOL190/191). Enhancement of the introductory biology courses at UNLV has the potential to improve the educational experiences of thousands of students, since about 600 to 800 students enroll in the introductory biology courses each semester. We have previously developed a multimedia learning skill intervention called "The Science of Learning to Learn" which covers the importance of self-testing, spacing out and scheduling study sessions, and managing one's goals, habits, and learning …
Using “Ticket Out” To Create A Continuous Feedback Loop For Student Learning, Jacob D. Skousen
Using “Ticket Out” To Create A Continuous Feedback Loop For Student Learning, Jacob D. Skousen
UNLV Best Teaching Practices Expo
This presentation highlights the use of a brief end-of-class “Ticket Out” to create a continuous feedback loop for student learning. Students reflect on learning targets and provide feedback on the class experience, which is then analyzed and used to guide instructor response, follow-up communication, and instructional adjustments. The practice supports reflective teaching, student voice, and timely, responsive instruction.
Playing To Learn: Game-Based Maternal-Newborn Review Using "Forbidden Words" (Taboo-Style), Nikki Rose Ty-Albright
Playing To Learn: Game-Based Maternal-Newborn Review Using "Forbidden Words" (Taboo-Style), Nikki Rose Ty-Albright
UNLV Best Teaching Practices Expo
TEACHING PRACTICE & NEED IT ADDRESSES Prelicensure nursing students often struggle to translate medical terminology into patient-friendly language (Rodrigues & Moreira, 2022) Gen Z learners frequently disengage from traditional post-conference lecture formats (Thi, 2025) "Forbidden Words" (Taboo-style) game used during post-clinical conference to bridge this gap in an engaging way Students explain maternal-newborn concepts in jargon-free language while avoiding forbidden words on a card
Sparking Engagement: Using "Lightning Debates" To Transform Dry Policy Into Dynamic Learning, Minnie Wood, Ericka Yelle, Necole Leland
Sparking Engagement: Using "Lightning Debates" To Transform Dry Policy Into Dynamic Learning, Minnie Wood, Ericka Yelle, Necole Leland
UNLV Best Teaching Practices Expo
To address a gap in health policy application among nursing undergraduates, we piloted Lightning Debates, a high-energy teaching strategy that replaces passive lecture with active learning. Students are assigned Pro or Con stances on contentious local policies, using role-play and improvisation to present evidence-based arguments in five-minute sprints. This asset-based approach leverages student creativity to deconstruct complex fiscal and clinical issues. Results demonstrate significant impact: 87.5% of students reported an improved ability to analyze policy, and the percentage of graduates feeling prepared to apply policy knowledge rose from 57% to 77%. This session provides scalable implementation tips for fostering critical …
The Importance Of Relational Teaching In Introductory Statistics, Nathan Matthew Slife
The Importance Of Relational Teaching In Introductory Statistics, Nathan Matthew Slife
UNLV Best Teaching Practices Expo
This poster presents relational teaching strategies for introductory statistics courses.
Community Engagement Through Robotics Mentoring – Unlv, First Nv, And High School Robotics Teams, Brendan O'Toole
Community Engagement Through Robotics Mentoring – Unlv, First Nv, And High School Robotics Teams, Brendan O'Toole
Community Engagement Expo Research Posters
The UNLV Robotics Mentorship program includes a two-semester course that trains students to support local high school FIRST Robotics Competition (FRC) teams. ‘ME 464 Robotics Mentoring I’ provides training in design, mentoring, fabrication, and programming. ‘ME 465 Robotics Mentoring II’, pairs students with local high school teams to serve as technical mentors for the competition season.
A Mixed Methods Study Of Teacher Job Satisfaction And Principal Support In Private Jewish Day Schools Through The Lens Of Self-Determination Theory, Abigail E. Moyal
A Mixed Methods Study Of Teacher Job Satisfaction And Principal Support In Private Jewish Day Schools Through The Lens Of Self-Determination Theory, Abigail E. Moyal
UNLV Theses, Dissertations, Professional Papers, and Capstones
This mixed methods study investigated how principal support influences teacher job satisfaction in private Jewish day schools through the lens of Self-Determination Theory (SDT). SDT asserts that motivation and well-being depend on the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Using an explanatory sequential design, quantitative data were first collected from 68 teachers across five Jewish day schools in the Southwestern United States using the Teaching and Learning Survey (TALIS) Teacher Job Satisfaction Scale (TJSS) and the Principal Support Scale (PSS). Results showed moderate to high satisfaction levels and a strong positive correlation between principal support and …
A Competency Based Pressure Injury Management Program, Madina Qadir
A Competency Based Pressure Injury Management Program, Madina Qadir
UNLV Theses, Dissertations, Professional Papers, and Capstones
This project aims to implement a simulation-based wound management program to address critical gaps in nurses’ competencies for managing pressure injuries (PIs). The initiative seeks to enhance nurses’ knowledge, clinical skills, and confidence in wound assessment and advanced therapies, fostering evidence-based practice and consistent care delivery. Effective PI management is vital for improving patient outcomes, reducing healing times, and minimizing complications. Yet, nursing education and competency gaps often lead to inconsistent care and increased healthcare costs. A structured competency-based pressure injury management (CB PIM) program integrates evidence-based didactic lectures and interactive simulation-based skills stations to cover essential topics, including wound …
Post-Probationary Principals’ Perceptions Of Professional Development, Matthew Jackson
Post-Probationary Principals’ Perceptions Of Professional Development, Matthew Jackson
UNLV Theses, Dissertations, Professional Papers, and Capstones
This qualitative phenomenological study explored post-probationary principals’ perceptions of professional development, examining the relevance, adequacy, and impact of support provided after 4 years of their leadership. Although research and policy have emphasized the development of new principals, professional learning opportunities for those beyond probationary status remain inconsistent, generic, and misaligned with individual and contextual needs. Guided by adult learning theory, this study sought to understand how post-probationary principals evaluate current professional development, describe their desired opportunities, and determine their ongoing needs. Data were collected through semi-structured interviews with principals from multiple districts and analyzed using coding, memo writing, and mind …
Overcoming The Labor Shortage: Enhancing Pga Associate Education Through Targeted Support, Brian Milford Jones
Overcoming The Labor Shortage: Enhancing Pga Associate Education Through Targeted Support, Brian Milford Jones
UNLV Theses, Dissertations, Professional Papers, and Capstones
The golf industry faces a critical workforce shortage, exacerbated by impending retirements and a lack of new PGA Members. This exploratory sequential, mixed-method study investigates the barriers and facilitators PGA Associates encounter during their education and identifies support strategies to enhance completion rates. Employing both qualitative and quantitative approaches, the research explores barriers, completion metrics, facilitator impact, and perceived support benefits. Qualitative data from interviews with Section Executive Directors who oversee PGA Associate development, analyzed through thematic coding, informs the survey instrument. Quantitative data, collected via surveys with PGA Associates themselves, was analyzed using confirmatory factor analysis (CFA) and structural …
The Impact Of Formally Trained Teacher Leaders On Student Outcomes, Jodi Notch
The Impact Of Formally Trained Teacher Leaders On Student Outcomes, Jodi Notch
UNLV Theses, Dissertations, Professional Papers, and Capstones
This study examined the relationship between teacher leadership and student achievement through the lens of Distributed Leadership Theory. Specifically, it addresses three research questions: (a) To what extent is the implementation of teacher leadership by formally trained teacher leaders associated with academic success in schools? (b) Is there a difference in impact between formal teacher leader positions versus informal teacher leader positions? (c) How does having multiple teacher leaders in a school impact student outcomes? Using a two-way fixed effects design with a longitudinal panel data set, the analysis investigates the effects of employing teacher leaders trained through a formal …
Employers’ Perceptions Of Workplace Readiness Skills, Tabitha S. Young, Natalie K. Ferand
Employers’ Perceptions Of Workplace Readiness Skills, Tabitha S. Young, Natalie K. Ferand
Journal of Research in Technical Careers
Employability skills are continually changing, and the workforce provides the transparency needed for the success of business employment. Workplace readiness skills and human capital theory form the backbone for organizational success and sustainability. This study examined employers’ perceptions of workplace readiness skills at the expected proficiency level of an entry-level employee, the average level of skill for an entry-level employee, and the level of importance of the skill to their industry. The Virginia Workplace Readiness Skills have impacted employers and prepared students for the workplace. The results indicated that the workplace readiness skills mentioned in the literature align with the …
Reported Value Of Culturally Responsive Teaching Practices Of Virginia Agricultural Education Teachers, Natalie K. Ferand, Kendrick Spencer, Bradley Bowen
Reported Value Of Culturally Responsive Teaching Practices Of Virginia Agricultural Education Teachers, Natalie K. Ferand, Kendrick Spencer, Bradley Bowen
Journal of Research in Technical Careers
To address the increasing diversity in schools and the monolithic culture of teachers, researchers have called for pedagogies that reflect the diverse and pluralistic identities of students. While core academic areas have long adopted culturally relevant pedagogy, school-based agricultural education (SBAE) has lagged behind. This study aimed to determine the views of agricultural education teachers in Virginia on culturally responsive pedagogy dispositions and identify areas of professional development need. Teachers valued the differences among students and the communities in which their schools are located. However, results revealed a need for professional development in using the local community as a resource …
Build Your Own Gpt: Tailoring Ai To Your Academic Needs, Aya Shata
Build Your Own Gpt: Tailoring Ai To Your Academic Needs, Aya Shata
AI in the Classroom: A Virtual Summit
Given the diversity of academic disciplines, a one-size-fits-all approach to AI falls short; that's why personalized GenAI is essential to delivering relevant and meaningful support tailored to your needs. In this hands-on session, you will learn to build and personalize your Custom GPTs as your intelligent personal assistant designed to align and support your unique goals. No coding experience is required. Regardless of your level of knowledge of GenAI or your discipline, this session can help you harness your GenAI skills, boost productivity, and adapt AI tools to meet your unique needs.
Process Over Product: Rethinking Assignments In The Age Of Ai, Jodie Barker, Lyndsay Munro, Sandun Perera, Sarah Cummings, Wenzhen Li
Process Over Product: Rethinking Assignments In The Age Of Ai, Jodie Barker, Lyndsay Munro, Sandun Perera, Sarah Cummings, Wenzhen Li
AI in the Classroom: A Virtual Summit
How do we design assignments that invite students to engage deeply with ideas rather than simply complete and submit finished products? Featuring faculty from across the University of Nevada, Reno alongside facilitators from Advancements in Teaching Excellence, this panel explores assignment design across disciplines, focusing on strategies that foreground thinking as a learning process. Panelists from across disciplines will discuss how they are rethinking assignments to emphasize process over product, using an AI-aware approach to build guardrails on the ways in which students use (or do not use) these tools while also designing assignments and activities to engage students in …
The K-12 Education Workforce In Nevada, 2024, Olivia K. Cheche, Caitlin J. Saladino, William E. Brown Jr.
The K-12 Education Workforce In Nevada, 2024, Olivia K. Cheche, Caitlin J. Saladino, William E. Brown Jr.
K-12 Education
This fact sheet presents data on the share of workers in the K-12 education workforce in Nevada. The U.S. Bureau of Labor Statistics’ Occupational Employment and Wage Statistics Query System provides data on the amount of employment in all job sectors at the state and metropolitan statistical area (MSA) levels. This fact sheet focuses on employment and wage data for the State of Nevada, the Las Vegas-Henderson-Paradise, NV MSA, and the Reno, NV MSA as of May 2024.
New Teachers’ Mentoring Expectations And Experiences: A Qualitative Multiple Case Study, Preston Maurice Blakely
New Teachers’ Mentoring Expectations And Experiences: A Qualitative Multiple Case Study, Preston Maurice Blakely
UNLV Theses, Dissertations, Professional Papers, and Capstones
The purpose of this qualitative multiple case study was to explore how the expectations of new teachers, about their mentoring program and their mentoring experiences can be used to improve the structural design and procedures of mentoring programs to better support new teachers. Socio-historical and sociocultural theories were used to guide the study and purposive sampling strategy was used to recruit five participants who were in the first years of teaching. Based on a rich set of data sources which included a pre-interview and a post- interview, the findings revealed that despite the existence of mentoring programs in the participants’ …
Realizing And Practicing Teaching As A Calling: Narratives From Black Women Teachers In Urban K-12 Public Schools, De'ana Renee Mauldin
Realizing And Practicing Teaching As A Calling: Narratives From Black Women Teachers In Urban K-12 Public Schools, De'ana Renee Mauldin
UNLV Theses, Dissertations, Professional Papers, and Capstones
Research and scholarship frequently ignore and dismiss the unique experiences and perspectives of Black women teachers. They bring with them a unique angle of vision through various race, gender, cultural, and historical intersections that inform their spirituality-based pedagogy and outlook while providing instruction in urban public schools.The purpose of this qualitative dissertation study is to examine the narratives and amplify the voices of Black women K-12 teachers in urban public schools to address how they realized teaching as a calling. Teaching as a calling is more than simply a job and source of income for these teachers. Understanding of this …