Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 4 of 4

Full-Text Articles in Teacher Education and Professional Development

Rural Teacher Attitudes And Engagement With Computing And Technology, Melissa P. Mendenhall, Colby Tofel-Grehl, David Feldon Nov 2022

Rural Teacher Attitudes And Engagement With Computing And Technology, Melissa P. Mendenhall, Colby Tofel-Grehl, David Feldon

Teacher Education and Leadership Faculty Publications

The purpose of this sequential Case Study-Mixed Methods research is to explore rural teacher attitudes toward, approaches to, and engagement with making and computational thinking during STEM professional development and co-teaching learning experiences. Specifically, we examine the professional learning needs of two rural, middle school teachers as they engage technology. Using the lens of cultural historical activity theory, this paper examines the ways in which teacher attitude about computing shifted throughout professional learning and instructional practice. Findings show three broad themes that emerge surrounding teacher attitudes, approaches, and engagement with technology: Anxiety, Independent Learner, and Integration. Additionally, findings suggest that …


A Case Study Of The Driven 2 Teach Program: Site-Based Experiential Professional Development For History Teachers, Hadyn Bowen Call May 2019

A Case Study Of The Driven 2 Teach Program: Site-Based Experiential Professional Development For History Teachers, Hadyn Bowen Call

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Driven 2 Teach is a privately funded program for history teachers in the state of Utah. The program emphasizes the importance of teacher travel to educate history teachers in the places where history happened. This study investigated the program’s influence on participant gains in learning about history and how to best teach about the past, social studies professional development, teacher beliefs, and changes in instructional practices. This study utilized a case study methodology, autoethnography, and six interconnected frameworks: Professional development, experiential education, site-based learning, pedagogical content knowledge, teacher beliefs, and professional learning communities. This study helps demonstrate the effectiveness of …


Evaluation Of A High School Sheltered Instruction Observation Protocol (Siop) Implementation, Samuel L. Ray May 2011

Evaluation Of A High School Sheltered Instruction Observation Protocol (Siop) Implementation, Samuel L. Ray

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Many school systems across the USA have implemented sheltered instruction observation protocol (SIOP) strategies to help their English language learners (ELLs) master core content while they learn English. Most studies have reported positive results from using SIOP strategies with ELLs. Elementary and middle school studies were available, but studies of SIOP implementation in a comprehensive high school were lacking. This action research project was initiated by teacher leaders (department chairs) and the school principal. It included a year of combined SIOP training and implementation. After the first academic year of utilizing SIOP school-wide, an anonymous electronic survey was used to …


The Relationships Among Caregiver Training, Mentoring, And Turn-Taking Between Caregiver And Child In Family Child Care, Carrie L. Ota May 2010

The Relationships Among Caregiver Training, Mentoring, And Turn-Taking Between Caregiver And Child In Family Child Care, Carrie L. Ota

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Basic communication skills are foundational for children's success in school and are dependent largely on their language experiences early in life. The purpose of this study was to examine two professional development models and family child care providers' use of turn-taking strategies that promote language in young children. The first professional development model consisted of a 10-hour nonformal training focused on supporting early language development. The second included the nonformal training and on-site mentoring. The 48 family child care programs were randomly assigned to one of the professional development models or a control group. Hierarchical linear modeling was used to …