Teacher Education and Professional Development Commons^™

E & I Academics - A Business Plan, Rosalyn Mccoy

Senior Honors Theses

Starting a school presents many difficulties, but a business plan provides a method by which to work through many of these issues. The following business plan for Encourage & Inspire Academics, hereafter referred to as E & I Academics, explains many aspects of the proposed business from operations to competition to target market. E & I Academics is a proposed business that will offer both afterschool tutoring and homeschool tutoring services to families who wish to invest in a quality education for their children. E & I Academics will offer more personalized services than a typical public school and will …

The Nevada Teacher Workforce Report, Danica G. Hays, Matthew Borek, Kim K. Metcalf

College of Education Faculty Research

The purpose of this second edition (2018) of the Teacher Workforce Report (TWR) is to provide a state of the field of teacher workforce in Nevada. To that end, the authors and project staff utilized extant Title II and Nevada System of Higher Education (NSHE) Teacher Education dashboard data as well as school district and charter school vacancy data to develop a portrait of teacher candidate production and the need for teachers in Nevada. Key features of the report:

• The second edition of the TWR is intended to continue the dialogue concerning the Nevada teacher workforce and teacher shortage; …

Exploring Student Retention In Postsecondary Agriculture, Food, And Natural Resources Education Programs, Aaron J. Mckim, Tyson J. Sorensen, R. Bud Mckendree, Catlin M. Pauley

Journal of Research in Technical Careers

The current analysis foregrounded postsecondary agriculture, food, and natural resources (AFNR) education programs through an analysis of learning community, social community, general self-efficacy, and major commitment. Analysis identified statistically significant differences in major commitment perceived by year in school, with students earlier in their program reporting statistically higher major commitment than those later in their program. In congruence with the theoretical framework of student learning and persistence, the outcome variable general self-efficacy was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 16% of the variance in general self-efficacy with social community …

Topkit: An Online Faculty Development Resource, Shelly Wyatt Phd, Wendy S. Howard, Ashley Salter, Jessica Tojo

FDLA Journal

Faculty preparation is a critical success factor for any program that involves online teaching and learning (Kane, Shaw, & Pang, 2016; Merillat & Scheibmeir, 2016; Parker, Maor, & Herrington, 2013). Although experts in their respective fields, faculty may not have studied online pedagogy or instructional design before stepping into the onsite or online classroom. While few educators would argue against offering faculty development, institutions grapple with limited funding and campus resources (e.g., limited space, scheduling constraints) for faculty training. To pool resources for this purpose, the State University System of Florida Board of Governors committed to sponsoring a program to …

Expediting And Sustaining Change: Diffusing Innovation In Dynamic Educational Settings, Jeff Dungan

FDLA Journal

Change is critical in most organizations. International schools attempting to redefine 21st century education for their students are constantly innovating pedagogies and school structures. International schools tend to be dynamic, fast paced, nimble learning environments constantly innovating to meet the demands of evolving student populations. Hayden, Rancic, and Thompson (2000) found common characteristics of international schools included open-mindedness, flexibility of thinking, and action with the pragmatic skills of students. International schools in the East Asia region are well resourced and often looking for ways to differentiate themselves in the highly competitive global educational marketplace. The International School Consultancy (2016) reported …

Developing And Implementing An Online Course Framework, Jennifer L. Reeves, Jason Karp, Gabriela Mendez, Elda Veloso, Maureen Mcdermot, Jia Borror, Berta Hayes Capo

FDLA Journal

Integration of technology tools and resources is imperative when working with today’s students as many are expecting to encounter various apps and media-based software in the curriculum. It is important, however, to have a clear purpose for integrating technology into the classroom; technology should not be integrated into the curriculum simply for the sake of doing so! To assist with purposeful integration, faculty members from Nova Southeastern University and St. Thomas University created a Technology Integration Learning Community (TILC); an online professional learning community where members teach each other about the latest and greatest technological tools and share ideas for …

A Single Case Study On The Influence Of Feedback On The Instructional Quality Of A Preservice Elementary Teacher In Mathematics: The Instructional Quality Assessment Toolkit As A Resource, Makini Campbell Sutherland

Electronic Theses and Dissertations

The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating …

The Discourse Of Written And Audio Feedback, Zachary Dalton

All Master's Theses

Most teachers provide feedback for students daily. Whether it be a word of encouragement or a lengthy written comment in the margin of an essay, feedback is essential in first-year writing courses. This study investigates two distinct types of feedback, audio (a subset of oral feedback) and written (marginal comments and end comments). For this analysis, two instructors produced samples of audio feedback for students in their English 101 class sections (39 students total). The comments were then transcribed and compared with written comments left for the student by the same teacher on the same assignments. Students completed a follow-up …

Faith Integration: What Does It Really Look Like?, Paul Shotsberger

International Christian Community of Teacher Educators Journal

Beginning with the excellent treatment of faith integration by Patrick Allen and Kenneth Badley (2012), based on the seminal work of Boyer (1997), this article delves into the issue of faith-learning integration on a discipline and classroom level. There are two major categories of integration that are considered: the single application, intended primarily for that day’s lesson, and focused on technical terminology or concepts; and the series that deals with larger issues beyond just those of the particular class being taught. Examples are provided for each, as well as the thought processes behind their generation. Resources are included at the …

Getting Students To Think Critically And Visibly, Alanna Bowie

Becoming: Journal of the Georgia Association for Middle Level Education

Students can sometimes find the classroom to be an uncomfortable environment; hence, it can be difficult to persuade them to voice their thinking in front of their peers. Students’ fear of accidentally recalling incorrect answers in a classroom setting may set a domino effect of instant ridicule from their classmates, which can consequentially inhibit many of them from participating in future classroom discourse. To reduce fears, educators should foster an environment of support that encourages students to think visibly and more critically. The purpose of this article is to explore the literature, which suggests an environment that promotes creative learning …

Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection.

“I’M Not A Traditional Teacher Anymore”: Ecuadoran Teacher Perspectives Regarding A Us Professional Development Program, Gail Boone Cappaert

Graduate Research Theses & Dissertations

In this dissertation, the retrospective perspectives of five Ecuadoran English teachers regarding their experience in a seven-month professional development program in the US were investigated. Attention was given to how they believed the program impacted their identity, self-efficacy and how they perceived the program functioned as a community of practice (CoP). Data were collected through interviews using stimulated recall based on classrooms observation notes and memos in the teacher participants' Ecuadoran schools. Findings included that the Ecuadoran teachers felt they were positively impacted by the program. They perceived themselves as more legitimate speakers of English and more effective educators; however, …

A Comparative Study Of The Effects Of A Highly Qualified Transition Specialist On Successful Transition Planning For Individuals With Intellectual Or Developmental Disabilities, Christine Putlak

Graduate Research Theses & Dissertations

Using a self-report quantitative survey with additional open-ended questions, this study examined the transition experiences of 836 parents of children with Intellectual and / or Developmental Disabilities currently enrolled in a post-high school program for students ages 18-21 in the Chicago metropolitan region. More specifically, this study examined the influence that a highly qualified special education Transition Specialist had on positively influencing in-school experiences that in turn would expectedly result in positive post-school outcomes for children.

The independent variable in the study was presence or absence of an LSB-II transition specialist at IEP meetings. The dependent variables in the study …

An Examination Of Teachers' Natural Praise-To-Reprimand Ratios And Teachers' Perceptions Of Self-Efficacy And Stress, Sara Hayn

Masters Theses

The current study examined teachers' natural use of praise and reprimand in middle and high school (sixth through twelfth grade) general education classrooms. In addition, the relations between praise and reprimand and teacher stress and self-efficacy were examined. Praise and reprimand data were collected via 20-minute, direct observation (940 total observation minutes). On average, middle and high school teachers delivered 11.7 total praises per hour and 10.4 total reprimands per hour (1.1 to 1 praise-to-reprimand ratio). Middle school teachers delivered 12.8 total praises per hour and 14.5 total reprimands per hour (0.9 to 1 praise-to-reprimand ratio) and high school teachers …

Student-Instructor Negotiations Of Vulnerability In Higher Education, Kelli A. Halfman

Masters Theses

Brené Brown, author of Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead states, "Vulnerability is not weakness, and the uncertainty, risk, and emotional exposure we face every day are not optional" (p. 2). The purpose of this study is to examine student-instructor negotiations of vulnerability via acts of self-disclosure both inside and outside of the classroom. For the traditional student, college is a transitional period that prove challenging, leaving one feeling vulnerable. This study offers a unique perspective of vulnerability and expands our limited knowledge on how vulnerable self-expression manifests within …

The Relationship Between Stress, Preventive Coping Resources, And Burnout Among Elementary Teachers, Joseph Michael Mooney

Masters Theses

This study explored the relationship between stress outcomes, preventive coping, and burnout in a sample of 68 elementary teachers. Teacher training in behavioral modification was also examined due to its established role in teacher stress. Results showed that teachers who had greater demands relative to coping resources were more likely to experience two aspects of burnout; emotional exhaustion and depersonalization. A significant relationship was not found with the third component of burnout, personal accomplishment. Preventive coping resources were found to be associated in the expected direction with all three components of burnout. Those individuals with fewer preventive coping resources exhibited …

Creating Conditions For Strong Mentoring, Melanie S. Pavao

Northwest Journal of Teacher Education

In this article, the author identifies best practices for mentor selection, pairing, education and implementation of mentoring programs for new teachers in schools. These best practices include careful selection of mentors with strong communication and collaborative skills, mindful matching of mentor to mentee, mentor education that includes a focus on reflective practices and strategies to deal with philosophical differences between the mentor and mentee, and release time and financial incentives for mentors to new teachers. Then, the author compares this research to current state mentoring policies, noting that while in many states a lack of structural and financial supports for …

Soci 101: Introduction To Sociology—A Peer Review Of Teaching Portfolio, Kelsy Burke

UNL Faculty Course Portfolios

This benchmark portfolio targets the Spring 2018 semester of SOCI 101: Introduction to Sociology, a large-enrollment course that combines lecture and recitation classes. It describes course objectives (my goals for the course); an overview of course content and a description of the students enrolled (the target audience); teaching methods (assignments and classroom activities); and assessment of student learning (analyzing quantitative and qualitative data of student performance). In order to evaluate course objectives and their relationship to teaching methods and student learning, I collected data from student feedback following each exam (a post-exam questionnaire). I then compared this feedback with assignment …

A Benchmark Portfolio Evaluating Sped 201: Introduction To Special Education, J. Marc Goodrich

UNL Faculty Course Portfolios

No abstract provided.

Agri 115: Biotechnology – Food, Health And Environment, A Peer Review Of Teaching Project Benchmark Portfolio, Leah Sandall

UNL Faculty Course Portfolios

No abstract provided.

Course Portfolio For Math 407 Mathematics For High School Teaching: Refining Conceptual Understanding In A Mathematics Course For Pre-Service Teachers, Alexandra Seceleanu

UNL Faculty Course Portfolios

My intention in this portfolio is to present my approach to teaching an upper-level mathematics course for pre-service secondary level mathematics teachers. Several teaching strategies are discussed in the context of designing a coherent approach to this course, which emphasizes the need for conceptual reasoning above all other goals. These strategies are evaluated and assessed in connection to the learning outcomes using samples of student work from the course.

Also presented are samples of course materials that were used to lead students through an organized discussion of the relevant concepts. These materials convey some basic mathematical knowledge and therefore may …

Sped 415/415a Reading And Writing Disabilities: A Peer Review Of Teaching Project Benchmark Portfolio, Judith Wilson

UNL Faculty Course Portfolios

This portfolio explores four aspects of the lecture and practicum that comprise the coursework for students learning to tutor children with reading and writing disabilities. The first aspect is the alignment of the course objectives, teaching methods, assessments and scores. The second aspect is innovation in curricula for tutoring, explored through student response to surveys at the end of the tutoring session. The third aspect is student experience of participating in the course at mid-point and suggestions for improvement of course delivery, gathered by a mid-semester survey. The fourth aspect is topics and content students would like to see added …

Strategic Financial Management, Fina-475, Roberto Stein

UNL Faculty Course Portfolios

Strategic Financial Management is the new, case-based capstone course of the Finance Major at the UNL College of Business. Introduced in the Fall 2016 Term, it has since been revised and is being continually updated, to better achieve the its academic goals. In this portfolio, I describe the course’s overall structure, goals and main components. I then detail a number of changes made for the Spring 2018 version of the course, and proceed to analyze data pertaining to the outcomes observed from these changes. Finally, I outline potential strategies and further changes that might be implemented in future iterations of …

A Digital Class For An In-Person Discipline: Creating An Online Class For Introduction To Theatre, Ian Borden

UNL Faculty Course Portfolios

No abstract provided.

Aecn 376-Rural Community Economics: Engaging Students In Learning, Daniela M. Mattos

UNL Faculty Course Portfolios

AECN376-Rural Community Economics attracts students with different economics background and interests. In the three previous years I taught this course I was struggling to find a balance in class activities to make the course more engaging and effective to all students. The usual method of delivery is lecture along with PowerPoint slides. While this is the dominant form of pedagogy, particularly in higher education (Harvard Magazine 2015, Time Magazine 2012), an increasing amount of research indicates that the somewhat passive learning environment of the lecture does not reach all students with the same efficiency. In creating this portfolio, my goals …

Aecn 141- Introduction To The Economics Of Agriculture, Timothy Meyer

UNL Faculty Course Portfolios

Course portfolio for AECN 141- Introduction to the Economics of Agriculture, University of Nebraska-Lincoln.

Fren 302: Representative Authors Ii-A Peer Review Of Teaching Benchmark Portfolio, Julia Frengs

UNL Faculty Course Portfolios

This portfolio traces the process of the design, teaching methods, and assessment tools I used in my first time teaching a survey of French literature course, FREN 302, or “Representative Authors II.” The primary goal of the course is to introduce students to “masterpieces” of French literature spanning from the Middle Ages to the present. The course is certified for the ACE 5 outcome, which emphasizes the use of analysis and interpretation. My own principal objective for the course, developing student autonomy and critical thinking skills, which intersects with this ACE 5 outcome, is the main focus of this study. …

Adpr 333-001: Design And Layout--A Peer Review Of Teaching Portfolio, Octavio Kano-Galvan

UNL Faculty Course Portfolios

No abstract provided.

Mucp 183-983: Applied Music Composition--A Course Benchmark Portfolio, Gregory Simon

UNL Faculty Course Portfolios

MUCP 183-983, Applied Music Composition, is the core of the music composition course curriculum for students at all levels, from freshman to doctoral candidate. Like all applied lesson environments, it is a one-on-one, individualized study that principally involves the instructor giving students feedback on their musical works-in-progress. This time-honored paradigm for teaching composition has produced brilliant artists, but is rife with pitfalls and traps that can tarnish a student’s growth: composition pedagogues can coerce students into writing music like their teachers, or can prescribe a curriculum that makes composition accessible only to students who have already played classical music for …

Edps 951: Academic And Behavior Assessment--A Peer Review Of Teaching Benchmark Portfolio, Scott A. Napolitano

UNL Faculty Course Portfolios

No abstract provided.