Teacher Education and Professional Development Commons^™

Community Engagement In Art & Design Colleges, Mah Rukh Raja

Masters Theses

This thesis titled ‘Community Engagement in Art & Design Colleges: Case Studies from Pakistan’ highlights the importance of community-engaged practices in education, specifically within the realm of art and design, and examines the effect of community engagement on student learning. It focuses on the importance of creating opportunities for reciprocal, community-engaged learning where responsibilities, roles and credit are shared equally among students, community partners, and educational institutions to develop projects that are in the best interest of communities.

This research coincides with the introduction of community and civic engagement in undergraduate education in Pakistan. Its primary objective is to serve …

Growing Together: Cultivating The Social-Emotional Effects Of Art Education Through Trauma-Informed Pedagogy, Kaitlyn Lawrence

Masters Theses

In many societies, the process of art is recognized as a healing and transformative practice. In recent years, it has been emerging in tandem with social emotional practices and procedures in American education. However, it is also a fact that social emotional learning (SEL) does not account for all students due to its inability to account for the needs of all students in the classroom. SEL alone aims to teach healthy development and emotional management skills, but fails to account for students with varying experiences. While there are those who can and do integrate the skills from the Social Emotional …

Learning Through Play At School Ukraine: Final Research Report (Ukrainian Version), Rachel Parker, Amy Berry, David Jeffries, Prue Anderson, Oksana Zabolotna

Student learning processes

The Learning Through Play (LTP) at School Research Study Ukraine was a four-year 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 intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces …

The Constructs Of Teacher Well-Being: A Phenomenological Study, Alicia Nohe-Dirk

All-Inclusive List of Electronic Theses and Dissertations

The purpose of this phenomenological qualitative study was to understand the lived experiences of teachers who embodied a sense of professional well-being while in the workplace. The teachers who participated in this study self-identified as embodying the phenomenon and participated in one semi-structured, recorded interview lasting no longer than one hour, and were asked to respond to two journal prompts. This study answers one primary question and addresses two secondary questions: 1. Primary question: What experiences in the workplace contribute to a teacher’s sense of well-being? 2. Secondary questions: A) What current experience has contributed to your sense of well-being? …

Improving School Discipline, Climate, And Culture: Interactive Guidance For Schools And Districts, Gwendolyn Murray

Reports

This interactive guide is designed to support K-12 school districts and schools to proactively improve school environments by supporting teacher development and building systems to promote positive student behaviors. Practices and strategies in the guide can be used to reduce exclusionary discipline and improve school climate and culture. Activities enable users to think critically about school discipline and invest in data-driven and prevention-oriented systems to address students' challenging and problematic behaviors.

Learning Through Play At School: Ukraine, 2019-2024 (Ukrainian Version), 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 …

Senior Exit Interview, Brendon Pedro Duran

Construction Management

The goal of this project was to provide graduating seniors in construction management a means to share their opinions on the department and offer potential solutions that could improve the student learning experience. Prior to COVID, the senior exit interview filled this need, but it was run by faculty and has not been repeated since 2021. The discussion was structured to cover the three topics that constitute the student experience: curriculum, student-run clubs and teams, and industry recruitment. Prior to the event, a dozen in-person interviews were conducted with graduating seniors to better understand what topics should be included in …

Teaching Writing With The Digital Feedback Protocol: A Peer-To-Peer Intervention To Increase Elementary Student Writing Motivation, Karyn Keenan

Dissertations

Writing is a complex task, especially for elementary school writers; motivation in writing leads to greater writing performance and writing quality. Teachers enter their careers underprepared to teach writing and have to seek out professional development on writing for themselves. Technology can be leveraged in the elementary writing classroom, but it is an under researched area. The Digital Feedback Protocol is a case study dissertation study with an embedded professional development opportunity that supports teachers to implement a protocol for students to provide digital feedback to each other’s writing. The study was conducted with four third grade teachers and their …

A Program Evaluation Of 3de Schools By Junior Achievement, Audra Lewis-Hoesch

Dissertations

3DE Schools by Junior Achievement is a framework for instruction designed to reshape the instructional ecosystem through a high school model that uses project-based learning and case-study methodology to help students acquire core competencies. The context of this inquiry includes various states in America where 3DE Schools are implemented. I utilized a mixed methods approach to collect data and gauge the influence of the 3DE instructional framework on students' readiness for college and career pursuits. Key outcomes showed that students in 3DE cohorts scored higher in math and English than the national average, contributing to an overall higher graduation rate …

The Role Of Language Ideologies In Curriculum Design: Possibilities In Computational And Digital Literacies Integration In Teacher Education, Jessica Velez Tello

Dissertations, Theses, and Capstone Projects

Literacy and language are linked in its usage, perception, and practice. As new forms of engaging with literacy are explored, digital practices and tools are being employed as useful supports for students and their language practices (García et al., 2017). As emerging technologies are further introduced in educational spaces, education programs have a role in shaping how computational and digital literacies (CDLs) are integrated and how teacher candidates and teachers learn about them, especially those who are being trained to become bilingual teachers or will inevitably work with emergent bilinguals and linguistically diverse learners^[1], as the intersections between …

Identifying Graduate Students’ Instructional Strategies And Approaches Towards Teaching Employable Skills, Elizabeth S. Che

Dissertations, Theses, and Capstone Projects

College instruction tends to focus on imparting disciplinary knowledge rather than employable broad-based skills emphasized by undergraduate guidelines. The lack of emphasis on broad-skill development may leave many undergraduate students unprepared for the workforce. Graduate students who are future professoriate, are teaching undergraduate courses with various attitudes and strategies. This dissertation comprises three published studies that used data from two surveys identifying graduate students’ instructional strategies and approaches to teaching employable skills in their courses.

The first study asked whether graduate students teaching undergraduate courses (N = 114; 70.2% women, M age = 30 years) aim to teach employable …

Addressing The Importance Of Recruitment And Retention Of Black And Latinx Teachers: Strategies Designed To Diversify The Teacher Pipeline, Shavon Pittman

Dissertations

The United States student demographic has shifted significantly, with minorities, particularly Black and Latinx students, now constituting almost half. However, the diversity of the teaching profession, historically led by White females, lags behind, with Black and Latinx teachers comprising less than 30%. This lack of representation poses challenges for students without culturally similar educators. My research explores the impact of teacher diversity on Black and Latinx students' success, revealing positive outcomes. Yet, attracting and retaining minority teachers faces obstacles, including feelings of isolation and financial concerns. Recommendations include educational pathways, scholarships, mentoring programs, salary incentives, and professional learning communities to …

What Exactly Does Identity Have To Do With Teaching? Exploring The Connection Between A Teacher's Racialized Identity And Their Teacher Identity, Lizette Aguilar

Dissertations, Theses, and Capstone Projects

This study explores the relationship between race and teacher identity, specifically understanding how the two concepts intersect and (re)present themselves within the classroom environment. This study analyzes six teachers’ narratives of identity, race, and teaching to explore themes of race and identity as they traverse from their earliest experiences with race into their experiences as teachers. Findings conclude that, first, teachers’ narrative identities are a composite of key narratives—important moments of deep impact in the process of identity building—that accumulate over time to form what Dan McAdams (1993) calls personal myths. Since key narratives are continually shaping one’s personal myth, …

Jesuit Pedagogy's 'Missing Link', Alberto Núñez, Josep M. Lozano

Jesuit Higher Education: A Journal

Jesuit pedagogy has undergone a major renewal in the last fifty years. In this process, various inspirational formulations of its educational vision have been chosen. Despite maintaining a common language and spirituality, we have identified the risk that it is only lived out by a minority of people in Jesuit educational institutions. This paper proposes a re-reading of the Ratio Studiorum (RS) that offers a more precise and complete understanding of Jesuit pedagogy. This leads us to conclude that, in addition to other well-known features, it must involve the institutional governance model, a focus on an educative community that learns …

A Peer Review Benchmark Portfolio For Architectural Design Studio: Situate, Matthew Miller

UNL Faculty Course Portfolios

This portfolio examines a third-year architectural design studio that emphasizes the development of designs that consider site and context. As part of a four-year sequence to gaining a Bachelor of Science in Design, this studio takes on a critical discourse of the impact designs may have on the environments they inhabit, the community of people that they interact with, and the cultures and practices followed within a region. This research examined how different modes of teaching could help with building narratives and identifying the measurable impact a design would have on its environment, community, and culture through repetition of verbal …

Plas 439: Organic Farming And Food Systems Faculty-Led Inquiry Into Reflective Scholarly Teaching Benchmark Portfolio, Christian Stephenson

UNL Faculty Course Portfolios

Organic Farming and Food Systems is a senior and graduate level course for students in the Department of Agronomy and Horticulture. This course was previously offered but has been significantly modified as I have taken on responsibility for the course. Goals for the course include student comprehension of the methods of organic and regenerative farming and the impacts of those methods on economic, environmental, and social sustainability. An additional goal is to build student competency in the evaluation of primary, secondary, and tertiary information resources and critical thinking surrounding issues in food production. Assessment for the course was through diverse …

Differences Between Male And Female Welding Students’ Tinkering Self-Efficacy, Kjersti Decker, Michael Pate, Tyson Sorensen, Michelle S. Burrows, Katie N. Kraus, Don Edgar

Online Journal for Workforce Education and Development

Welding, agricultural mechanics and blue-collar trades have traditionally been perceived to be reserved for males, yet many females in recent years have enrolled in training programs and have entered these careers (England, 2010). In previous research, females have indicated lower levels of tinkering self-efficacy and confidence in mechanics settings (Baker & Krause, 2007). This study examined difference between male and female welding student’s perceptions of welding technology, tinkering self-efficacy, and perceptions of learning welding technology. Students were engaged in designated tinkering activities throughout the semester to promote developing tinkering abilities. Activities included but were not limited to GMAW and …

Using Case-Based Instruction To Support Teaching Self-Efficacy For Cultural Responsiveness In Pre-Service Teachers: A Mixed Methods Study, Marisa Nodine, Carolyn Hushman, Ashley K. Vaughan, Kira J. Carbonneau

Journal of Educational Research and Practice

Using a mixed methods design we quantitively examined how case-based instruction (CBI) influenced preservice teachers’ (PSTs) cultural responsiveness teacher efficacy development across three classroom case studies. Qualitatively, we examined how PSTs were able to engage in self-insertion when writing about their reactions to the classroom cases. Specifically, PSTs were randomly assigned to one of two conditions; one group received a content-based text excerpt prior to reading and responding to two classroom cases (Text–Case). Another group was given a series of three classroom cases (Case–Case) that contained similar information to the Text–Case group. The Text–Case group maintained their cultural responsiveness teacher …

Impactful Digital Technology Coaches: Identifying Their Characteristics And Competencies While Delineating Their Role, Tiffany L. Gallagher, Catherine Susin, Arlene Grierson

Journal of Educational Research and Practice

Digital technology coaches (DTCs) often support teachers with integrating technology into their classroom and instructional program, as well as provide ongoing staff development. To be effective, coaches tend to have specific characteristics for instructional coaching and competencies for educational coaching. We investigated if these characteristics and competencies applied to effective DTCs while we observed their proficiency with technology, their interactions with other educators, and the way they provide support for the teacher-professional learning (PL) process. Three DTCs led over 80 K–12 teachers from the same school district in classroom coaching sessions, collaborative planning meetings, PL sessions, and conference presentations. In …

Perceptions Of Pre-Service Teachers About Natural Disasters: Coronavirus, Earthquake, Fire, And Flood, Pınar Bozca, Eylem Yalçınkaya Önder

Journal of Educational Research and Practice

This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned …

Social Platforms As Tools For Inclusive Pedagogy: Case Of Perusall For Collaborative Reading, Comfort M. Ateh

Education Faculty Publications

Extant literature is replete on the importance of inclusive pedagogy, which is crucial in engaging every student irrespective of their background to have access to knowledge. Although social platforms like Perusall aim at collaborative reading and enhance students’ engagement in reading, literature is sparce on the extent to which these tools accommodate the learning needs of diverse learners. This study is a contribution to close the gap by exploring the Perusall website, research reports on Perusall, and the author’s personal experience with Perusall to determine features of the platform that can contribute to diverse learners engaging in collaborative reading. This …

Edc 2400 Teaching Emergent Bilingual, Ivana Espinet

Open Educational Resources

This is a syllabus for the course "Teaching Emergent Bilinguals". This course explores language acquisition theories, the historical, philosophical, and pedagogical evolution of how educational institutions have approached their work with emergent bilinguals, and pedagogical strategies for teaching emergent bilinguals. It focuses on the role of educators in supporting emergent bilinguals’ learning language and literacy across content.

Teacher Beliefs And Experiences Addressing Healthy Racial And Ethnic Identity Instructionally Through Social Emotional Learning, Juliana Gutierrez

Theses and Dissertations

Children and youth develop within an ecological context that includes family, peers, and broader social environments including school. Children’s understanding of their ethnic or racial group and the meaning they attribute to belonging in that group is also shaped by interactions in their school environment. Most research on school-based social-emotional learning (SEL) programs has focused on student behavioral and academic outcomes. However, as SEL spreads across U.S. K-12 schools, questions have emerged surrounding how children from diverse racial and cultural groups and unequal opportunity can benefit from universal SEL programs. Using a mixed-methods design, this study explores teachers’ understanding and …

Finding Belonging Through Curricular And Pedagogical Partnership In A First-Year Course On Linguistic Justice, Timothy D. Arner, Lilli Morrish

Teaching and Learning Together in Higher Education

No abstract provided.

Some Is More Than None: A Guide To Beginning A Pedagogical Partnership Program, Ebony Graham, Katherine A. Troyer

Teaching and Learning Together in Higher Education

No abstract provided.

Dialogue In Partnership: Relaxing Into Receptivity, Bill Reynolds

Teaching and Learning Together in Higher Education

No abstract provided.

Quiet Power: The Librarian’S Role, A Co-Leadership Model, And The Gendered Work Of Pedagogical Partnership, Diane Skorina

Teaching and Learning Together in Higher Education

No abstract provided.

Partners In Partnership Work: Growing From Grinnell, Scott Hamm, Jillian Impastato

Teaching and Learning Together in Higher Education

No abstract provided.

Learning In Partnership: A Reflective Journey, Hleziphi Naomie Nyanungo

Teaching and Learning Together in Higher Education

No abstract provided.

The Hard Work Of Happy Accidents: The Origins And Future Of Pedagogical Partnership At Barnard College, Melissa Wright

Teaching and Learning Together in Higher Education

No abstract provided.