Teacher Education and Professional Development Commons^™

From Design To Implementation: Developing A Learning Community To Understand Student-Instructor Partnerships In Clinical Education, Courtney Lewis, Alivia English

Teaching and Learning Together in Higher Education

No abstract provided.

Shifting Roles And Processes In A Collaborative Course (Re)Design Learning Community, Sarah M. Ginsberg, Shanna R. Morrison

Teaching and Learning Together in Higher Education

No abstract provided.

From Car Conversation To Collaborative Conference: Building Faculty-Student Partnerships At Eastern Michigan University, Jeffrey L. Bernstein, Alivia "Liv" Overbee

Teaching and Learning Together in Higher Education

No abstract provided.

Teaching And Learning Together At Eastern Michigan University, Jeffrey L. Bernstein, Alivia "Liv" Overbee

Teaching and Learning Together in Higher Education

No abstract provided.

Right Choice For Me: An Executive Function (Ef) Focused Intervention Program For Teachers, Brisa E. Kress

Education | Graduate Culminating Projects

In every classroom, students face choices. These choices can look like how to approach a non-fiction text, how to plan a narrative, how to pick the right spot in the room for reading, or how to reflect on their experience during a group project.

Right Choice For Me is an Executive Function (EF) focused toolkit. It follows a flexible 10-week timeline and offers educators of any grade customizable tools and strategies to teach essential EF skills in ways that honor each student's voice, choice, and unique learning style. Right Choice For Me focuses on three core EF strategies:

• Planning/Goal-Setting

• Self-Monitoring …

  ---

  Go to article

Uncovering Potential: How Kentucky Districts Identify And Support Hispanic Students In Gifted And Talented Programs, Melanie Gilzene

Masters Theses & Specialist Projects

This qualitative study investigates the strategies and processes utilized by six school districts in Kentucky to identify Hispanic English Language Learner (ELL) students for gifted and talented services. Using interviews with gifted and talented coordinators, the research explores how certain Kentucky districts address challenges in traditional identification methods, such as language and cultural biases, through specific tools and practices. Key themes include the limitations of standardized assessments, the significance of professional learning and cultural competency training for educators, and the implementation of inclusive and equitable referral processes. The findings underscore the importance of culturally responsive assessments, local norms, and alternative …

Interactive Read Aloud Planning Template For The Story, The Letter From The Book Frog And Toad Are Friends, Lauren Dehmer, David Wolff

OER Materials

This is a read-aloud planning template for the story The Letter from the book Frog and Toad are Friends, which holds five stories. The goal of the assignment is to create an effective read-aloud. Research supports these as they can expose children to new words and language structures (Burkins & Yates, 2021). Cunningham et al. (2023) also explain interactive read-alouds as a way to “immerse students in rich content.” The author was given a list of stories from the anthology, The 20^th Century Children’s Book Treasury: Picture Books and Stories to Read Aloud, from instructor Dr. David Wolff, who …

The Impact Of Administrator-Led Walkthroughs On Teacher Self-Efficacy, Kerri Templeton

Theses, Dissertations and Capstones

This qualitative phenomenological study explored how administrator-led instructional walkthroughs influence teacher self-efficacy in one public school district located in West Virginia. Guided by Bandura’s (1977) framework of self-efficacy, the research examined the lived experiences of teachers and administrators who participated in regularly scheduled walkthroughs as part of a district-wide instructional leadership initiative. Data were collected through open-ended surveys with PK–12 teachers and administrators and analyzed using inductive thematic analysis to identify patterns and themes related to the perceived impact of the walkthrough process.

Findings revealed that when walkthroughs were conducted with clear purpose, relational trust, and consistent, meaningful feedback, they …

Teaching And Learning International Survey (Talis) 2024 Conceptual Framework, John Ainley, Wolfram Schulz

OECD Teaching and Learning International Survey (TALIS)

This document articulates a conceptual framework for the fourth cycle of the Teaching and Learning International Survey (TALIS) programme, TALIS 2024. It reflects major concepts from research literature as well as policy interests and was developed by researchers in consultation with the OECD, international stakeholders, and participating countries and territories. The 2024 cycle is designed to address four contemporary issues for education systems and four broad content areas concerned with teaching and learning. The contemporary issues for education systems are: diversity and equity; the educational use of technology; social and emotional learning; and environmental and sustainability education. The broad content …

An Exploration Of Change In Teachers’ Sel Pedagogical Content Knowledge And Beliefs After Participation In A Sel Professional Development Course For Uruguayan Teachers Of Secondary Schools, Sheila Coli

Dissertations of Practice

This convergent mixed-methods study explored how secondary school English as a Foreign Language (EFL) teachers in Uruguay changed their pedagogical content knowledge (PCK) of social emotional learning (SEL), and their beliefs about their role in SEL integration, after participating in a six-week online professional development (PD) course. Amid increased international emphasis on the importance of social and emotional competencies (SECs) for students’ academic and personal success, Uruguay’s EFL national curriculum calls for the promotion of these competencies, yet offers limited guidelines or training for their EFL educators. The PD course was designed by the researcher to address this gap, providing …

Reflections On The Effectiveness Of Classroom Management Training: A Phenomenological Study Of The Perceptions Of Elementary-Level Teachers Trained Through Alternative Route To Licensure (Artl) Programs, Christopher Brunst

Theses, Dissertations and Capstones

The purpose of this study is to add to the body of research related to alternative routes to licensure (ARTL) program training by analyzing the perceptions of elementary teachers regarding how their ARTL-based knowledge, experiences, and training support their ability to manage a classroom. This research described the perceptions of elementary-level teachers who were trained in ARTL programs relative to the effectiveness of classroom management strategies they have learned on the job, through professional development from their school districts, or through their ARTL programs, and their recommendations for improving ARTL classroom management training in ARTL programs. The researcher used a …

Preservice Teachers' Perceptions Of Gifted Students' Characteristics And Needs, Courtney Warren

Masters Theses & Specialist Projects

Gifted students possess unique needs that require appropriately challenging opportunities to develop their advanced abilities. To meet these needs, gifted students must be correctly identified, which is often through teacher referral, thus subjecting the identification process to teachers’ knowledge and perceptions of giftedness. Teachers can also implement practices, such as differentiation, to meet gifted needs within their own classrooms. Thus, teachers must hold accurate perceptions of gifted students and their needs. However, teacher preparation programs often offer minimal training in giftedness. The purpose of the current study was to examine preservice teachers’ perceptions of gifted students’ characteristics and needs. Thirty-one …

Person-Centered Planning: An Improvement Science Approach To Interventions Impacting Teacher Implementation, Stacie Hutchison

Masters Theses & Specialist Projects

This study used an improvement science framework to influence special education teachers’ behaviors and their implementation of transition service development through person centered planning and ongoing teacher support. Grounded in adaptive leadership principles and a theory of action emphasizing the need for new professional learning and sustained support, this research investigated how targeted interventions impact teacher practice.

I selected a mixed-methods design for this study, combining semi-structured interviews, Likert scale surveys, open-ended questions, and a single-participant case study to evaluate outcomes. Findings revealed that a traditional professional development model incorporating opportunities to practice skills and proactively address potential barriers led …

"You Write What You Want And What You Need": Incorporating Reflective Practice In The Ela Classroom Through Caring Pedagogy, Melanie Shoffner, Helen Bentley

Department of Middle, Secondary and Mathematics Education - Faculty Scholarship

Caring pedagogy is critical in today’s classrooms, and supporting students’ emotional needs as well as educational needs is an integral part of the teaching profession. This qualitative case study examines how one 9th grade ELA teacher uses reflective practices to enact care for her students. Creating a specially designed 50- minute freewrite class, the participant centers students by welcoming their voices into the classroom. Notes from observations and semi-structured interviews are used to show how the participant’s reflections about her students’ journals and discussions drive instruction. Findings show that care-based instruction-giving students space to write about any topic, removing the …

“Science Belongs Everywhere”: Outlooks On Post-Secondary Stem Education For Correctional Centers In Virginia, Shelita R. Augustus

Division of Strategic Enrollment Management and Student Success Publications

Virginia has an incarceration rate of 679 per 100,000 residents, the highest among independent democratic nations. This scoping review examines perspectives on post-secondary STEM education to promote STEM education within Virginia's correctional facilities, assesses programs to improve rehabilitation, reduce recidivism, and address systemic inequalities by developing the scientific potential of incarcerated individuals. The review finds that while STEM education in correctional facilities faces limitations, its potential benefits are being realized nationwide. Virginia has made strides through initiatives like House Bill 2158, which aims to expand higher education access for incarcerated individuals. Examples such as the programs at J. Sargeant Reynolds …

Multilingual Voices: Transforming Professional Development Based On Student Perceptions Of Literacy Learning, Nicole Ferguson-Sams, Emily Howell, Rebecca Kaminski, Mihaela Gazioglu, Victoria Pennington

Publications

Acknowledging student perceptions of academic learning has been shown to increase the effectiveness of classroom instruction. However, existing research on multilingual learners (MLs) often focuses on their pedagogical and linguistic needs, overlooking their perceptions of literacy learning. This research, part of a large-scale, design-based research (DBR) project, explores MLs' perceptions of literacy learning to increase the capacity of instruction through professional development to classroom teachers in a high-needs school district. Using grounded theory coding, we analyzed MLs' responses from a self-efficacy survey to gain insight into their perceptions of literacy learning. Those findings were used to inform DBR modifications, including …

Finding Evidence For Understanding The Level Of Technology Integration By Teacher Candidates: A Mixed Methods Analysis To Support Caep Standards, Jennifer R. Jackson

Theses, Dissertations and Capstones

Accrediting bodies, such as the Council for the Accreditation of Educator Preparation (CAEP), are increasingly focused on how teacher preparation programs integrate technology. As part of the Teacher Performance Assessment (TPA) teacher candidates demonstrate essential classroom skills through submission of teaching videos, lesson plans, and reflections. This study examined which of these three document types provides the strongest evidence of technology use among teacher candidates. Using a technology integration model, the Technology Integration Matrix (TIM), this study quantitatively assessed the levels of technology integration and characteristics of the learning environment visible in a stratified random sample of 150 submitted documents. …

A Teacher Preparation Program's Stakeholders' Perceptions Since Campus Closure Due To Covid-19, Laurie J. Mccormick

Theses, Dissertations and Capstones

COVID-19 closed colleges and forced faculty and students to learn a new way of teaching and learning. Like most institutions, Marshall University’s College of Education and Professional Development struggled to provide the practicum experience required for teacher preparation when most public schools shifted to remote learning. This qualitative study investigated the reactions of, and ongoing impact on, a university’s college of education’s administrators, faculty, undergraduates, the institution’s instructional designers, and the Counseling Center’s director when the campus closed spring of 2020 due to the pandemic. Initial and ongoing challenges faced, and strategies implemented were categorized by the four themes that …

Threading The Needle: Teaching Critical Reading And Writing In The Age Of Ai, Emily A. Durham, Andrea A. Berta

Humanities

All instructors--but particularly instructors who must teach students specific disciplinary ways of reading and writing--face a difficult position with AI. Students will need to use AI in collegiate and professional writing, but using AI for assignments can hinder critical thinking skills crucial to analyzing and correcting AI output. This presentation demonstrates three practices from our developmental English classrooms: a critical reading and writing summary assignment, AI-resistant rubrics, and an exercise to help students evaluate AI-generated suggestions on how to review their work. These activities are designed to help students develop crucial AI-literacy skills to help them succeed in an increasingly …

An Exploration Of Teacher Exodus In Predominantly African American Secondary Public Schools Amid Covid-19, Keith Demond Ford

Educational Leadership & Policy Studies Dissertations - Archive

For some time, K-12 teachers across America have been resigning from classrooms in large numbers. Like many of the nation’s communities, schools in American neighborhoods of color have seen an overwhelming amount of teacher resignations amid the COVID-19 pandemic. According to existing literature, education’s traditional systemic norms and health protocols which were initiated during COVID-19 motivated classroom teachers to leave their jobs. This qualitative study uses a phenomenological methodology as it discovers that an interrelatedness of factors influences six participants to resign from their classroom teaching roles at predominantly African American middle and high schools during and immediately following …

Newcomers: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 32 annotations from recent and seminal literature regarding the education of foreign-born students and families who have recently arrived in the United States, often referred to as Newcomers. These annotations build on the annotations regarding Newcomers in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working …

English Learners With Disabilities: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

English Learners with Disabilities: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding English Learners (ELs) who are dually identified as students with disabilities. These annotations build on the annotations regarding ELs with disabilities in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence …

Designated Eld: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Designated ELD: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 19 annotations from recent and seminal literature regarding designated English Language Development (d-ELD). These annotations build on the annotations regarding designated ELD in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for English Learners.

The contributors provide a comprehensive selection …

Research-Practice Partnerships: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Research-Practice Partnerships: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 17 annotations from recent and seminal literature regarding research-practice partnerships between universities and districts and schools. These annotations build on the annotations regarding university and district partnerships in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The contributors …

Bilingual Teacher Preparation: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Bilingual Teacher Preparation: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding the preparation of preservice teachers preparing to be bilingual teachers. These annotations build on the annotations regarding bilingual teacher preparation in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. …

Assessment: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Assessment: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 18 annotations from recent and seminal literature regarding the assessment of English Learners and Multilingual Learners. These annotations build on the annotations regarding assessment in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The contributors provide a comprehensive selection …

College, Career, And Course Access: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

College, Career, and Course Access: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 13 annotations from recent and seminal literature regarding educational practices that impact the opportunities available to English Learners’ (ELs) in secondary schools and beyond. These annotations build on the annotations regarding college, career, and course access in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and …

Self-Efficacy And Stem Education: A Study Of Family And Consumer Science Teachers In Pennsylvania, Charlene Smith, Philip A. Reed

Educational Leadership & Workforce Development Faculty Publications

Science, technology, engineering, and mathematics (STEM) education has become widely promoted. Family and Consumer Sciences (FCS) uses science to improve home life while reinforcing technology, engineering, and mathematics principles. However, FCS is not usually recognized as a STEM subject. The purpose of this study was to determine what factors may affect FCS teachers’ level of self-efficacy in teaching STEM to provide supports that improve teaching practices. This quantitative study surveyed secondary FCS teachers in Pennsylvania using the T‐STEM Survey for Elementary Teachers. Results were analyzed using descriptive statistics and simple linear regression analysis was performed to determine the predictive …

Teaching, Engagement, And Support: A Ccfsse Analysis Of Full- And Part-Time Cte Faculty In Community Colleges, Michelle E. Bartlett, James E. Bartlett

Educational Leadership & Workforce Development Faculty Publications

This study examines the characteristics, perceptions, and experiences of full-time and part-time career and technical education (CTE) faculty in community colleges using data from the Community College Faculty Survey of Student Engagement (CCFSSE) from 2017 to 2023. Descriptive and inferential analyses in SPSS were used to address four key areas: faculty demographics, perceptions of student engagement and teaching impact, views on student support services, and experiences with professional development opportunities. The findings revealed distinct differences in demographics and faculty perceptions, highlighting areas where part-time instructors often face challenges compared to their full-time counterparts. Insights into the availability, value, and integration …

Teacher Practice Improvement Tool. Preliminary Version, Australian Council For Educational Research (Acer)

School and system improvement

Research shows the profound impact teachers can have on student outcomes. The Teacher Practice Improvement Tool (TPIT) describes the practices of highly effective teachers, based on an extensive review of international research. Five domains—or aspects of practice—have been identified from this evidence. These areas of teachers’ work are strongly interrelated. The TPIT provides a point of reference for teachers to reflect on their current practices and identify areas for professional growth. This tool can be used for teacher self-reflection and to identify specific areas for further professional growth. The TPIT can also be used by aspiring teachers and other education …