Teacher Education and Professional Development Commons^™

Professional Development And Coaching To Support Teachers In Implementing Reading Interventions To Students With Dyslexia In Catholic Schools, Payton Elise Bosma

Masters Projects

Students with dyslexia need explicitly designed and implemented instruction in order to combat deficits in phonological, language, and executive functioning processes, yet teachers in Catholic Schools may not have the necessary training for successful reading intervention due to a lack of dyslexia policy in private schools. This project aims to fill this need by providing one Catholic School in an urban setting with a year-long professional development series which includes 5 professional development sessions to be implemented alongside individual coaching sessions. The purpose of the professional development sessions is twofold. They were created to increase teacher awareness of the etiology …

Inclusion Support For Early Childhood Educators, Victoria Parker

Masters Projects

Some general education teachers are not prepared to support the diverse needs of young students with disabilities being included in general education classrooms. Research shows that teacher preparation is a vital component to creating high-quality inclusive classrooms for young children. Preparing teachers for teaching in inclusive classrooms starts in college, and needs to continue throughout teaching careers to encourage and support the implementation of new strategies. Research also shows that training and preparedness for the challenges of working with students with diverse needs in the general education classroom affects staff attitudes and willingness to collaborate. The purpose of this project …

Listening To Learn: Preservice Teachers’ Voice On What Matters Most In Their University Preparation Programs, David Wolff, Scott Klimek, Elizabeth Y. Dale

The Interactive Journal of Global Leadership and Learning

This study explores the perspectives of preserviceteacher candidates on the topics in education they perceive as the most important and urgent as they prepare for their first year of teaching. Utilizing quantitative methodology, the study aims to identify and prioritize educational topics sixty (n = 60) preservice teacher candidates believed were critical to their professional development. Participants are asked to rate the topics based on two criteria: urgency and importance. Each topic is rated on a scale from 0 to 5, where 0 indicated unfamiliarly with the topic, 1 indicated low urgency or importance, and 5 indicates high urgency …

Enhancing K-2 Teacher Effectiveness In Reading Instruction: An Improvement Inquiry Into The Roles Of Self-Efficacy, Growth Mindset, And Evidence-Based Practices, Kellie F. Dawson

Electronic Theses and Dissertations

School districts across the United States have increasingly adopted structured literacy initiatives in response to growing concerns about early reading outcomes and policy mandates grounded in the science of reading. Despite substantial investments in professional development, less is known about how teachers experience implementation demands within authentic classroom contexts. This improvement study examined how evidence-based professional development influenced K–2 teachers’ self-efficacy, the barriers teachers encountered during structured literacy implementation, and the supports teachers perceived as most critical for sustained instructional change within Eagle Stone School District.

Grounded in Bandura’s Self-Efficacy Theory and Dweck’s Mindset Theory, this qualitative study explored teachers’ …

Listening To Those Who Stay: Support Systems Influencing Special Education Teacher Retention, Carol Jean Dawson

Electronic Theses and Dissertations

Retention among special education teachers is a constant challenge across the country. Educators in these positions often have heavy workloads, emotionally demanding responsibilities, and complex caseloads leading to burnout and high turnover rates. Despite these challenges, most of them persevere in the field for extended periods, which indicate that robust and effective support systems are essential to aiding their commitment. In examining this phenomenon, this qualitative study focused on the lived experiences of six special education teachers who worked in the same school setting for a minimum of five years with the aim of identifying support structures that affect motivation, …

Teacher's Efficacy In Fostering A Sense Of Belonging In Newcomer Adolescent Students, Brenda Melendrez

Electronic Theses, Projects, and Dissertations

Schools are continuously serving a growing population of newcomer students that face unique social, cultural, and linguistic barriers (McCabe et al., 2024). Newcomer adolescent students experience additional challenges in high school contexts, due to the academic pressures, developmental changes, and social isolation hindering their sense of belonging (Fabris et al., 2024). Teachers play a central role in fostering belonging through teacher-student relationships, daily interactions, and academic and emotional support (Ozdemir & Ozdemir, 2020). However, teachers have reported limited teacher preparation on fostering belonging among newcomer students, impacting their confidence and ability to support their students (Motitswe, 2025). Teachers have specifically …

The Role Of School Evaluation And Accreditation In The Professional Development Of Female Science Teachers In Al-Majma'ah Governorate, Asmaa Muhammad Alqutaim

International Journal for Research in Education

The study aims to explore the role of school evaluation and accreditation in the professional development of science teachers in Al-Majma'ah governorate. The sample consisted of (217) female science teachers in the governorate, and the study followed a descriptive survey methodology. The researcher designed a questionnaire comprising (41) statements across three domains: professional values and responsibilities, professional knowledge, and professional practice. The study reached several key findings, most notably: a high degree of agreement among participants on the role of school evaluation and accreditation in developing professional values and responsibilities, professional knowledge, and professional practice, from the perspective of science …

General Education Teachers' Perspectives And Practices For Supporting English Language Learners In Memphis Charter Schools, Ijiah Hargrove

Dissertations

The growing enrollment of English Language Learners (ELLs) in U.S. schools, particularly within urban charter settings, presents unique challenges for general education teachers who are often underprepared to meet both linguistic and academic needs. The purpose of this study was to explore the instructional strategies, perspectives of their ability of self-efficacy, and institutional factors that shape how K–8 charter school teachers in Memphis support ELLs. This work is significant because teachers’ beliefs, preparation, and available resources directly impact ELL achievement and equity in education.

A qualitative single-case study design was employed, with twelve general education teachers recruited through purposeful sampling. …

Teacher Perceptions Of Instructional Coaching Impacts On Instructional Practice And Student Learning, Alpaslan Ozdogan

Seton Hall University Dissertations and Theses (ETDs)

This exploratory study investigates the role of instructional coaching in elementary education through the lens of teacher perceptions, with a focus on its influence on professional development, instructional methodology, educator well-being, and student academic achievement. The research pivots around four key questions examining the perceived impact of instructional coaches on:

1. Teachers' professional growth within elementary educational settings.
2. The evolution of instructional strategies and classroom practices.
3. The emotional and mental well-being of educators.
4. The academic performance and learning outcomes of students.

A narrative research approach was adopted, collecting and analyzing data through elementary teacher surveys, in-depth interviews with both teachers and …

Learning Labs As A Professional Development Model To Strengthen Special Education Literacy Instruction, Claire Krajkowski

Masters Projects

Special education teachers face unique challenges in delivering effective literacy instruction to students with disabilities, yet traditional professional development often remains disconnected from the realities of special education classrooms. These conventional models frequently lack opportunities for sustained collaboration, reflective practice, and the application of evidence-based strategies tailored to diverse learner needs. This project presents a comprehensive plan for designing and facilitating Learning Labs, a form of embedded professional development grounded in constructivist and sociocultural theories. The Learning Lab model emphasizes collaborative inquiry, pedagogically productive talk, and the analysis of authentic instructional artifacts to deepen teachers’ understanding of effective literacy instruction. …

A Convergent Mixed Methods Study Of The Social Studies Academy In South Carolina Middle Schools, Audie Cherry

All Dissertations

There is a global labor shortage in the agricultural industry and middle school is a critical time to get students serious about career decision making. The Studies of Occupations, Culture, and Innovations toward Agricultural Literacy (SOCIAL) Studies Academy is a high impact professional development program in South Carolina that provides experiences and for middle school social studies teachers (N = 12) to become more suited to teach their standards associated with the agricultural sciences with hopes of encouraging more students to pursue agricultural careers. This study was a mixed-methods convergent parallel design that examined 1) Academy Fellows (n = 4) …

The Impact Of A Multilingual Learner Professional Development On Teacher Self-Efficacy And Student Perceptions Of Teacher Support, Mark A. Bryan

Dissertations

The population of multilingual learners is struggling to adapt to mainstream classes because the educational system has failed to support them on the same level as native English speakers. The gap in achievement and lack of teacher preparation demonstrates a clear need to support teachers who educate them. This study, a nonequivalent (pretest and posttest) control-group design combined with a cross-sectional survey design, addressed the effectiveness of a professional development series focused on best practices for teaching secondary math to multilingual learners. The professional development intervention consisted of one 45-minute initial session followed by twelve 15-minute mini lessons throughout the …

Examining How Self-Regulated Learning Professional Development Affects Teacher Srl Knowledge, Beliefs, And Practices, Stephanie Greenquist-Marlett

STEMPS Theses & Dissertations

Self-regulated learning (SRL) strategies promote valuable student learning outcomes including academic achievement and lifelong learning (EU Council, 2002). Teachers have an opportunity to cultivate student SRL development within their classrooms (Azevedo et al., 2008). While teachers believe in the benefits associated with SRL promotion (Spruce & Bol, 2014), their positive attitudes are not often supported by adequate knowledge of SRL strategies. This leads to a lack of self-efficacy for developing SRL instruction in classrooms (Dignath & Büttner, 2018; Zimmerman et al., 1996). SRL-based professional development (PD) interventions have demonstrated their effectiveness for increasing teacher SRL instruction and implementation (Cleary et …

Exploring Teachers' Perceptions And Experiences In Adopting And Implementing High- Quality Instructional Materials At A Public Charter School In A Mid-Atlantic State, Marietta Maloy Williams

Graduate Student Dissertations, Theses, Capstones, and Portfolios

This action research dissertation examines the perceptions and experiences of public charter school teachers in a Mid-Atlantic state regarding the adoption and implementation of high-quality instructional materials (HQIM). Using a mixed-methods approach, the study investigated the impact of HQIM on teaching practices and student outcomes. A survey, followed by focus groups, gathered both quantitative and qualitative data from a targeted population of K–8 teachers. Data analysis included thematic coding of focus group discussions. Findings reveal significant challenges in HQIM implementation, highlighting the need for enhanced professional development and ongoing instructional support. The study concludes with implications for practice and recommendations …

Telling The Library’S Story: A Step-By-Step Tutorial For Using Data Visualization To Show Impact On Teaching And Learning, David Vickers Loertscher, Michelle Young

Learning Hub

This tutorial introduces school librarians to the use of data visualization tools for documenting and communicating their impact on teaching and learning. By leveraging accessible platforms like Google Forms and Google Sheets, the authors demonstrate how librarians can build dashboards and real-time visual reports to showcase co-teaching, instructional collaboration, and student engagement. The tutorial features real-world examples, highlights common data sources already available to librarians, and argues that dynamic visual storytelling is a powerful alternative to traditional library statistics.

Sustaining The Spark: Professional Learning For The Seasoned Principal, Jennifer C. Mccrystal

USF Tampa Graduate Theses and Dissertations

Principals play a pivotal role in shaping student achievement and supporting teacher success. However, the limited existing research reveals that professional development opportunities for principals, especially seasoned ones, are often uninspiring, inadequately designed, and disconnected from their actual needs. As a result, seasoned principals may face challenges in maintaining motivation, engagement, and continued leadership development. This study addresses this gap by investigating how seasoned principals perceive and value professional learning, focusing specifically on their pinnacle experiences—those they regard as the most impactful and significant throughout their careers.

Using a narrative inquiry approach with an Appreciative Inquiry lens, this study captures …

The White Elephant In The Classroom: Using Local History And Resource Pedagogies To Remove It, Dawn N. Colquitt-Anderson

Graduate Doctoral Dissertations

Years of scholarship outline the benefits of asset-based pedagogy for all students, especially the culturally and linguistically diverse students who are now the majority student population in public schools. But there is scant research on how experienced in-service teachers modify their practices and beliefs to adequately prepare these students for 21st century leadership. This sequential mixed methods case study examined the efforts of elementary and middle school teachers as they grappled with personal, professional, and systemic barriers that arose as they worked to strengthen their cultural and community responsiveness by centering the local history of a historic great migration town.

How We Show Up Matters: Transformative Adult Social Emotional Learning To Build Equity-Centered Schools, Samantha L. Rummage-Massey

Dissertations

Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured …

Joy In Lifelong Learning: An Introduction To Planning For Learning Disabilities In Museum Education, Elaine L. Davis

Seton Hall University Dissertations and Theses (ETDs)

For over a century, the role of museums as learning institutions has been considered alongside that of schools. However, special education practices are rarely adapted for museum education, requiring educators in museum contexts to undertake extra work to accommodate those with learning disabilities. This thesis used Qualitative Comparative Analysis and Textual Analysis to review pedagogical white papers and academic research on museum programs aimed at neurodivergent audiences. The findings were used to create a professional development guide for museum educators at a range of different types of museums.

Mindfulness In Action: A Critical Reflective Self-Study Exploring Mindfulness, Goal Attainment, And The Adult Learning And Development Experience, Michelle Yvette Catlin

USF Tampa Graduate Theses and Dissertations

Through a Critical Reflective Self-Study, this dissertation explores adult learning and development with a focus on the psychological construct of mindfulness and its role in goal attainment. The self-study places me as the subject and centers on my reflections, insights, and lessons learned through my doctoral professional development journey at a large public research university. My experience began with a research focus on mindfulness and mindfulness training for cognitive performance and adult learning and development, and later in my doctoral program, I gained further insight into the facilitation of goal attainment when I studied, practiced, and worked in university student …

Perceptions Of Implementation From Higher Education Participants In Online Course Design Professional Development, Scott B. Thesen

All Capstone Projects

Many higher education instructors treat online teaching as a modern form of correspondence, believing students learn on their own when content is placed in a learning management system, but learning also takes place through other forms of interaction beyond solely with content. To show best practices for the online modality, instructors at a Midwest regional mid-sized higher education institution participated in professional development using the Improving Your Online Course (IYOC) workshop from Quality Matters™ (QM), a globally recognized authority in best practices for online course design. Level 3 of Kirkpatrick’s Four Levels of Training Evaluation was used to evaluate the …

Translanguaging In Middle Level Education, Helen Brandon, Ellis Hurd

Current Issues in Middle Level Education

This case study explores the experiences of two teacher candidates (TCs) in professional development school (PDS) settings with multilingual learners. While valuing multilingual learner’s diverse linguistic backgrounds and language repertoires by drawing from a toolkit of responsive practices, the TCs embraced but struggled with layering translanguaging into their classroom practices. It also examines the middle grades program that these TCs attended while centering asset-based thinking and culturally responsive practices. Overall, this study shows that teacher education programs must include another critical layer to TCs’ experiences: building the toolkit of middle school cooperating teachers (CTs). This study also serves as a …

Engineering Faculty Perceptions Of Participating In A Sotl Professional Development Intervention, Rhea Dutta

The Journal of Purdue Undergraduate Research

No abstract provided.

A Summer Class Exploring Computer Science With Educators Of Deaf And Hard Of Hearing Students, Meghan L. Mcsherry, Becca A. Leininger, Maria L. Johnson, Annmarie P. Thomas, Susan Outlaw, Douglas C. Orzolek

Journal of Science Education for Students with Disabilities

The purpose of this research project was to design, deliver, and informally assess the content and methodology of an introductory course focused on the block-based coding language, Scratch, for educators of Deaf and Hard of Hearing students (N=20). Prior work by The Playful Learning Lab examined various STEM resources and their effect on student perception of STEM topics and content retention when utilized for Deaf and Hard of Hearing K-12 students. Previous research has shown that computer science and programming resources and curricula available today are not fully accessible for Deaf and Hard of Hearing K-12 students. Educators and teachers …

Collaborative Professional Development Featuring Innovative Curriculum Materials, Cory Callahan

The Councilor: A National Journal of the Social Studies

Here I synthesize two research investigations (Callahan, 2018, 2019) that comprise a continuing line of inquiry into the potential of innovative curriculum materials and sustained collaboration as a professional development program to help in-service teachers understand and implement a complex model of social studies instruction. This article features an original innovative curriculum material and specifically explores the question: To what degree can a collaborative professional development program featuring innovative curriculum materials help social studies teachers understand and implement a powerful social studies approach? Findings suggest the professional development program and its innovative curriculum materials helped teachers promote substantive pedagogical thinking …

The Radical Refuge: Reconceptualizing Teacher Quality Liberated From The Historical Commodification Of Latina And Black Women In Early Childhood Education, Vanessa Rodriguez

Occasional Paper Series

This article highlights the need to redefine 'quality' in early childhood education (ECE) and challenges systems that devalue Latina and Black women educators. It advocates for recognizing teachers' inherent value and creating a supportive framework that promotes their well-being. The "Radical Refuge" program is introduced as a means of addressing systemic traumas through identity development and healing. Activities like Education Journey Mapping shed light on how traditional measures of quality negatively affect teachers' self-worth. The article emphasizes the importance of teachers' personal experiences and their ability to foster relationships with students. It concludes with hope for a reimagined concept of …

Anti-Bullying Prevention: The Importance Of Identifying Risk Factors And Effective Interventions And Programs, Emma R. Pritt

Masters Projects

Bullying is a complex public health concern, with Research suggesting that prevention is dependent on school and local demographics. Bully victimization is also heavily associated with students who have adverse childhood experiences. Additionally, Research supports the use of positive behavior supports and interventions as well as the involvement of the greater community to prevent bullying. Forest Hills Public Schools has yet to adopt this Research within their policies and anti-bullying programs. They also do not offer professional development regarding this topic. This project addresses current anti-bullying prevention curriculum, programs, and interventions while also considering the impact that adverse childhood experiences …

Overcoming Bias In Standardized Testing, Paul Riebe

Masters Projects

The current state of education is one where student and teacher’s futures are dictated by the outcomes of standardized tests, which are inherently biased against students of color. The purpose of this project is to examine the bias in these tests to determine what exactly these biases are, and train teachers to better prepare their students to overcome these biases. For this project, I chose literature that examined the biases found in standardized testing through a number of different topics such as the effect on teacher attrition, the bias found in standardized testing, educational inequity and the meaning of intelligence. …

Educator Perceptions Of Self-Efficacy And Preparedness To Work In High Poverty Schools, Kristen Carroll, Juliann Sergi Mcbrayer, Marlynn Griffin, Taylor Norman, Summer Pannell, Mary Josephine Carney

School Leadership Review

This study examined the perceptions of educators to determine if they felt that they were adequately prepared to teach in a high poverty school setting. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The analyses indicated that, overall, educators felt well-prepared with limited supporting evidence to work in high poverty schools in the areas of student learning and engagement, which included curriculum and pedagogy, differentiation, and assessment. Findings further indicated a need for professional learning so educators can best support …

Culturally Integrating Nuestra Juventud: Understanding Spanish-Speaking Multilingual Learners Through Culturally Relevant Pedagogy, Mallie C. Culpepper-Yablonsky

Education Doctorate Dissertations

Over the last decade, public schools in the United States have seen an increase in the number of Multilingual Learner (ML) students, a majority of whom speak Spanish as their first language. The academic gap between ML and their English-speaking peers persists due to various factors, including limited professional development opportunities for teachers to enhance their skills in educating ML. This action research study utilized a mixed-methods design to investigate teachers' understanding and perception of Culturally Relevant Pedagogy based on two of Pennslyvania's Culturally-Relevant and Sustaining Education competencies and the potential impact when teaching Multilingual Learner students. Utilizing a ten-question …