Teacher Education and Professional Development Commons^™

An Exploration Of The Role Of The Disorienting Dilemma In Professional Learning For Academic Library Instructors, Anne Grant

All Dissertations

This study uses an explanatory sequential mixed method design to understand more about the learning experiences of academic library instructors from 2- and 4-year institutions during a professional development session centered on using Universal Design for Learning. Transformative Learning Theory served as the lens to examine data, and the concept of a disorienting dilemma that serves as a trigger for deep learning in adults. The experiences of the participants are explained using data from a pre- and post-survey as well as semi-structured interviews with participants to learn more about factors that may predict whether or not participants experience a disorienting …

Transformative Interactions: Chatgpt’S Role In Facilitating Professional Development Among Vietnamese English As A Foreign Language Teachers, Thi Thuy Tran, Trut Thuy Pham, Thanh Thao Le

Higher Learning Research Communications

Objective: This study delved into the integration of ChatGPT as a medium for English teacher professional development among Vietnamese English as Foreign Language (EFL) teachers.

Methods: Rooted in the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the qualitative exploration employed semi-structured interviews with nine teachers categorized into novice, mid-career, and near-end career stages. The objective was to understand teacher experiences, perceptions, and insights regarding the role of ChatGPT in their professional journey.

Results: Key findings illuminated that ChatGPT facilitated enhanced personalized learning, bridged the gap between theoretical knowledge and its practical application, and even indirectly spurred …

Competencies Essential For Early Career 4-H Agent Success, Andrew Toelle, Ed Osborne, Nick Place, Hannah Carter, Dale Pracht

Journal of Extension

The purpose of this study was to identify the competencies essential for Florida early career 4-H agent success. This four-round Delphi study asked three expert panels to identify the competencies required for Florida early career agent success in years one and three. The Delphi procedure is a multi-round consensus building process, with the preceding round dictating the questions asked in subsequent rounds (Werner, 2017). The panels identified 55 year-one and 67 year-three competencies that fell into 15 competency areas. These competencies can be used to develop professional training programs to meet the needs of early career agents.

Aligning Perspectives: A Comparative Analysis Of Teachers’ And School Leaders’ Perceptions Of Professional Development Efficacy, Nina Hollis

Dissertations

Professional development has become a staple in the educational landscape, with gaining importance in further education and enhancing one's career as an educator. Professional development is all about updating teachers with the latest knowledge and techniques, found by research, to effectively increase teaching skills. This study investigates the professional development experience of educators and school leaders in relation to their perceptions about professional development. These themes were created in the data analysis to include educators' roles in the classroom, school level, level of degree held, years of experience, subjects taught, and years of professional tenure to get full insight into …

Enhancing Democracy Through P-20 School-University Partnerships In Teacher Education: Implications For Educational Leaders, Rebecca West Burns

Democracy & Education

The purpose of this paper is to share how schools and universities can partner intentionally through Professional Development Schools to enhance democracy by answering the questions: (1) What is it about Professional Development Schools, as robust school-university partnerships, that give voice to teachers to enhance democracy, particularly in a high-stakes accountability climate? and (2) How can schools and universities create robust partnerships to empower teachers’ voices in a high-stakes accountability climate? The paper argues that educational leaders in schools and universities must change their mindset and their practice to form partnerships in ways that rethink teacher preparation, induction, and professional …

Rural Undergraduate Students’ Narratives Of English Language Learning Within Multilingual Classroom Contexts: A Namibian Perspective, Annaly M. Strauss, Joanne M. Marshall

The Rural Educator

This article presents findings on how preservice teachers navigate teaching and learning in a multilingual rural environment as English learners (ELs) during their teacher preparation program. The study used a qualitative research design to collect and analyze data. The conceptual framework of the study was based on culturally responsive pedagogy and place-based education theory. In this study, preservice teachers from multilingual rural backgrounds who wished to teach in multilingual rural settings illustrated their coping strategies for rural realities and how the rural context affected their commitment to their studies. The findings revealed preservice teachers’ narratives under the categories of culturally …

Teachers’ Perspectives On Supporting Students With Dyslexia, Kelly L. White

Doctor of Education (Ed.D)

This study explored the perspectives that teachers in Florida have about dyslexia. Researchers have found that many classroom teachers may not feel prepared to provide support for students with dyslexia. The research problem addressed in this study was to discover the degree to which teachers’ perceptions align with the misconceptions about dyslexia. A quantitative, nonexperimental research design was used to address the study’s topic using a survey adapted from an existing, standardized research instrument. Descriptive and inferential statistical techniques were used to analyze study data from 30 participants. A series of between-subjects tests of statistical significance were conducted to evaluate …

Coach To Teach: Effects Of Ecoaching On Special Education Teacher Implementation Of Discrete Trial Training, Olga Karadimou

Human Movement Studies & Special Education Theses & Dissertations

The growing shortage of special education teachers (SETs) and declining retention rates across numerous United States (U.S.) school districts pose a serious threat to the quality of education provided to students with disabilities. One of the ongoing challenges is the significant gap between evidence-based practices (EBPs) and their actual implementation in classrooms. Researchers emphasize the importance of providing high-quality professional development (PD) targeting the use of EBPs in the classroom, as doing so has been linked to SET retention (Berry & Gravelle, 2013; Berry et al., 2011; Hagaman & Casey, 2018; Reagan et al., 2019). This study aimed to experimentally …

Cultural Advocacy And Teachers Of Color, Torine Champion, Linda Wilson-Jones

Journal of Research Initiatives

Teachers of color face marginalization and microaggressions that their White counterparts do not have to face. African American teachers experience microaggressions pathologizing their cultural values and communication styles, cultural/ethnic insensitivity, an ascription of their intelligence, and being treated as second-class citizens) that are hurtful, undermining, and disparaging (Brown, 2019). Asian American teachers face gendered, racial, and sexualized expectations on their campuses (Endo, 2015). A study of Latina bilingual teachers revealed that they felt alienated from their colleagues, had larger workloads, and did not have access to support (Amos, 2016). Teachers of color experience inequalities, microaggressions, and marginalization that impact their …

Investigating The Use Of Lesson Study As A Professional Development Model For 4-H Educators At 1890 Land Grant Universities, Cynthia Pierfax, Travella Free, Tiffany Franklin, Manola Erby, Lynn Schmitt-Mcquitty, C L. Meehan, Martin H. Smith

Journal of Extension

There is a defined need to provide accessible and effective professional development for 4-H educators. Lesson study is a Community of Practice-based approach to educator professional development. Prior research has shown lesson study to be effective with 4-H staff, adult volunteers, and teen volunteers. This inquiry, a multi-site case study, was designed to investigate the application of lesson study in authentic contexts with 4-H county agents from 1890 land-grant universities. Quantitative and qualitative measures revealed improved preparedness, participation, and camaraderie among participating educators. Other benefits to participants included improved lesson planning and implementation.

Inservice Teachers' Experiences In Intercultural Competence Professional Development, Kathryn Mcclintock, Heng-Yu Ku

Journal of Educational Research and Innovation

The study explored eight inservice K-12 teacher participants’ experiences in intercultural competence activities and the cultural knowledge and self-knowledge they attained from participating in intercultural competence professional development. Data collection occurred through artifacts, reflection journals, and interview methods. The two themes that emerged for attaining cultural knowledge perceived by the teacher participants were (1) identifying commonalities and (2) understanding how the environment shaped them. The two themes that emerged for attaining self-knowledge perceived by the teacher participants were (1) identifying one’s values and principles and (2) recognizing cultural influences on biases. Finally, recommendations for integrating intercultural competence into teacher training …

Member-Reported Benefits Of Three Alabama Educator-Focused Professional Organizations, Meredith L. C. Sides

Journal of Educational Research and Practice

Professional organizations can play an important role in the lives and work of educators. The purpose of this qualitative study was to explore Alabama educators’ experiences with membership in statewide professional organizations and to determine what benefits, if any, members feel their organizations provide them. Four main benefits that respondents identified were community, broadening of knowledge and practice, leadership opportunities, and personal growth.

Using Hermeneutic Phenomenology To Research Teacher Professional Learning, Rosamund Whaley

The Interactive Journal of Global Leadership and Learning

The professional growth of teachers is complex to study given the many factors involved in both adult learning and student outcomes. This article proposes phenomenology as an effective philosophy and method to provide a holistic investigation by describing a hermeneutic study of the professional learning experiences of teachers in the International Baccalaureate program. It is hoped this account will clarify some of the misconceptions regarding the different forms of phenomenology and provide detailed guidance to researchers utilizing this methodology to study professional development and other forms of learning in educational contexts.

Elementary Science Teacher Self-Efficacy In The Context Of Ngss-Aligned Curriculum Enactment: An Explanatory Sequential Mixed Methods Study, Wesley P. Sliger

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

A confluence of circumstances in educational policy and teacher preparation have placed a low priority on elementary science teacher preparation. Historically, a lack of elementary science teachers’ subject matter knowledge and pedagogical knowledge has negatively impacted science teaching self-efficacy, which is linked to many teacher and student outcomes. Meanwhile, the past decade has ushered in the Next Generation Science Standards (NGSS) and the modern era of reform-based science teaching. The emergence of self-proclaimed NGSS-aligned resources has outpaced academic examination regarding professional development (PD), curriculum implementation, and curriculum enactment. The purpose of this study was to use social cognitive theory to …

Supporting 3rd Grade Reading Proficiency: Utilizing Paraprofessionals To Provide Literacy Intervention, Hayley Jacobs

Masters Projects

Being able to read on grade level by third grade is a standard across the United States for public school systems. With the current educational climate enduring a teacher shortage, the ability to provide consistent reading intervention is affected. Paraprofessionals are increasingly being hired to support these gaps, but are not provided with the necessary resources and professional development to employ quality reading intervention. This project will provide the framework of a professional development schedule with necessary resources for paraprofessionals to refer to and expectations for paraprofessionals and administrators when implementing it.

Putting Creative Thinking At The Core Of The English School Curriculum: An Exploratory Study, Sladana Krstic

Assessment and Reporting

Across much of the world, in more than 20 educational jurisdictions, the ability to think creatively is seen as a core aspect of what it is to be a successful learner today and, consequently, it has been included within various national curricula (Taylor et al., 2020). In England this is not yet the case, despite strong arguments being made for creative thinking being a core part of the curriculum in the Durham Commission on Creativity and Education (2019). In 2023 Rethinking Assessment and ACER UK conducted an exploratory study to examine the feasibility of integrating creative thinking into five subjects …

Teacher Development- Going Beyond Conventional To A Collaborative Approach, Scott Robinson

Graduate Teacher Education

Professional development (PD) is a foundation of growth for K-12 educators. PD is the mechanism that allows teachers to improve their teaching by learning new materials or strategies. Teacher learning is essential in providing students with a high-quality education. Not all PD models are equal or designed the same way. There are many types of PD, and some models significantly impact teacher motivation, effectiveness, and student outcomes. Teachers expressed that traditional methods of PD were not meeting their needs and that a more collaborative approach would provide more opportunities for professional growth. Studies indicated that while a moderate amount of …

Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo

Graduate Teacher Education

Cohesion between general education and special education departments is the idea of blending and aligning instructional methods and approaches regardless of educational discipline. This paper was written to examine how this cohesion can be improved. Educational leaders must improve cohesion between general education and special education departments to support the academic achievement and success of all students in schools. Through qualitative, quantitative, and mixed methods studies, methods to improve this cohesion were researched. The research provided insight on how general education and special education teachers feel about collaboration and how collaborative efforts can be utilized to improve cohesion. These collaborative …

Promoting Positive White Racial Identity Development In K-12 Teachers: A Qualitative Case Study, Johnny Cole

Educational Studies Dissertations

The process of racial identity development (RID) is widely agreed to be the process by which an individual comes to understand the role race plays in their sense of self, how it influences their ability to acquire information and reach goals, how it affects their interpersonal interactions with others, and the manner in which it assigns group membership in the larger society. The formative years students spend in K-12 educational environments can play an important role in their RID; thus educators’ awareness of these developmental processes can potentially help dismantle the systems of inequity within a critical race theory framework …

Automobile Resources: Car Culture Through Teacher In-Service, Ronald V. Morris, Denise Shockley

The Councilor: A National Journal of the Social Studies

Teachers learned about the automobile industry and car culture in a half day professional development meeting. Teachers had a guest content expert, teachers who constructed materials presented their materials. The website parts including primary sources, lesson plans, podcasts, virtual field trip, readings, videos, and interactive maps were reviewed. Lesson plans supported the C3 framework and the materials examined controversial issues in the auto industry. Teachers examined the website where the materials where housed and examined resources for classroom use. Teachers learned more about the automobile industry, car culture, and historic preservation.

Examining The Relationship Between Mobile Phone Utilization On Self-Directed Online Professional Development Among Early Childhood Practitioners: A Preregistered Study, Jennifer Bowman

Graduate Theses and Dissertations

This study examines Arkansas early childhood practitioners' propensity for self-directed learning when using mobile phones to participate in self-paced online professional development. Further, the activity system model provides context for understanding practitioners' willingness to use technology, like smartphones, to adopt new information when interacting in online learning formats. The problem is that although we must offer professional development to ensure we have competent early childhood practitioners statewide, we are uncertain whether those practitioners have the propensity to use mobile phones to direct their online learning. The purpose of this cross-sectional regression study is to examine the relationship between early childhood …

Mentors As Learners: Enhancing And Exploring The Experiences Of Veteran Mentor Teachers In An Elementary School Context Using Stimulated Video Recall Cycles, Melissa Suppa Susnosky

Theses, Dissertations and Culminating Projects

The purpose of this study was to engage veteran mentor teachers in a professional development experience through the use of stimulated video recall (SVR) sessions to explore and enhance mentor teacher learning processes and outcomes during a student teaching practicum in an elementary school context. The concept of mentors as learners encompasses adopting an educative mentoring stance when guiding student teachers. Taking an educative mentoring stance entails mentors cultivating a vision of teacher learning that emphasizes creating opportunities for inquiry and supporting the conditions necessary for teacher growth (Feiman-Nemser, 2001). This study provided mentor teachers with a unique opportunity for …

Perceptions Of Teachers And Administrators On Inclusive Practices For Students With Special Needs, Jury Segers

Graduate Theses & Dissertations

This qualitative case study explores the intricate dynamics between regular education teachers, special education teachers, and administrators within the context of inclusive education and was guided by three research questions: (1) What is the existing relationship between regular education and special education teachers? (2) What role do administrators play in fostering collaborative relationships between co-teachers? (3) How does this relationship impact inclusive practices for students with special needs? Data were collected through a survey, one-on-one interviews, and focus group discussions, revealing three primary themes: leadership and direction, training, and challenges.

The findings highlight the critical role of leadership in shaping …

Professional Development For Culturally Responsive Teaching: Examining The Relationship Between Self-Efficacy And Implementation In Teaching Practice, Chrystal Mckeever

Graduate Theses and Dissertations

The purpose of this study sought to investigate the link between professional development and the implementation of professional learning to improve student performance. The purpose of this study was twofold. First, this study explored whether the professional development of culturally responsive teaching influenced classroom implementation. Second, this study examined the relationships between teachers’ implementation of culturally responsive strategies, teacher self-efficacy, and student performance. This approach (which contextualized academic knowledge and skills within a real-world setting) has been shown to lead to more meaningful experiences and increased interest in academic content (Gay, 2010; Ladson-Billings, 1995). The overarching questions that led this …

Teacher Efficacy In Co-Teaching Science Classrooms: Implications For Training, Sabrina Christensen

Departmental Honors & Graduate Capstone Projects

Following legislation to educate students in the least restricted environment, schools are using co-taught inclusive settings to teach secondary science classrooms. Traditionally, general educators do not receive robust instruction in differentiation, co-teaching, or collaboration with special educators. Special educators traditionally do not receive training in science content. An online survey was distributed through social media inviting teachers to share their experiences with co-teaching in science classrooms. Likert scales were used to measure teacher efficacy in co-teaching secondary science classes and teacher perceptions of the effectiveness of current teacher training. Based on the data collected, recommendations are provided for adjustments to …

Returning, Exploring, And Developing: A Threefold Cultural Program For Third Culture Kids, Early Adolescents, And School Staff, Natalie Dignoti

Master of Arts in Cross-Cultural & International Education Plan II Graduate Projects

This program takes a threefold approach to addressing the unique needs of third culture kids, early adolescents, and school staff through repatriation support, cultural awareness and exchange, and professional development. An introduction describes the specific characteristics of both third culture kids and early adolescents and defines the purpose of each component of the program. A thorough literature review provides background information and justification for the gaps that the program seeks to fill. For each of the three components, theoretical frameworks illuminate the issues addressed by the program, as well as guiding principles for navigating the target population’s needs. Following each …

A Qualitative Descriptive Study Exploring The Perceptions Of New Teacher Induction Supports, Tonya P. Dixon

Electronic Theses and Dissertations

The problem of novice teachers leaving the profession in the first few years of their career represented a global issue and an increased attrition rate. The purpose of this qualitative descriptive study was to explore the perceptions of novice U.S. teachers and effective systemic supports provided to new teachers through the lens of social capital. For this study, the intangible components of social capital emerged through the development and fostering of mentoring relationships in an induction program. The methodology used was a qualitative descriptive study using a survey, interviews, and thematic analysis of the survey and interview data collected. The …

Enhancing Teachers’ Tpack And Self-Efficacy Through Content-Based Technology Professional Development, Chloe Wilson

Dissertations

The purpose of this quantitative research study was to examine the impact of content-based instructional technology on teacher’s TPACK, specifically the technology related knowledge domains, and instructional technology self-efficacy. Demographic data was compared for correlations with TPACK or self-efficacy ratings. Additionally, the professional development model was evaluated by gathering teacher perceptions. A pre- and post-intervention survey was conducted to gather TPACK, self-efficacy, and perceptions of professional development. Findings were consistent and built upon previous research. Teachers experienced growth in all TPACK technology knowledge domains and displayed increased instructional technology self-efficacy ratings. Additionally, suggestions from previous research regarding best practices for …

Sharing Stories Of Development: How School Leaders Perceive Developing A Trauma-Informed School, Mandy L. Cyr

Doctor of Education Program Dissertations

ABSTRACT

This narrative inquiry explored how educational leaders perceive the development of a trauma-informed school. A trauma-informed school acknowledges the impact of trauma and responds by integrating effective practices, programs, and procedures to build resilience. The problem addressed by this study is, with rising numbers of adverse childhood experiences (ACEs), school staff lack targeted skills to help students mitigate trauma. Further, this qualitative study fills the gap in literature by providing the lived experiences of educational leaders in developing trauma-informed schools. Through narrative research, semistructured interviews which lasted up to 60 minutes were individually conducted with five educational leaders who …

Leading Through A Trauma-Informed Lens, Taylor Van Clay

Graduate Teacher Education

Abstract

This paper examined research on what is necessary for leaders to lead and create a school culture that supports students through a trauma-informed lens. This research looked for findings from multiple quantitative, qualitative, and mixed-methods studies which examined the importance of effective leadership, the necessity of professional development for educators, and the implementation of trauma-informed practices that will lead to student success. The research revealed specific factors that lead to beneficial leadership outcomes along with interconnectedness of purposeful and ongoing professional development and implementation of trauma-informed practice due to the fact that response to student behaviors is not intuitive. …