Teacher Education and Professional Development Commons^™

Professional Learning About And Through Schoolwide Co-Teaching: A Path To Develop Adaptive Expertise, Jennifer Sharples Reichenberg

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Teachers’ Thoughts About Using Ai Technologies In Classroom Lessons, Francine Falk-Ross, Peter Mcdermott

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Learning To Love Science: Preservice Elementary Teachers Conceptualizations Of Science Teaching And Self-Efficacy To Teach Science, Christine Mcgrail, Stephanie B. Purington, Alicia Gonzales

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Teacher Candidates’ Perceptions Of Online Tutoring As Early Field Experience, Kathryn Alton, Alison Puliatte, Megan Lawless, Yong Yu

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Table Of Contents - Excelsior 18.1, Excelsior

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Interview With Orca Award Winner John J. Janovy, Jr., Unl Biological Sciences; Parasitologist And Author, Mark Griep, John J. Janovy Jr.

UNL ORCA Interview Series

Professor John Janovy, Jr., was awarded the ORCA in 1998. John was born in Louisiana, but his family moved to Oklahoma, where he grew up in Tulsa and then Oklahoma City. Something in his youth must have sparked an interest in science because he earned three degrees from the University of Oklahoma in Norman: a bachelor of science in math in 1959, a master of science in zoology in 1962, and doctoral degree in zoology in 1965. Next, he ventured 1400 miles east to Rutgers University in New Brunswick, New Jersey, where he did post-doctoral work for about a year. …

From The Margins To The Center: The Transformative Promise Of Philosophy For Children, Maughn Rollins Gregory, Megan Jane Laverty, Joe Oyler

Department of Educational Foundations Scholarship and Creative Works

What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the center of education. We consider the introduction and development of materials that invite children into philosophical spaces, the community of philosophical inquiry as a model of teachers' and children's philosophical …

The Validity Of The Hots-Oriented Question Instrument On The Application Of Pancasila In Daily Life In Class Iv Elementary School, Aprilia Dista Lutvitasari, Sri Untari, Didik Sukriono, Mardhatillah Mardhatillah

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Pancasila education is one of the subjects that teaches the importance of understanding values in the surrounding environment. Understanding this value requires a higher order thinking process (HOTS), especially in grade IV elementary school as the beginning of the higher grades. The purpose of the research is to develop five items of HOTS-oriented question instruments in the material of daily application of Pancasila in grade IV that are valid according to elementary school teachers. The research method used is RnD with the ADDIE model (analyze, design, develop, implement, evaluate). The validation results show the first item question is 0.90 very …

Social Development Dynamics Of Students In Inclusive Education In Indonesia, Nur Hidayat Nh

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This narrative review analyses the social development of students with special needs in Indonesian inclusive schools by synthesising five high-quality empirical studies (indexed SINTA 1–3) published between 2018 and 2023. Addressing three research questions, the synthesis reveals heterogeneous and generally limited social development trajectories shaped primarily by ecological interactions rather than inherent disability characteristics. Key barriers include symbolic inclusion, inadequate teacher training in multimodal strategies, low peer acceptance, and systemic resource deficits, whereas facilitators encompass contextualised multimodal communication, active family involvement, and supportive institutional leadership. Effective interventions depend on coordinated teacher–parent–peer triangulation, leveraging local sign language, structured peer-mediated activities, and …

Timss 2023 – Infographic: Future Pd Needs Of Maths Teachers, Jo Earp

Teacher infographics

The IEA’s Trends in International Mathematics and Science Study (TIMSS) is a global assessment measuring student achievement in years 4 and 8. Teachers from participating schools also complete a questionnaire. Today’s infographic looks at the topics that mathematics teachers reported needing professional development on in the future.

Teaching With V.I.S.I.O.N.: A Qualitative Case Study, Abbrissola A. Shull

Graduate Theses, Dissertations, and Capstones

This qualitative case study explored how those matriculating through a teacher education program can develop a critical consciousness of K-12 students experiencing homelessness or high mobility using the Teaching with V.I.S.I.O.N workshop model. This acronym stands for V: Value the culture and lived experiences of students reflected in the classroom, I: Implicit Bias Awareness, S: Study scenarios using the equity literacy case analysis approach (Gorski, 2018), I: Increase the diversity of texts provided in the classroom to reflect these experiences, O: On-going reflection regarding current practices and ways to improve using equity literacy (Gorski, 2018), …

School And District Leaders’ Understanding Of Technology Organizations’ Cyber Business Practices, Jayejaye Johnson

Journal of Educational Research and Practice

Educational technology (EdTech) interoperability throughout cyberspace provides the financial opportunity to collect and sell student privacy information in digital learning environments, challenging school leaders to govern schools and keep children safe. School leaders provide the resources, funding, planning, decision making, and administration for EdTech cybersecurity practices and policies, yet little is known about what public school leaders understand. A quantitative study was designed using primary data collected from an online survey. Four research questions guided this study: What are the differences in cybersecurity practices and policy response scores (1) between male and female school leaders; (2) among leaders with different …

'The Rest Is Silence': Reframing Stasis As Integral To Creative Practice, Corinna Di Niro, Pablo Muslera

Staff Scholarship - Australia & Dubai

This duoethnographic study examines the relationship between motion and stasis in creative practice through the lens of two creative educators working in postgraduate and undergraduate Creative Industries. Drawing on our combined experiences as practitioners and educators at SAE University College, we explore how creative blockages can be reframed as productive rather than problematic, challenging dominant productivity paradigms in contemporary creative industries and education. Through structured dialogic exchange, we investigate three interconnected themes: the rhythmic nature of creative practice, the pedagogical value of embracing productive stasis, and the tension between institutional timelines and creative development. We consider how encouraging SAE creative …

Finding Black Joy: Understanding How Black Students Are Seen, Affirmed, And Nourished In Expanded Learning Opportunities., Jamila Mosley

Theses and Dissertations

This dissertation examines how Black students experience Black joy within expanded learning opportunity (ELO) programs and how those programs are structured to nurture that joy. It is guided by the central research question: How do Black students describe the ways in which an expanded learning opportunity program fosters their joy through experiences of being seen, affirmed, and nourished? Using an instrumental case study design at two secondary schools, the study draws on semi-structured interviews, focus groups, and observations of students participating in robotics, debate, Sister Circle, cheer, basketball, and creative writing. Data were analyzed through multiple cycles of coding, first …

Anti-Racist Practices Are Always The Answer: Fixing The Gap In Literacy Instruction For Black And Brown Students, Natalie Sticht

Soaring: A Journal of Undergraduate Research

Disparities among Black and White students in reading proficiency are stark. Specifically, these disparities can be seen by comparing the average test scores of RCSD, a racially segregated public school district, and that of all of New York State. This disparity is hugely important because literacy skills are the cornerstone of education. Along with literacy being necessary in the field of education, it is essential in the fields of communication and neuroscience. A potential solution to this problem is by integrating multiple dialects of English into English classrooms, namely African American Vernacular English [AAVE] and other dialects that students speak …

Teachers' Beliefs Expressed As Personal Practice Theories: A Touchstone And Tool To Navigate First Year Teaching Challenges, Sera Shimakura, Tara Barnhart

Student Scholar Symposium Abstracts and Posters

This study examined how early-career teachers utilize Personal Practical Theories (PPTs)—core beliefs about teaching and learning—to navigate first-year challenges. PPTs represent convictions about pedagogy, engagement, and classroom management that teachers develop throughout their preparation. This two-year longitudinal study followed credential program students through training and into their first year of service, replicating and extending Levin et al. (2013).

During preparation, participants engaged in reflection to develop coherent PPTs guiding future practice. Through self-studies, peer discussions, and faculty mentorship, they assessed congruence between stated beliefs and actual implementation, creating a baseline understanding of pedagogical identity. PPT enactment during the first teaching …

Teacher Candidates’ Attempts To Implement Anti-Ableist Pedagogy And The Constraints Therein, Benjamin Barnett-Perry

Northwest Journal of Teacher Education

In this qualitative study, I interviewed four special education teacher candidates with a stated interest in enacting anti-ableist pedagogy in their student teaching placements. I drew on Holland et al.’s (1998) figured worlds to examine their attempts to enact anti-ableist pedagogy in their classrooms and their navigation of the hierarchy within their placements. Participants entered their student teaching eager to implement anti-ableist pedagogy. However, their attempts at implementation were often met with pushback from a variety of sources and a new understanding of how much they could actually accomplish from their place at the bottom of the school hierarchy. Findings …

Preparing Teachers To Seek Out Student Voice: Grounding The Work In Critical Consciousness, Stephanie Mg Herb

Northwest Journal of Teacher Education

Seeking out student voice is a powerful and beneficial practice that requires teachers to be thoughtful and intentional. While students may feel validated when teachers respond to their input, soliciting student voice can also be harmful if not done carefully. It is necessary to use a critically conscious lens when soliciting student voice and responding to their input and feedback to best support students with historically marginalized identities. Teachers must be prepared to seek out multiple perspectives, deeply listen, and take critical action in response to the information that the students provide. By doing so, teachers can create empowering learning …

Once Upon An Early Writing Experience: Connecting Memory With Literacy Instruction In Pre-Service Teacher Education, Jue Wang, Jingru Lu

Northwest Journal of Teacher Education

Through a narrative-based case study design, this research connects pre-service teachers’ early writing memories with their studies in writing instruction to explore how multi-layered and multi-faceted writing experiences across time and space influence teaching beliefs and practices. This article invites audiences to vicariously experience these pedagogical encounters, reflect on journeys to becoming writing teachers, and shed light onto the implications of teaching early writing. Comic artifacts and interview data were collected from nine pre-service teachers who learned to teach early writing/language arts in a four-year public university in the Inland Northwest. Based on the participants’ comics and narratives, four themes …

Leveraging Student Data To Assess, Inform, And Develop Teachers Capacities, Nathan D. Koerber, Kenneth J. Fasching-Varner

Northwest Journal of Teacher Education

This quantitative study analyzed 47 survey responses to gauge in-service, pre-licensed teacher, and paraprofessional perceptions of cultural competency. Participants responded to the Central Vancouver Island Multicultural Society’s Cultural Competence Self-Assessment Checklist (Alpha = 0.7) to explore their awareness, knowledge, and skills in cultural competency. Moreover, through the application of Culturally Responsive Teaching (CRT) as a theoretical framework, this study highlighted how these perceptions related to culturally responsive teaching and provided several implications for their future preparation to further develop their cultural competency through the tenets of CRT. The analysis identified participant unfamiliarity with privilege and its impact, as well as …

Editorial Review Board Vol. 64 Issue 3

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

The Record, Issue 2, Bank Street College Of Education. Archives

The Record

The second quarterly newsletter from the Bank Street Archives

Where Do I Go Next With This Writer? Preservice Teachers’ Responses At The Start And End Of A Writing Methods Course, Nicole M. Martin, Lisa K. Hawkins, Diane M. Bottomley, Brendan Shanahan, Jennifer Cooper Mrs.

Reading Horizons: A Journal of Literacy and Language Arts

This mixed-methods study sought to extend what is known about preservice teachers’ (PSTs’) preparation for teaching writing by examining their responding to individual children’s narrative, informative, and persuasive writing at the start and end of a writing methods course. Participants were 115 elementary PSTs. Their selections of teaching foci and instructional strategies on a beginningand end-of-semester course task were examined. Overall, PSTs showcased differences in their selections at the two time points, displaying a lessened focus on local features (e.g., spelling, punctuation) and reliance on laypeople’s helping practices (e.g., telling, correcting writing) and a greater focus on global features (e.g., …

Beyond The Red Pen: Investigating The Formation Of Reader And Writer Identity Development In Preservice Teachers, Sarah Rutt Williams, Pengtong Qu, Lydia Denning

Reading Horizons: A Journal of Literacy and Language Arts

The influence of identifying as a reader and writer in being a literacy teacher has been emphasized in the literature (Graves, 1983). However, few studies have explored how teacher education programs develop these identities in preservice teachers (PSTs). Grounded in Demerath’s (2006) epistemological identity theory, this study explored the fluid process of teacher identity formation, focusing on nurturing PSTs’ identities as readers and writers. The study took place over one semester in an English Education course. The researchers analyzed three PST participants’ weekly reflections about their beliefs regarding teaching and learning literacy. These statements revolved around topics that aligned with …

Aged 539 Graduate Internship Report - Bellevue Senior Elementary School, Aimee M. Snell

Agricultural Education: Graduate Internship Reports

This paper assesses and reflects on how Bellevue Senior Elementary School's single teacher agriculture elective class is growing and how well it aligns with the California Department of Education (CDE) standards of a quality agriculture program at this time. The development of a POA for an after school Ag Discovery Club modeled after the FFA Organization is also included in this document.

A Mixed-Methods Design-Based Research: Study Of Teacher Self-Efficacy And The Implementation Of Social Emotional Learning In The High School Classroom, Avia Brown

Dissertations

The escalating mental health crisis among adolescents, exacerbated by the COVID-19 pandemic, positioned schools as critical intervention sites for supporting student well-being (K. McNamara, 2020). However, teacher capacity and self-efficacy in implementing social-emotional learning (SEL) competencies remain significant barriers to effective, sustainable practice. This mixed-methods design-based research study examined the efficacy of professional development and instructional coaching in enhancing teacher self-efficacy and supporting the implementation of SEL competencies in high school classrooms.

The researcher employed a comprehensive, five-stage design thinking framework (empathize, define, ideate, prototype, test) to develop and evaluate a structured eight-week professional development and coaching intervention targeting SEL …

Exploring Online Teaching Self-Efficacy Among University Faculty Members During The Period Of Covid-19 Pandemic, Sarah Alamri

All-Inclusive List of Electronic Theses and Dissertations

The purpose of this study is to examine faculty’s perceptions of their self-efficacy regarding online teaching and some variables that may affect online teaching efficacy. A quantitative survey was administered to examine whether three faculty variables (online teaching experience, professional development experience, and COVID-19) predict a significant portion of the variance in faculty self-efficacy in online teaching on four subscales: student engagement, instructional strategies, classroom management, and teachers’ computer use. Faculty participants were recruited from King Khalid University in the Kingdom of Saudi Arabia. Data were collected using a web-based survey adapted from Robinia (2008). The data collected in this …

Exploring Teacher Beliefs And Perceptions About Teaching Reading, And Self-Efficacy For Implementing Reading Instructions, Richmond Osei Amakye

All-Inclusive List of Electronic Theses and Dissertations

Reading proficiency among learners at the elementary school level remains a national concern despite several decades of research, investments, and policy reforms aimed at improving literacy outcomes. The Science of Reading (SoR) framework, grounded in decades of interdisciplinary research, emphasizes explicit, systematic, and evidence-based instruction across five core components — phonemic awareness, phonics, fluency, vocabulary, and comprehension. This study examined elementary teachers’ beliefs about teaching reading, perceptions of the SoR, and self-efficacy in implementing reading instruction. Quantitative data were collected from teachers in west-central Indiana via an online survey that measured their beliefs about teaching reading, perceptions of SoR, self-efficacy …

Developing Confidence, Developing Skills: The Perceived Effect Of Professional Development On Online Teaching, Michael S. Hill, Cassandra M. D. Hart, Rachel B. Baker, Di Xu, Emily Alonso, Alyssa Nguyen, Kim D'Arcy, Cheryl Bailey, Tim Vannorman, Vivian Nguyen, Jennifer Pakula

Benerd College Faculty Articles

A large body of research has documented weaker student performance in online courses relative to face-to-face courses across multiple outcomes, including grades, course completion, and persistence. These gaps are particularly pronounced for underserved students. In response, colleges and universities have sought to improve the quality of online instruction by providing technology resources, student and faculty technical support, and, the focus of this study, professional development for faculty teaching online. However, despite the increasing popularity of professional development for online instructors, evidence on its effectiveness in shaping faculty practices and confidence remains limited. This study used survey data from 82 faculty …

Interview With Orca Award Winner Karen Kunc, Unl Art; Abstract Print Artist, Mark Griep, Karen Kunc

UNL ORCA Interview Series

Emeritus Prof. Karen Kunc the Outstanding Research and Creative Activities Award in 1998. She was born in Ralston, Nebraska, in the Omaha Metro Area. Something in her youth must have sparked an interest in art because she earned her bachelor of fine arts degree from the University of Nebraska-Lincoln in 1975. Next, she ventured 800 miles east to Ohio State University in Columbus, where she earned a master of fine arts. For the next six years, she enhanced her teaching credentials as a printmaking instructor at the Columbus College of Art & Design. From there, she joined the University of …