Other Teacher Education and Professional Development Commons^™

2011 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

1. Editorial Board
2. President's Letter
3. SIEC-ISBE International

Promoting Resiliency Among First-Generation College Students, Jessica C. Fentress, Rachel M. B. Collopy

Teacher Education Faculty Publications

On a momentous day in May, six unlikely students walked across the graduation stage of a competitive, private university to receive their bachelor’s degrees. All six were participants in our study of successful first-generation college (FGC) students. Extensive research investigated the high attrition rates of FGC students and enumerated obstacles that led them to drop out.

Our research took a different approach. Through in-depth interviews, we explored the way resilient FGC students navigated around obstacles and what supported their success. By definition, resilient individuals succeed despite characteristics that predict their failure. Stories from this study offer practical implications for advisers …

Solo But Not Separate: Preparing 21st-Century School Library Professionals Who Can "Go It Alone", Becky Pasco

Teacher Education Faculty Publications

Preparing school librarians for a diverse array of 21st-century educational environments is a daunting task. Faculty in school library preparation programs send candidates out into sparsely populated rural areas, dense urban settings, and everything in between. Some candidates will provide services and resources in updated, modern facilities, while others will operate in tiny, tattered little corners. Some new professionals will ply their trade in technically rich arenas, while others will work in technically starved settings. Regardless of place and space, resources and services must be developed and delivered in a proactive and productive manner for the P—12 community. School library …

A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco

Department of Educational Administration: Dissertations, Theses, and Student Research

This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics.  It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010.  In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …

A Pilot Study Examining High School Physical Education Teachers' Understanding And Use Of Mosston's Style(S) Of Teaching, Greg L. Pierce

Master's Theses

The purpose of this project was to develop a questionnaire that could lend insight to physical educations teachers’ perceptions and use of Mosston's Teaching Styles. The researcher designed a pilot study in which he distributed the questionnaire to six teachers from three Santa Barbara District High Schools. Results show that the six teachers were familiar with all Mosston’s Styles. However, citing circumstances such as class time and class sizes, the participants in this study did not use all of Mosston’s Styles. These results may be useful for physical education teacher educators to help them understand teachers’ knowledge of Mosston’s Styles, …

The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable

Teacher Education

Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and …

Educating Children About Global Issues, Ali Nawab

Professional Development Centre, Chitral

No abstract provided.

2010 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

1. Editorial Board
2. President's Letter
3. SIEC-ISBE International

Understanding The Nature Of Learning Disorders In Pakistani Classooms, Kausar Waqar, Nilofar Vazir

Institute for Educational Development, Karachi

No abstract provided.

To Blend Or Not To Blend: Online-Only And Blended Learning Environments, Rachel M. B. Collopy, Jackie Marshall Arnold

Teacher Education Faculty Publications

Increasing curricular demands and the desire to provide meaningful, engaging instruction have pressed teacher educators to review and revise their programs. Many have viewed the assets of online learning as a potential solution to meet the seemingly ever increasing state- and accreditation-mandated course content and competencies. Universities have explored the inclusion of Web based courses for students for several decades. According to Martyn (2003), over 90% of higher education institutions use some type of electronically enhanced learning or “e-learning” option.

These options vary between courses that are offered completely “online” to those that include a blend of differing amounts of …

Getting Boys To Read: A Look At The Research And The Books They Love, Carrie Lynn Cooper, Kathy Cox Watson

Library Faculty and Staff Papers and Presentations

This session focuses on what the research says about males as readers and introduces the audience to great boy books and other types of text that appeals to male readers. The presenters have chosen titles from the Kentucky Bluegrass Awards program that are of interest to young male readers. Presenters also introduce and promote Kentucky’s children’s choice reading program, the Kentucky Bluegrass Awards. To misquote George Ella Lyon, the presenters would like to get boys to "shake hands with a book."

An Analysis Of Feedback Given To Strong And Weak Student Writers, Janet L. D. Dinnen, Rachel M. B. Collopy

Teacher Education Faculty Publications

Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave students on their writing. Contrary to expectations, analyses indicate that both weak and strong writers received minimal improvement-oriented feedback. However, strong writers received more positive evaluative feedback while weak writers received more negative evaluative feedback. This research has implications for both teacher education and the professional development of …

Managing Conflict In The Classroom, Saima Khalid, Syeda Imrana Raza

Institute for Educational Development, Karachi

No abstract provided.

Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart

Masters Theses & Specialist Projects

Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and …

Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris

Teacher Education

A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …

Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable

Teacher Education

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).

The Impact Of Mentoring On Retention, Quality, Commitment Of Graduates From One School-University Partnership, Brenda Kraber

College of Education Theses and Dissertations

This study examined the impact of mentoring on retention, quality and commitment of graduates from one school-university partnership. This project explored this issue through a review of relevant literature on effective teaching, components of quality teacher preparation programs, beginning teachers, mentoring and Professional Development Schools. How to best prepare teachers for the multi-faceted, challenging job that needs to be done has been a question that has faced universities and school districts for many years. With the growing numbers of veteran teachers now ready to retire and the increasing need for more teachers, the proportion between experienced and inexperienced teachers is …

Reconsidering Teacher Professional Development Through Constructivist Principles, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

Constructivism has been discussed from multiple perspectives, including philosophical, psychological, social, and educational. These perspectives, of course, overlap when we shape what we do in the day-to-day realities of teaching and learning. The perspective that I bring to this chapter describing the professional development of teachers is that constructivism is a theory of learning that suggests that individuals make meaning of the world through an ongoing interaction between what they already know and believe and what they experience. In other words, learners actively construct knowledge through interactions in the environment as individuals and as members of groups.

It is from …

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Responses From The Field, Roberta Weaver, Shauna M. Adams, Mary F. Landers

Teacher Education Faculty Publications

DeFiore (2006) provides a comprehensive review of elements that have shaped the state of special education in Catholic schools. The article speaks of the bishops’ vision without teeth and the theoretical support provided under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). DeFiore discusses the demand for services that are not met because of a lack of resources, expertise, and funding. The article concludes by allowing that much has occurred over the past decade, but more is needed.

To meet this need, DeFiore states that diocesan and local leaders must face the challenge of inspiring the laity to …

Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

One way to identify students who are becoming accomplished readers and writers is to observe the degree to which the examples of coaching presented in this chapter are taken from my research as a participant in a statewide literacy professional development initiative: the Literacy Specialist Project (Kinnucan-Welsch, 2003a, 2003b; Rosemary, Grogan, et al., 2002).

The central aim of the Literacy Specialist Project, launched in 2000 by the Ohio Department of Education, is to provide professional development to educators in the state of Ohio that supports enhanced understanding in the teaching of reading and writing. The professional development incorporates foundational knowledge …

Elementary School Meets University, Rachel M. B. Collopy, Patsy Bowman

Teacher Education Faculty Publications

When school districts and universities combine their strengths, both benefit. Like teaching hospitals associated with medical schools, professional development schools (PDSs) train future practitioners, develop state-of-the-art practices, and nurture professional growth. Schools benefit from sustained professional development focused on their unique needs. Teacher preparation programs benefit from exemplary placements for student teachers and the wisdom of current practitioners. Both gain from joint research into innovative practices and the cross-fertilization of ideas.

Curriculum Materials As A Professional Development Tool: How A Mathematics Textbook Affected Two Teachers' Learning, Rachel M. B. Collopy

Teacher Education Faculty Publications

This study reports on 2 upper-elementary teachers' learning through their use of potentially educative mathematics curriculum materials without additional professional development. 41 observations of the teachers' mathematics lessons and 28 interviews of the teachers were collected from October to May of an academic year. The case study analyses indicated that curriculum materials can be an effective professional development tool, but perhaps not for all teachers. 1 teacher's instructional focus and rationale for instructional practices remained stable throughout the school year, whereas the other's changed dramatically. The cases illustrated the teachers' dynamic and divergent nature of opportunities to learn through reading …

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Teacher Education Faculty Publications

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the group processes, …

Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle

Teacher Education Faculty Publications

The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack …

Nsu Graduate Education Online Earn A Certificate In Charter Schools Administration 1999, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery

Teacher Education Faculty Publications

This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.

Using Motivational Theory With At-Risk Children, Rachel M. B. Collopy, Theresa Green

Teacher Education Faculty Publications

Rawsonville Elementary is a neighborhood school near Detroit, where the automotive industry is the major employer. Recent layoffs have affected many families in the area, and more than half of the school's 480 students receive reduced or free lunch. Of the district's six elementary schools, Rawsonville has been identified as most in need of Chapter 1 services. For years, the school improvement team had worked hard to improve student motivation and learning. Yet, something was still missing. The number of at-risk and underachieving students entering the school continued to increase.

At the same time, a group of researchers at the …