Other Teacher Education and Professional Development Commons^™

Teachers’ Experience Of Blended English Language Learning, Raed Ali Alhemairi, Sarah Bond, Danielle Karine Montes

International Journal for Research in Education

Abstracts:

To address current Emiratization goals for teachers who teach English Medium Subjects, the Abu Dhabi Education Council partnered with a for-profit English language professional development provider to conduct a 6-week trial of a blended English language learning program for Emirati teachers. The current qualitative narrative study was undertaken to learn more about the lived experiences of 11 participants in the program. Participants had access to an online training program and spent 60 to 70% of the training program time in self-paced online learning, and attended face to face sessions with an English trainer for 30-40% percent of the training …

Fear, Anxiety, And The 2016 Presidential Election: What Are The Effects On Student Achievement?, Kayla Mette, Katherine Bertolini

Empowering Research for Educators

The student fear and anxiety exhibited in the aftermath of the recent election are unlike anything most teachers have seen. The long-term ramifications of persistent fear and anxiety are too serious to ignore. The academic consequences of living in a perpetual state of fear are dire and affect the most vulnerable students. Current literature relating to the impact fear and anxiety have on achievement is examined with suggestions for teachers and administrators wanting to better inoculate their students against the deleterious effects of stress, fear and anxiety. This article issues an urgent call for increased examination of this phenomenon.

Teaching To Learn: Learning Outcomes Following A Student Directed Vocal Health Education Program, Hannah Sons

Graduate Independent Studies - Communication Sciences and Disorders

No abstract provided.

Copyright Information

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

No abstract provided.

Introduction To 3d Engineering Through Scale Models, Lesia Lennex, Justin Elswick

Department of Middle Grades and Secondary Education Research & Publication Archives

An article describing a week long summer camp presented by Lesia Lennex and Justin Elswick titled "Introduction to 3D Engineering Through Scale Models" published in Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1266-1268).

National Professional Development Framework: Establishing And Recognising An Inclusive Community Of Practice For Higher Education Teachers., Roisin Donnelly

Papers, presentations and other resources

What does inclusivity mean in the context of the national professional development framework (PDF)?

How can a community of practice for all who teach be formed and nurtured?

What resources have emerged from the initial implementation of the PDF: PD Portal?

Open-access programmes and national digital badges for PD recognition.

How can professional development for all who teach be recognised nationally?

Suicide Prevention & Response: A Comprehensive Resource Guide For Indiana Schools 2018, Laurie Gerdt, Brandie M. Oliver

Scholarship and Professional Work – Education

Document created for the Indiana Department of Education for Suicide Prevention and Response.

The Massachusetts Educator Evaluation System And Teacher Perceptions Of Professional Growth, Craig Goldberg

The Graduate Review

Teacher evaluation has gained wide-spread attention and implementation in recent decades. In 2011, the State of Massachusetts adopted new regulations for the evaluation of all teachers designed to assist in developing talented educators through self-directed analysis, reflection, planning, action steps, and collaboration. The purpose of this study is to examine the effect of Massachusetts State mandated teacher evaluation on teacher perceptions of professional growth. In this study, professional growth refers to reflecting on feedback from observations as well as formative and summative meetings with evaluators to adjust practice in the classroom. Specifically, the development of a teacher’s professional growth includes …

"We Considered Ourselves A Team:" A View Of Co-Teaching From The Perspectives Of Graduate Teaching Assistants And Students, Alyssa Harter

All Graduate Theses, Dissertations, and Other Capstone Projects

Previous research has explored the influence of co-teaching models on student learning in the K-12 grade curriculum. However, little research explores the effects of co-teaching models implemented in higher education among graduate teaching assistants (GTAs). This study examines the benefits and drawbacks of co-teaching models in higher education classes for both GTAs and students. Surveys and interviews were used to collect data from 36 undergraduate students and three GTAs at a mid-sized Midwestern university. In addition to measures of cognitive and affective learning, content analysis of the surveys, interviews, and a reflexive journal were used to identity emerging themes pertaining …

The Role Of Professional Development On Secondary Special Educators Self-Efficacy Regarding The Use Of Evidence-Based Transition Practices, Lauren P. Bruno

Theses and Dissertations

The purpose of this study was to determine how transition specific professional development influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of evidence-based transition practices. Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices to students with disabilities. Based on Bandura’s Social Cognitive Theory, and Desimone’s framework for effective professional development, this study identified how different variables related to professional development can influence teacher self-efficacy in terms of delivering evidence-based transition practices. Specifically, a correlational research design was used to investigate teacher self-efficacy to …

The Nevada Teacher Workforce Report, Danica G. Hays, Matthew Borek, Kim K. Metcalf

College of Education Faculty Research

The purpose of this second edition (2018) of the Teacher Workforce Report (TWR) is to provide a state of the field of teacher workforce in Nevada. To that end, the authors and project staff utilized extant Title II and Nevada System of Higher Education (NSHE) Teacher Education dashboard data as well as school district and charter school vacancy data to develop a portrait of teacher candidate production and the need for teachers in Nevada. Key features of the report:

• The second edition of the TWR is intended to continue the dialogue concerning the Nevada teacher workforce and teacher shortage; …

Examining World Language Teachers' Maximized Target Language Use In The Teaching Of Novice Learners, Viviana Mirian Monica Muriel De Bonafede

Wayne State University Dissertations

Current research in second language acquisition and best practice recommendations for world language teaching emphasize to importance of maximized Target Language (TL) use in the classroom. The purpose of this mixed method sequential explanatory design was to examine maximized TL use in the classroom with novice learners via implementing effective strategies. Chapter 1 provides an understanding on current world languages perspectives in the United States and the increasing and ongoing shift from the traditional ways to teaching languages to more communicative, meaningful language education. Chapter 2 unpacks the main constructs of Vygostky’s SCT (1978), which is the theoretical perspective that …

Student And Staff Perceptions Of A Learning Management System For Blended Learning In Teacher Education, Kathryn A. Holmes, Elena Prieto-Rodriguez

Australian Journal of Teacher Education

Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n=46) and student (n=470) responses to surveys as well as data collected in interviews and focus groups. The research focuses on participants’ perceptions of two broad affordances of the LMS: accessibility and interactivity. Differences were found between student and staff views in relation to accessibility of online materials, with students rating its contribution to their learning more highly than staff. However, the two …

Professional Teaching Standards: A Comparative Analysis Of Their History, Implementation And Efficacy, Kairen Call

Australian Journal of Teacher Education

Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in various forms. Justified by the argument that they raise teacher quality which in turn raises student outcomes, professional standards for teachers are being considered as an integral part of the solution to current deficits in education. This article explores the forces driving and restraining professional standards for teachers within international and Australian …

Freedom And Constraint In Teacher Education: Reflections On Experiences Over Time, Amanda Mcgraw

Australian Journal of Teacher Education

Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with her recent experience as a Program Leader working with colleagues to design a new Master of Teaching program. She interviews Professor Bernie Neville who was responsible for the design and implementation of the teacher education program she completed in 1983. He reflects on the principles guiding his practice …

Classroom Ready? Pre-Service Teachers’ Self-Efficacy For Their First Professional Experience Placement, Kang Ma, Michael S. Cavanagh

Australian Journal of Teacher Education

This study investigates the level of teacher self-efficacy (TSE) among 90 secondary preservice teachers (PSTs) before their first teaching practice and the factors which influenced their ratings. The Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, & Horsley, 2014) was adapted by adding some open-ended questions. Data were analysed via SPSS and NVivo separately. Results show a relatively lower level of TSE compared with previous research and classroom management was of greatest concern. PSTs reported factors such as lacking teaching experience, previous informal teaching and other relevant experience, teacher education program, personal qualities and characteristics, and teacher-student relationship. Implications, limitations, and …

Poems Found Among The Resolution Scrapbooks: A Teacher Narrative Inquiry, Cynthia M. Morawski

Australian Journal of Teacher Education

Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the …

‘Aboriginal Learning Style’ And Culturally Responsive Schooling: Entangled, Entangling, And The Possibilities Of Getting Disentangled, Greg Vass

Australian Journal of Teacher Education

Arising from the author’s experiences as a high school teacher, and now teacher educator and education researcher, this article is motivated by concerns to do with ‘good’ schooling practices in connection with Indigenous education in Australia. More specifically, the paper critically considers the enduring and worrying influences of ‘Aboriginal learning style theory’, alongside considering the possibilities of culturally responsive approaches. While interest in culturally responsive schooling is growing, the argument put forward here is that concomitant with these efforts, more attention needs to be invested into teasing out how and why this approach differs from learning styles in significant ways, …

'Nobody Is Watching But Everything I Do Is Measured': Teacher Accountability, Learner Agency And The Crisis Of Control., Joanne Dargusch, Jennifer Charteris

Australian Journal of Teacher Education

It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and in-school PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in …

"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon

Australian Journal of Teacher Education

There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching …

Assessing K12 Online Teachers Knowledge Of Online Student Identities And Characteristics, Brianne L. Jackson

Theses and Dissertations

As K12 online learning continues to grow across the nation, the population of online students, much like the population of face-to face students, continues to change. As the online student population becomes increasingly diverse, not only in terms of race, but in terms of religion, sexual orientation and socioeconomic status, research must be undertaken to assess the level of preparation that K12 online teachers have in terms of teaching this population. This dissertation intends to serve as a baseline analysis, providing information on K12 online teachers' knowledge of the types of student characteristics and identities that may be present in …

Symptomatic Leadership In Business Instruction: How To Finally Teach Diversity And Inclusion For Lasting Change, Linda L. Ridley

Publications and Research

Are business faculty complicit in mythologizing business concepts by ignoring historical precedence?

The refusal to examine in totality the history of discrimination and racism allows us to perpetuate a mythology of white supremacy that is enhanced through impotent diversity programs repeated throughout corporate America. This paper examines the importance of demythologizing the business curriculum through symptomatic thinking, which allows faculty and students to untangle the quagmire of diversity and inclusion in corporate America. Students are thereby equipped with tools for behavior transformation in the workplace that uses a symptomatic, rather than symbolic approach, to decision making and problem solving.

A Systematic Review: Incorporating Social Media Tools Into Language Learning, Dareen Alsulami

Wayne State University Dissertations

This study highlights a segment of a study that explores the incorporating the social media tools into language learning. These social media tools such as Twitter, Facebook, and Instagram...etc. have become such an intriguing social media that there is a growing need among educationalists, learners, and administrators to explore their impact and effectiveness in the field of language learning.

Objective: An updated systematic review was carried out of research studies looking at the incorporating of social media into language learning.

Methods: We conducted a systematic literature review on empirical research regarding the incorporating and effectiveness of social media into language …

Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid

Northwest Journal of Teacher Education

High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working with each other across sectors in an ongoing, collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can work across sectors to smooth transitions for students who often navigate multiple educational systems throughout their K-16 experience. This professional development work intentionally built opportunities for faculty to work collaboratively while honoring teaching expertise and shared problem solving. Interest in student transition across academic sectors has created a fresh realization for many teachers—one of the best ways to …

Contexts Of Cultural Diversity Professional Development In Schools, Hillary Parkhouse, Jesse Senechal, Julie Gorlewski, David Naff, Zoey Lu, Ashlee Lester

MERC Publications

This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, …

A Brief Overview Of Robotic Telescopes, Student Research And Education Research In The English Literature, Michael Fitzgerald, Ross Cutts, Saeed Salimpour, Stephanie Slater

Research outputs 2014 to 2021

In this paper, a brief overview of the 250 known academic publications that can be considered Robotic Telescopes, Student Research and Education related articles is provided. Their method of selection is described as well as their availability on the istardb.org database. The typical types of articles are described and their major locations of publications are outlined. From this a rough impact analysis using a blunt citation metric is used to get a broad feel for the field as a whole. These explorations lead to some fairly compelling conclusions about broadly how to write an article in the field with some …

The Impact Of Intercultural Experiences On Preservice Teachers’ Preparedness To Engage With Diverse Learners, Denise A. Beutel, Donna Tangen

Australian Journal of Teacher Education

The diversity of student populations globally is increasing more rapidly than the diversity of the teaching workforce. Concerns are that beginning teachers are ill-prepared to meet the needs of the diversity of students in their classrooms. This lack of preparedness has been partially attributed to inadequate preparation within teacher education programs. We advocate that preservice teachers need to understand how their prior intercultural experiences can be utilised to better prepare them for teaching diverse groups of learners. This qualitative study (n=40) draws on Hammer’s (2009) Intercultural Development Continuum to explore the impact that these experiences have on shaping preservice teachers …

Factors Influencing The Evolution Of Vocational Teachers’ Beliefs And Practices Related To Classroom Management During Teacher Education, Céline Girardet, Jean-Louis Berger

Australian Journal of Teacher Education

Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers’ classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers’ classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers’ evolutions. Moreover, influential people, providing alternative strategies …

A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, Kate A. Jenkinson, Geraldine Naughton, Amanda C. Benson

Australian Journal of Teacher Education

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy(PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p