Other Teacher Education and Professional Development Commons^™

Challenges And Innovations In Tennis Coach Development: International Insights From Practitioners Across Continents, Miguel Crespo, Rafael Martinez-Gallego, Christine Nash

Journal of Coach Development

Tennis is a global sport with effective coaches being essential to the continued appeal, therefore the work of the coach developers within the International Tennis Federation (ITF) is crucial. This research examined the work and aspirations of coach developers in tennis using in-depth interviews with 10 ITF coach developers. Subsequently, we developed detailed pen portraits of two ITF coach developers at different levels of experience and engagement in order to highlight any differences in work, objectives or ambition. Findings from coach developers revealed three themes: support from ITF; barriers to learning; making learning less traditional. The pen portraits added further …

Examining The Impact Of Professional Development On Paraprofessional Self-Efficacy In Rural Settings, Elise Murray, Moriah Smothers, Tori L. Colson, Stacey Keown-Murray

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Due to an increasing reliance on special education paraprofessionals in rural schools, this study examines their self-efficacy beliefs before and after professional development. Using a mixed-methods approach, findings suggest no significant change in self-efficacy post-training. Paraprofessionals’ confidence was more influenced by on-the-job experiences than by a single professional development session.

Understanding Teacher Pd In The Greater Newark Stem Ecosystem: What Do Educators Need, And How Can We Deliver It?, Brad Schenker, Christopher Abbaleo, Michelle Cirillo, Rosemary Cortez, Tanisha Davis, Mark Maire, Vincent Nguyen, Jasmine Ramsey, Brad Schenker

STEM for Success Showcase

The Greater Newark region faces significant challenges in providing high-quality STEM professional development (PD) for teachers. These challenges include:

● time constraints

● cost barriers

● contract limitations

● lack of centralized information

The Greater Newark STEM Ecosystem implemented a 16 day virtual “sprint”, using the Knowtion platform , that brought together STEM educators, program providers, school supervisors, and administrators to explore what meaningful PD for STEM teachers looks like and how it can be delivered effectively at scale. The insights gathered will inform an ecosystem-wide educator survey aimed at developing new PD solutions for STEM teachers.

What Keeps Teachers: A Systematic Review Of Induction And Early-Career Teacher Retention In Rural Schools, Bobbie Jean Mcdonough

Teacher Education, Educational Leadership & Policy ETDs

Teacher retention remains a persistent challenge in United States education, particularly in rural K–12 public schools. This systematic review synthesized empirical research on induction and early-career teacher retention in rural United States settings published between 2000 and 2025. Guided by a postpositivist framework and aligned with PRISMA 2020 standards, 56 studies met inclusion criteria following structured database searches and multi-stage screening. Findings across the included studies indicate that retention was most consistently associated with induction, mentoring, professional learning, responsive leadership, collegial relationships, and teachers’ integration into their school and community, with no single support appearing sufficient in isolation. Across research …

What Novice Educators Find Supportive, Robin M. Bossinger

UNF Graduate Theses and Dissertations

Teacher shortages have increased in the past two decades, creating greater emphasis on recruitment, talent development, and retention efforts for educational leaders. Novice educators feature prominently in these considerations. A teacher’s first years can be extremely challenging, and induction, the professional learning experiences specific to early career professionals, is often considered the answer. Despite the seeming ubiquity of induction, there is much variability in interpretation, enactment and outcomes. While it is generally accepted that some induction is better than no induction, new teachers deserve more intentionally designed support.

This study sought to reexamine assumptions about induction, adding to the literature …

Examining Explicit Professional Development As A Means To Change Inclusive Mindsets, Mitchell E. Elatkin

Theses and Dissertations

Inclusive education requires educators to hold beliefs that support the participation and success of students with disabilities in general education settings. Although federal policy mandates access to the least restrictive environment, educator attitudes toward inclusion continue to influence the implementation of inclusive practices. The purpose of this mixed-methods study was to examine whether explicit professional development (PD) focused on inclusive mindsets influenced school stakeholders’ attitudes toward inclusion across a school year. Participants included representatives from various roles within a charter school organization in the Midwest. The researcher collected data through two administrations of the Adapted Teacher Attitudes Toward Inclusion Survey …

Supporting Risky Outdoor Play Through Professional Development: A Quasi-Experimental Study Of Tk–6 Educators’ Attitudes, Justin Ross Burrill

Cal Poly Humboldt theses and projects

Children’s opportunities for active outdoor risky play have declined in many educational settings, despite evidence that manageable risk supports physical activity, self-regulation, confidence, resilience, and social participation. Educator attitudes and school culture may play an important role in determining whether children are offered developmentally appropriate opportunities for challenge, exploration, and autonomy. This quasi-experimental, single-group pretest-posttest study examined whether participation in a single-session professional development workshop was associated with changes in educators’ tolerance of risk in children’s play. Thirty educators attended a workshop focused on risky play, hazard-risk differentiation, inclusion of children with disabilities, loose-parts play, environmental affordances, and practitioner-informed implementation …

Leading With Strength: The Relationship Between Character Strength Awareness And Teacher Self-Efficacy, Ashton Lynn Knox

Electronic Theses and Dissertations

Traditional educational leadership practices have historically emphasized weakness-based approaches to leadership regarding teacher interventions. Emerging research grounded in positive psychology suggests that strength-based interventions may offer a more effective pathway for supporting educators. The purpose of this action research study was to examine the influence of character strength awareness on teacher self-efficacy. Guided by a strength-based leadership framework, the researcher investigated whether intentional character strength interventions could positively impact teachers’ perceptions of their instructional effectiveness. The study employed an action research design with 14 K–12 teachers from a rural public school district in Texas. Participants completed the Values in Action …

Bringing Life To Our Mission And Vision: A Problem Of Practice, Jessica Preisig

All Dissertations

This study leveraged principles of improvement science and a mixed methods approach to evaluate the impact of an intentionally designed professional learning cohort for teachers. The intended aim of this study was to equip teachers with the knowledge, skills, and self-efficacy necessary to effectively utilize instructional technology to meaningfully engage all learners. As one part of a collaborative dissertation in practice, this study explored the broad impact of teachers’ participation in a cohort implementing the seven elements of effective professional development (Darling-Hammond et al., 2017) and framed around the ISTE Standards for Educators (Crompton, 2017). The companion study (Britton, forthcoming) …

Groundskeeping As A Theoretical Framework: Understanding The Experiences Of An Emerging Discipline-Based Education Researcher, Christian D. Solorio, Christopher A.F. Hass, Scott V. Franklin, Mary Bridget Kustusch, Eleanor C. Sayre

The Journal of Values-Based Leadership

Groundskeeping is a supportive leadership style that combines mentorship, institutional change, and leadership to support individuals at the intersection of their personal aspirations and an organization’s needs. This paper uses a theoretical framework of groundskeeping and applies it to the experiences of Robert, an Emerging Discipline-Based Education Researcher (EDBER) who wanted to do physics education research. In this instrumental case study, we explore how the environmental, human-centered, and anti-deficit philosophical principles of groundskeeping manifest in the interpersonal and structural supports that facilitated Robert’s transition into education research. We highlight how creating a new entry-point into Discipline-Based Education Research, providing professional …

From Insights To Action: Implications And A Professional Development Framework For Early College High School Teachers, Angelica Sanchez, Kenyetta Martin, Kelly Brown

School Leadership Review

The purpose of this phenomenological study was to explore the experiences of Early College High School (ECHS) adjunct instructors teaching dual enrollment college courses in a southern region school district. Through interviews with ten ECHS adjunct instructors, the study examined the factors contributing to their success, their professional development needs, and the challenges they faced in teaching dual enrollment courses. Findings of the study were that ECHS adjunct instructors succeed when they provide strong student support, maintain open communication, demonstrate flexibility, and actively engage students. The study highlighted the need for comprehensive training in learning management systems, curriculum design, and …

Increasing The Use Of Data-Based Individualization And Data-Based Decision-Making In Secondary Resource Settings, Melissa D. Garside

All Graduate Reports and Creative Projects, Fall 2023 to Present

Data-based decision-making (DBDM) and data-based individualization (DBI) are two evidenced-based and high-leverage practices that improve student outcomes when implemented with fidelity. Unfortunately, these practices face various implementation obstacles, particularly when applied to students with intensive academic, functional, and behavioral needs in a secondary school setting. With this project, I aimed to improve my personal practice to provide secondary special education teachers in my district with professional development and support to understand, implement, and sustain the implementation of DBDM and DBI. Report 1 describes a day-long professional development session about DBI as applied to intensive reading interventions provided by middle school …

Rapid Response Survey #3: Determining The Training Needs Of Child Nutrition Professionals, Keith Rushing Phd, Rd, Ruaa Al-Juboori Phd, Mackinsey Shahan Phd

Institute of Child Nutrition, Applied Research Division

Child nutrition professionals must continually develop knowledge and skills to meet evolving program regulations, nutrition standards, and operational demands. This study examined the training needs and preferred training delivery methods of school nutrition and Child and Adult Care Food Program (CACFP) professionals across the United States.

Using a two-phase research design, researchers conducted a literature review, expert panel review, survey development, and national survey administration. A total of 777 child nutrition professionals, including school nutrition directors, managers, staff, and CACFP personnel, participated in the study. Respondents identified high-priority training topics and preferred methods for receiving training, including in-person, live virtual, …

Addressing Economic Instability And Workforce Turnover In Early Childhood Education: The Role Of Stipends, Wage Supplements, And Professional Development, Lucinda J. Leffler

Endeavors: Mississippi State Undergraduate Research Journal

Child care workers are vital to early childhood education, yet they face persistent economic instability, low wages, and high turnover rates. To address these challenges, states and policymakers have implemented stipends, wage supplements, and professional development programs aimed at improving financial security, job satisfaction, and workforce retention. This literature review examines the effectiveness of these initiatives across the United States, drawing on theoretical frameworks such as Vroom’s Expectancy Theory and Herzberg’s Two-Factor Theory to contextualize their impact. Research indicates that financial incentives significantly reduce turnover, while professional development fosters job satisfaction and career advancement. However, sustainability concerns remain, particularly with …

Experiencing The Shift: How Experiential Blended Learning Professional Development Enhances Teacher Self-Efficacy, Shannon N. Tabaldo, Ashley L. Ireland

Journal of Catholic Education

This qualitative study examines how participation in a multi-year, experiential professional development program—the Academy of Blended Learning (ABL)—shaped teachers’ perceived self-efficacy in implementing blended learning. Grounded in Bandura’s self-efficacy theory, Bruner’s constructivism, and Knowles’ adult learning principles, the study drew on semi-structured interviews and instructional artifacts from eight teachers in Catholic schools serving historically marginalized communities in California. Findings suggest that ABL participation was associated with increased instructional confidence, a stronger sense of professional purpose, and greater enthusiasm for student-centered, technology-enhanced learning. Teachers attributed these shifts to ABL’s design, which emphasized active participation, collaborative inquiry, differentiated instruction, and development of …

Mental Health Supports In The Public Schools, Elizabeth Walters

Masters Theses

Increasingly, young students experience mental health challenges, some as early as first grade. With mental health challenges reaching students at younger ages, teachers and school staff need to be ready to assist their students in need. Roughly a third of young people experience mental health challenges, and 70-80% are unable to receive mental health services. As a large portion struggle in school with mental health concerns, teachers and school staff are likely to be the first to see any potential signs of struggle. When teachers notice signs of a student struggling with mental health, the staff often do not know …

Connecting Principals To The Implementation Of A Multi-Tiered System Of Support, Douglas L. Rose

Doctor of Education Dissertations

The purpose of this explanatory sequential mixed methods study was to examine the implementation of a multi-tiered system of support (MTSS) through the lens of secondary school administrators following professional development. The professional development was chunked and spread over time following the principles of Cognitive Load Theory (Sweller, 2010) to expand understanding of MTSS implementation. Following the professional development, 25 administrators completed a 42-question survey. Ten secondary administrators completed an 11-question interview to expand on the results of the survey. The culmination of results from the quantitative survey, qualitative interviews, and literature provided insight into the practices that increase administrator …

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 …

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 …

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.

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.

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 …

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 …

Building A Beloved Community Of Literacy In Professional Spaces, Elizabeth Petroelje Stolle, Jennifer L. Vanderground

Michigan Reading Journal

This article shares the experiences of two literacy teacher educators who sought to create a beloved community for both themselves and the teachers with whom they work within their professional spaces. The authors emphasize the importance of fostering safe, collaborative environments that promote personal and professional growth. Drawing from the principles of the Beloved Community, popularized by Dr. Martin Luther King Jr., the authors discuss the value of embracing a growth mindset when building such communities. Specifically, the article delves into two different professional development models as effective frameworks for cultivating beloved communities: Professional Learning Communities (PLCs) and Learning Labs …

Experience Of Early Educators Currently Enrolled In The North Coast Teacher Induction Program: A Case Study, Melissa Hodgson

Cal Poly Humboldt theses and projects

The teacher induction program is a 2-year program designed to support new teachers in their first two years of teaching. The program was created to provide job-embedded support to set teaching goals, attend professional learning to increase understanding of the California standards for the Teaching Profession, and provide teacher mentor support. In more recent years with the decline in enrollment of teacher preparation programs, teachers leaving the profession, and teachers retiring, there has been a great need for training and retaining highly qualified teachers. Higher turnover among underprepared teachers in California, are seeing close to 40% of new teachers hired …

Alternatively Certified Educators’ Impact On The Nation’S Current Teacher Shortage, Allison Heald

Murray State Theses and Dissertations

The teacher shortage experienced across the United States within the K-12 system has garnered the attention of policymakers nationwide. While the alternative certification route made a way for potential new educators to enter the field through abbreviated certification program requirements, the school systems that offered positions to this group of educators had to be willing to take extra steps to ensure their success. Alternatively certified educators within all subject areas specified the need for additional support within the following areas: catered professional development opportunities, reduced extracurricular expectations, mentor/mentee programs, and extended planning time. Based on data collected through previous research, …

Virtual Learning Walks Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

Learning Walks are structured walkthroughs with the purpose of professional development and growth. Learning Walks include multiple people so that immediate reflections may occur through collaboration. In higher education, model classrooms are not readily available for preservice teachers to practice and apply coursework knowledge. Virtual Learning Walks are a creative approach to resolve this challenge. This assignment asks preservice teachers to watch a recorded lesson with the mindset that they are visiting a colleague’s classroom to observe them for professional growth. Students take notes during the observation then analyze the observation for their own growth.