Other Teacher Education and Professional Development Commons^™

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 …

Ireland’S National Professional Development Framework Summary Findings Of The Initial Implementational, Roisin Donnelly, Theresa Maguire

Other resources

No abstract provided.

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 …

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 …

To Participate Or Not To Participate In Education Research: A View From The Teacher’S Perspective, Jennifer Gans

Theses and Dissertations

This dissertation was designed to identify factors that might explain teacher resistance versus teacher support for participation in education research. To that end, predictor variables suggested by both diffusion of innovations theory, as well as personality trait theories were examined as unique predictors of variability in attitudes toward adoption of participation in the research process. Furthermore, “exposure to research” was examined as another possible variable that may be uniquely associated with willingness to participate in research, beyond the other theoretically motivated variables. The researcher developed a survey instrument featuring four research vignettes that increased in demands for teacher participation. Each …

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 …

Collaboration Or Collusion? The New Era Of Commercial Online Resources For Students In The Digital Age: An Opinion Piece, Cristian Lieneck, Salvador Esparza

Internet Journal of Allied Health Sciences and Practice

The purpose of this paper is to share online resources available to students at a global level, to include healthcare administration programs and any other course of study. While somewhat daunting in nature, this editorial offers faculty of healthcare administration (and other related programs of study) the opportunity to explore what course materials (of any format) may be posted to commercial external websites by current and/or previous students for ongoing collaboration among academic cohorts. Findings include an opportunity for students in any program, at any level, to post individual and/or copyrighted course materials on public, external websites, often with an …

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 …

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; …

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, …

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

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 …

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 …

Pre-Service Teachers: Knowledge, Attitudes And Their Perceived Skills In Addressing Student Bullying, Leanne Lester, Stacey Waters, Natasha Pearce, Barbara Spears, Sarah Falconer

Australian Journal of Teacher Education

Understanding pre-service teachers’ capacity to prevent and manage student bullying behaviours is critical for ensuring a smooth transition into early career teaching and the success of schools’ anti-bullying initiatives. This exploratory study investigated 234 pre-service teachers’ knowledge, attitudes, perception of skills, personal experience of bullying and current undergraduate learnings in relation to bullying behaviours in schools.

Most undergraduate pre-service teachers could identify bullying behaviours, however many reported they felt their undergraduate degree had not prepared them well enough to deal with bullying behaviours. As a consequence they felt they lacked the skills to prevent and respond effectively to incidents of …

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, …

Student Reflections On Teacher Identity Development In A Year-Long Secondary Teacher Preparation Program, Kaisa Hahl, Erin Mikulec

Australian Journal of Teacher Education

This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international English-medium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 pre-service teachers and a focus group interview with four of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers’ teacher identity development. The results indicate that the support especially from mentors and positive feedback …

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 …

Assessing The Impact Of A Faculty Book Club On Self-Reflection And Teaching Practice, Scott Moncrieff, Anneris Coria-Navia

Faculty Publications

No abstract provided.

Comparing Literate And Oral Cultures With A View To Improving Understanding Of Students From Oral Traditions: An Autoethnographic Approach, Carol Lee Anderson

EWU Masters Thesis Collection

In his book Orality and Literacy, Walter Ong describes the difference between cultures that have never been exposed to literature and those that have been highly influenced by literature and literacy. He suggests that such learners have a different “consciousness” as a result of their life experience. This notion is later confirmed by research on brain structures that shows preliterate people having developed very different structures from those of highly literate people. In this paper, I describe my own process of becoming literate in a highly literate culture. By comparison, I cite my 34-year experience living with a people group …

Let's Enjoy Teaching Life: An Autoethnography Of A Novice Esl Teacher's Two Years Of Teaching English In A Private Girls' Secondary School In Japan, Danielle Nozaka

EWU Masters Thesis Collection

This thesis is an account of a beginning ESL teacher’s two years teaching abroad at a private all-girl’s secondary school in Nishinomiya, Japan. It is an autoethnography and includes written and visual artifacts from the author’s time spent teaching English to junior high school students.

The Efficacy Of Teacher Made Special Education Referrals In Appalachian And Non-Appalachian Schools Of Kentucky, John T. Elliott

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

This quantitative study utilized a causal-comparative research design to determine the difference in efficacy between teacher made special education referrals in Appalachian and non-Appalachian schools of Kentucky. Data were provided from the 2014-2015 academic year. A total of 109 Kentucky schools provided data for the study. This study will help educators better understand multi-disciplinary referrals for special education as they relate to referral efficacy as based upon student qualification rates. This quantitative study determined the difference between special education qualification rates for teacher made referrals in Appalachian and non-Appalachian schools in the state of Kentucky.

Found Missing: Fugitive Slaves, Jailer Ads, And Surveillance In Antebellum New Orleans, Tara L. Garbutt

LSU New Orleans Theses and Dissertations

This paper explores fugitive slave advertisements from the pages of the New Orleans Argus in 1828. As the main repository for runaway slave advertisements in New Orleans at the time, the Argus played a critical role in policing and surveillance of the city’s enslaved population just as New Orleans was becoming the largest slave market in the South. Using the Argus as well as historians’ accounts of the city, this thesis argues that as the market in enslaved people grew, slave owners depended upon local jailers in tandem with papers like the Argus, to police the enslaved population. The large …

Using Steam To Increase Engagement And Literacy Across Disciplines, Robert L. Long Ii, Stephen S. Davis

The Transdisciplinary STEAM+ Journal

This paper explores STEAM as a solution to improving student engagement and helping students improve functional literacy across the curriculum. While STEM is a fairly established approach to curriculum, researchers and practitioners are continuing to develop and understand STEAM and its place in school curriculum. It is important that educators foster this holistic approach to education and strive to participate in active research associated with STEAM. It is also most advantageous for stakeholders to understand the importance of arts integration and its use to support collaboration, innovation, and creativity within students. Key strategies can be used to support arts integration …

A Brief History Of Stem And Steam From An Inadvertent Insider, Lisa G. Catterall

The Transdisciplinary STEAM+ Journal

This article traces a history of STEM and STEAM from the perspective of someone involved in arts integration research for the last 35 years, and proposes a vision for the next steps. It also provides an assessment of the risks inherent in current trends of STEAM roll-out in schools, from the lack of resources for professional development to the burgeoning market in STEAM kits and activity books that do not lead to the original learning goals of STEAM.

All Hands In Interactive Resource Guide, Veronica Benavides

All Faculty and Staff Papers and Presentations

This guide is a culmination of a year long All Hands In community-based project where the working team of staff from Bronxworks, Highbridge Advisory Council, and Bank Street College of Education co-identified, co-developed, and co-designed the project and content around family engagement practices and community strengths and needs.

The Rights Of The Learner: A Framework For Promoting Equity Through Formative Assessment In Mathematics Education, Crystal A. Kalinec-Craig

Democracy & Education

An elementary mathematics teacher once argued that she and her students held four Rights of the Learner in the classroom: (1) the right to be confused; (2) the right to claim a mistake; (3) the right to speak, listen and be heard; and (4) the right to write, do, and represent only what makes sense. Written as an emerging framework to promote equity in the mathematics classroom through divergent formative assessment, the RotL assumes that students can take more explicit ownership of their learning, both in writing and in oral communication. Foregrounded in the literature, this paper discusses how the …