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Doctoral Dissertations

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Full-Text Articles in Other Teacher Education and Professional Development

Adopting Active Learning Classroom (Alc) Technology And Overcoming Barriers: A Faculty Development Intervention Model For Technology-Enhanced Learning Spaces, Bradford D. Wheeler Jan 2018

Adopting Active Learning Classroom (Alc) Technology And Overcoming Barriers: A Faculty Development Intervention Model For Technology-Enhanced Learning Spaces, Bradford D. Wheeler

Doctoral Dissertations

The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants’ understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology.

This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered ...


Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore May 2017

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore

Doctoral Dissertations

Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education ...


Seguimos Luchando: Women Educators’ Trajectories In Social Movement Based Popular Education Projects In Buenos Aires, Argentina, Jennifer Lee O'Donnell Jan 2017

Seguimos Luchando: Women Educators’ Trajectories In Social Movement Based Popular Education Projects In Buenos Aires, Argentina, Jennifer Lee O'Donnell

Doctoral Dissertations

Through a multisite ethnographic investigation, I provide a look at the vision and practices of women teaching in the popular education sector, particularly those who impact social, economic, and political public spaces in Buenos Aires, Argentina. As an alternative to Freirean based education theory, which may overshadow the collective work of women in popular projects, this work highlights women’s commitments to education that contests neoliberal reform, transforming not only curriculum and pedagogies, social practices, and discourses inside classrooms, but the communities where they live as well.


Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino Jan 2017

Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino

Doctoral Dissertations

How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the ...


Exploring The Ways New Faculty Form Beliefs About Teaching: A Basic Interpretive Study, Beth Ann White Aug 2016

Exploring The Ways New Faculty Form Beliefs About Teaching: A Basic Interpretive Study, Beth Ann White

Doctoral Dissertations

The purpose of this study was to examine the formation of beliefs about teaching held by faculty in their first three years of teaching in higher education classrooms and their perceptions of the ways those views may or may not have changed as they gain experience. This study followed a basic, interpretive approach with a sample of new faculty who explored the formation and enactment of their beliefs about teaching in higher education. Based on a thematic analysis of the interview data, three themes were identified as influencers of belief formation: modeling, teaching experience, and formal instruction. Changes in belief ...


Turning Around The Culture Of Teaching And Learning: A Turnaround School Success Story, Rachael B. Lawrence Jan 2016

Turning Around The Culture Of Teaching And Learning: A Turnaround School Success Story, Rachael B. Lawrence

Doctoral Dissertations

In 2009-2010, Riverton Elementary School in Portland, ME was awarded a School Improvement Grant (SIG), supported by the Federal Department of Education (Federal DOE) through the Maine Department of Education. With this funding, Riverton undertook the challenge of the turnaround school model between 2010-2013, which resulted in positive change in academic achievement for their students and an improved teaching and learning climate and culture. This dissertation examines why the turnaround model may work, what is currently known about SIG funded turnaround schools, and what the specific actions and changes that led to the successful turnaround of this school were. While ...


Enriching Teacher Self-Efficacy Through A Support Centric Evaluation Model: A Mixed Methods Study Of Team's Impact On Teacher Self-Efficacy, Elizabeth Marie Norton Dec 2015

Enriching Teacher Self-Efficacy Through A Support Centric Evaluation Model: A Mixed Methods Study Of Team's Impact On Teacher Self-Efficacy, Elizabeth Marie Norton

Doctoral Dissertations

The effectiveness of teacher evaluation systems is determined by the extent to which they can support improved instructional practice. Research suggests that implementation factors such as attitudes of school leaders (Kimball & Milanowski, 2009), perceptions of fairness (Delvaux, Vanhoof, Tuytens, Vekeman, Devos, & Petegem, 2013), the relationship of the evaluator and the teacher (Weber, 1987), and the quality of the feedback provided can all impact the effectiveness of the evaluation system (Conly & Glasman, 2008; Danielson, 2012; Delvaux et al., 2013; Weber, 1987). This mixed methods study attempted to determine the extent to which these implementation characteristics occurring within the context of the Tennessee Educator Acceleration Model (TEAM) acted as an intervening variable for teacher self-efficacy, the belief system that mediates teacher behavior. Limitations in the sample size resulted in an inability to conduct the statistical analysis needed to determine the extent to which ...


Coaching Conversations: Discourse Within Reading Recovery Teacher Leader Training, Kristi Dawn Swafford Aug 2015

Coaching Conversations: Discourse Within Reading Recovery Teacher Leader Training, Kristi Dawn Swafford

Doctoral Dissertations

The purpose of this study was to investigate the discourse of literacy coaching conversations within the Reading Recovery Teacher Leader training year. Both Reading Recovery and literacy coaching have been well researched, however there were gaps in the literature concerning the role of the Reading Recovery Teacher Leader within Reading Recovery and the details of literacy coaching interactions, specifically the language of coaching sessions. This study sought to address these gaps in the literature by examining the discourse of Reading Recovery Teacher leaders and their coaches as they participated in literacy coaching sessions during their 2014.2015 training year. Eleven ...


“Beyond The Four Walls Of My Building”: A Case Study Of #Edchat And The Power Of Connectedness, Virginia G. Britt May 2015

“Beyond The Four Walls Of My Building”: A Case Study Of #Edchat And The Power Of Connectedness, Virginia G. Britt

Doctoral Dissertations

Professional development is an important aspect of all teachers' careers as a way to continually grow and enrich his/her craft. It is particularly important for K-12 American teachers because of the continual push to increase student achievement. With the introduction of social media networks, teachers are able to connect and learn from others outside their school building to those across the world. While we know Twitter and other social media sites have grown in popularity with educators, we still do not know what is happening within this online space and how it supports teachers. The purpose of this case ...


The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart May 2015

The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart

Doctoral Dissertations

This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...


Principals’ Perceived Influence Over New Teacher Retention, Meredith Coates Feb 2015

Principals’ Perceived Influence Over New Teacher Retention, Meredith Coates

Doctoral Dissertations

ABSTRACT

Studies report that nearly a third of novice teachers leave the field before their third year of service (Ingersoll, 2002), and almost half of novice teachers leave the field before completing their fifth year of service (Ingersoll & Smith, 2003; Johnson, 2004). These rates of turnover have remained steady (NCES, 2011). Schools are workplaces where teachers face a multitude of factors that collectively contribute to job satisfaction/dissatisfaction. Generally, research has indicated that administrative support has a profound effect on the experiences of new teachers (Ingersoll & Kralik, 2004). The purpose of this phenomenological study is to examine 6 principals’ perceptions of the ...


Catch The Bus: Investigating The Correlations Between Teacher Collaborative Action-Taking And Self-Efficacy, Tara B. Brandt Jan 2015

Catch The Bus: Investigating The Correlations Between Teacher Collaborative Action-Taking And Self-Efficacy, Tara B. Brandt

Doctoral Dissertations

The purpose of this study was to explore the correlations between particular teacher collaborative actions and teachers’ sense of self-efficacy. Additionally, descriptive analyses provided a snapshot of current collaborative action-taking across US schools, and elucidated teachers’ present sense of self-efficacy. This study utilized existing data from the 2013 Teaching and Learning International Survey (sponsored by the OECD), which was completed by 1,926 lower secondary teachers from just over 120 different American schools. Multivariate correlational analysis confirmed that frequency of US teachers’ participation in collaborative actions significantly correlated to higher levels of teacher self-efficacy. Actions with the highest correlations included ...


Postive Behavioral Interventions And Supports In Out Of School Time: Providing Professional Development Via Consultation And Performance Feedback, Sheera Hefter Jan 2015

Postive Behavioral Interventions And Supports In Out Of School Time: Providing Professional Development Via Consultation And Performance Feedback, Sheera Hefter

Doctoral Dissertations

American youth are in need of supervision after the school day concludes. After School Programs (ASPs) provide students with safe and supportive venues that have the potential for encouraging student growth and development. ASPs across the country struggle to find high quality professionals to staff their programs; adequate training for these professionals is also limited. There is also significant evidence linking strong teacher-student relationships to both academic and social success. Positive Behavioral Interventions and Supports (PBIS) is a framework that has a strong evidence base to support success in promoting a proactive approach to behavior management within school settings. The ...


Speaking Volumes: Professional Growth In Book Studies, Elizabeth Smith Blanton Aug 2014

Speaking Volumes: Professional Growth In Book Studies, Elizabeth Smith Blanton

Doctoral Dissertations

The purpose of this qualitative dissertation is to provide a description of the professional book study experience and gain insight into its use to support teacher professional development. Research on the use of professional book studies has been conducted in colleges, and by university researchers in public school settings. There is also a large field of research on leisure book clubs, providing insight into their popularity. Little research exists, however, on professional book studies from the point of view of the educators who were the participants. This qualitative case study examined the perceptions of 12 educators who voluntarily participated in ...


Impacts Of The Game-Centered Approach On Cognitive Learning Of Game Play And Game Performance During 5-Week Of Spring Season With Intercollegiate Female Soccer Players, Kanae Haneishi May 2014

Impacts Of The Game-Centered Approach On Cognitive Learning Of Game Play And Game Performance During 5-Week Of Spring Season With Intercollegiate Female Soccer Players, Kanae Haneishi

Doctoral Dissertations

Game-centered approaches have been increasingly recognized for their features and the impacts in coaching profession. Research with the game-centered approach is still underdeveloped in coaching sports and physical activities. Therefore, the purpose of this study was to describe the impacts of the game-centered approach on cognitive learning of game play and game performance during 5-week of spring season with intercollegiate female soccer players.

Game performances at beginning, mid, and end of the season were examined through Game Performance Assessment Inventory (GPAI) with seventeen participants. Cognitive learning of game play was also assessed with instant recalls and practice journals with all ...


Cooperating Teachers As Models Of Best Practice: Student Teachers' Perceptions, Connie B. Melder Apr 2014

Cooperating Teachers As Models Of Best Practice: Student Teachers' Perceptions, Connie B. Melder

Doctoral Dissertations

The selection of expert, effective cooperating teachers who can foster successful student teacher experiences and serve as primary role models for teacher candidates is central to the success of student teaching. However, a lack of consensus exists among education professionals on a standardized definition of effective cooperating teachers. The purpose of this dissertation study was to determine if student teachers' perceptions of cooperating teachers' modeled actions of professional standards differed across four certification grade bands: (a) early childhood certification (grades PK-3), (b) elementary certification (grades 1-5), (c) secondary content (grades 6-12) certification in English, mathematics, science, and social studies, and ...


Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli Dec 2013

Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli

Doctoral Dissertations

Teachers in (post)crisis contexts face an array of de-motivating factors such as insecurity, lack of pay, difficult working conditions, minimal leadership, and feeling undervalued (Johnson, 2006; OECD, 2009; Shriberg, 2007). To bolster their motivation and support their teaching, teachers in these settings need a forum where they feel valued as professionals (Asimeng-Boahene, 2003; Bennel & Akyeampong; Kirk & Winthrop, 2007). One model of teacher professional development (TPD) known as "Teacher Learning Circles"(TLCs) is currently being implemented in Katanga province in southeastern Democratic Republic of Congo (DRC) for early grade reading teachers. TLCs strive to help teachers adopt innovative teaching techniques and create supportive environments. This study examines teachers’ perspectives, using a "crystallized qualitative case study" approach, how these TLCs operate in varied (post)crisis contexts in the DRC where teachers describe their experiences with content, instructional practices and teacher-community support structures of the TLCs (Ellingson, 2008; Rappleye, 2006).

Three major themes arose from the data; Motivating factors for teachers to remain in the profession; the school environment factors that impacted teachers day-to-day; and TLC elements related to technical, social, and emotional collegial assistance. By examining these themes across five schools ...


Understanding Contradictions In Teacher-Learner Identity, Digital Video, And Goal-Directed Activity In A Blended Graduate Reading Education Course, Jennifer K. Lubke Dec 2013

Understanding Contradictions In Teacher-Learner Identity, Digital Video, And Goal-Directed Activity In A Blended Graduate Reading Education Course, Jennifer K. Lubke

Doctoral Dissertations

More teachers are experiencing professional development within blended/virtual learning communities, which I consider a fruitful avenue for expansion of new literacies in K-12 classrooms. However, new literacies challenge traditional structures in education even as new rules of corporate-sponsored reform and high-stakes accountability serve to reinforce these structures. Within this context of contradictions, a cohort of teachers from a rural, remote county in the southeast United States participated in a blended learning environment in their final semester of graduate-level coursework in Reading Education. Some of the teacher-learners, whose own attitudes and motivations toward technology were as diverse as the tools ...


The Impact Of Beliefs And Curricular Knowledge On Planning For Science: A Multisite Case Study Of Four Teachers, Jessica L. Horton Aug 2013

The Impact Of Beliefs And Curricular Knowledge On Planning For Science: A Multisite Case Study Of Four Teachers, Jessica L. Horton

Doctoral Dissertations

This descriptive multisite case study details how the beliefs and curricular knowledge of four science teachers in a southeastern school district affected their planning for science instruction.

Through the analysis of interviews, think-aloud planning records for one unit of instruction, and related documentation, categories were identified and connections drawn to how their beliefs and knowledge influenced planning for instruction.

The four teachers in this study jointly expressed certain beliefs about how students best learn science. They expressed beliefs that students best learn science through hands-on activities, through discourse, and by building the student’s knowledge base. The teachers also expressed ...


Overseeing Supervisees Treating Clients Exhibiting Suicidal Behaviors: Its Impact On Clinical Supervisors, Michael Girard Catalana May 2013

Overseeing Supervisees Treating Clients Exhibiting Suicidal Behaviors: Its Impact On Clinical Supervisors, Michael Girard Catalana

Doctoral Dissertations

Individuals at risk of suicide often seek mental health treatment (Brook, Klap, Liao, & Wells, 2006; Moscicki, 2001; Souminen, Isometsa, Martunnen, Ostamo, & Lonnqvist, 2004). The clinicians who treat these individuals experience significant levels of stress (Knox, Burkard, Bentzler, Schaack, & Hess, 2006; Ruskin, Sakinofsky, Bagby, Dickens, & Sousa, 2004). Clinical supervisors are an important resource for clinicians (Chemtob, Hamada, Bauer, Kinney, & Torigoe, 1988a; Kleespies, Smith, & Becker, 1990; Knox et al., 2006; Maltsberger, 1992; Ruskin et al., 2004). Researchers recently acknowledged that overseeing clinicians whose client exhibited suicidal behavior is also stressful (Catalana, 2012; Hoffman, 2009; Sanger, 2010). Using the Impact of Events Scale-Revised (IES-R) (Weiss & Marmer, 1997), this dissertation examined the impact of stress on clinical supervisors. A group of 17 supervisors reported they experienced symptoms of stress related to intrusion, avoidance, and hyperarousal and experienced the impact by those related to ...


Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges May 2012

Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges

Doctoral Dissertations

Blended approaches to collaborative faculty development have the potential for stimulating critical reflection, but the process of online reflection by faculty members has not been fully explored in the literature. The purpose of this qualitative action research case study was to examine a blended approach to collaborative inquiry for professional development with a particular interest in the reflections that occurred online. This study had two focal points. First, to explore the relationship between the online reflections and the overall development of the participants and second, to more closely examine the levels of reflection that occurred within the online aspect of ...


Interactive Whiteboard Transition: A Case Study, Jason S Beach May 2012

Interactive Whiteboard Transition: A Case Study, Jason S Beach

Doctoral Dissertations

This case study examined the process teachers use when incorporating interactive whiteboards in the classroom and daily curriculum. Participants were drawn from a small group of three elementary and three high school teachers who received an interactive whiteboard, but no formal training. The school system purchased over 300 interactive whiteboards and was not able to adequately train all of the teachers before the beginning of the school year. Findings were compared to relevant models of andragogy, TPACK, and CBAM. The results indicate that a teacher’s prior technological ability aids in the implementation of new technologies in the classroom. The ...


After The Final Bell: The Self-Directed Learning Practices Of Elementary Teachers, Susan Renee Wagner Dec 2011

After The Final Bell: The Self-Directed Learning Practices Of Elementary Teachers, Susan Renee Wagner

Doctoral Dissertations

Are elementary teachers self-directed learners? If so, do their learning activities outside their classrooms translate into their classrooms? The purpose of this study was to examine the relationship, if any, between elementary teachers’ self-directed learning and activities in their classrooms. A two phase, mixed methods design first utilized a quantitative study from which the results were used to denote the type of data collected in the second, qualitative phase. The quantitative Phase I of this study involved using a survey instrument in order to identify self-directed learners and identify categories of teacher learners. These quantitative data were gathered through the ...


Decolonial Multiculturalism And Local-Global Contexts: A Postcritical Feminist Bricolage For Developing New Praxes In Education, Katharine Matthaei Sprecher Aug 2011

Decolonial Multiculturalism And Local-Global Contexts: A Postcritical Feminist Bricolage For Developing New Praxes In Education, Katharine Matthaei Sprecher

Doctoral Dissertations

This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and ...


A Comparison Of Four Frameworks Of Teacher Leadership For Model Fit, Corey Alan Dehart Aug 2011

A Comparison Of Four Frameworks Of Teacher Leadership For Model Fit, Corey Alan Dehart

Doctoral Dissertations

Research has shown that effective school leadership has a positive influence on school effectiveness and student achievement. Current reform efforts include teachers, both formally and informally, as leaders of schools. However, there are currently no widely-accepted measurements or models to assess both formal and informal teacher leadership in schools. The purpose of this study was to compare model fit for the four-factor model of teacher leadership to model fit for three alternative models. The four-factor model was developed during the second administration of the Teacher Leadership Inventory (TLI), and the three alternative models were developed from the results and recommendations ...


Teacher Morale: Perceptions Of Deaf/Hard-Of-Hearing Teachers And Hearing Teachers In Residential Schools For The Deaf, Steven E. Farmer May 2011

Teacher Morale: Perceptions Of Deaf/Hard-Of-Hearing Teachers And Hearing Teachers In Residential Schools For The Deaf, Steven E. Farmer

Doctoral Dissertations

With increasing state and federal mandates to improve student performance, teachers everywhere are struggling with maintaining positive morale—particularly in residential schools for the deaf. Teacher morale serves as a critical component in promoting positive teaching and learning environments for students. Also, the dwindling number of Deaf/Hard-of-Hearing teachers and staff in Deaf Education severely limits the provision of positive language models for Deaf/Hard-of-Hearing children.

The study sought to answer two research questions:

(1) What is the overall teacher morale at five residential schools for the deaf in the southeastern United States? (Quantitative)

(2) How does the morale of ...


Professionalism: What Is It And Are We Teaching For It?, Brian K Tate Dec 2010

Professionalism: What Is It And Are We Teaching For It?, Brian K Tate

Doctoral Dissertations

With rising accountability standards and the need for content specialists within education, the qualifications of mathematics teachers have become increasingly scrutinized. For over three decades, within the parameters of educational reform, the need for the professionalization of teaching has reoccurred (Carnegie Task Force, 1986). When examining the nature of teacher professionalism, no concise definition within the educational community exists (Noddings, 1992). The purpose of this study was to take characteristics defined by the medical and law fields and use them to develop a definition of professionalism within mathematics education. Once a clear set of characteristics was identified, the study then ...


Narratives Of The Development Of Urban Teacher Leaders, Susan K. Newsom May 2010

Narratives Of The Development Of Urban Teacher Leaders, Susan K. Newsom

Doctoral Dissertations

Abstract

The purpose of this qualitative study was to explore the development of urban elementary teacher leaders as captured in narrative data and analyzed through the theoretical lenses of role identity, distributed leadership, teacher leadership and urban teacher leadership. The narratives of five teacher leaders provided rich descriptions that made it possible to: (a) examine possible mechanisms for encouraging leadership assertion choices; (b) identify support practices for encouraging leadership within future teachers in the urban context; and (c) provide insight for building leadership roles in the school environment for those who coordinate professional development activities.

Data were collected via semi-structured ...