K-12 Professional Development
Scroll below to select research from the following scholars
@IamDrSha
Dr. Sharon Hargo Porter @IamDrSha
Title: CEO AND Owner of Perfect Time and Founder of the G.R.I.N.D. Entrepreneur Network, Host of the I AM DR. SHARON™ SHOW
Research Topic: Preparing the Next in Line: New Principal's Perceptions of a School District's District-Run Principal Preparation Programs
Institution: Howard University
Committee Chair: Kamilah M. Woodson, Ph.D.
Abstract: This study focuses on the perceptions of new principals toward their learning experience in one or more of a Perfect Time Public Schools (PTPS) district-run principal preparation programs. The research design uses a qualitative approach to identify in-depth information to describe new principals' perceptions of their learning experience in district-run principal preparation program. The participants consist of principals in their first through third year as a principal in PTPS and were participants Of one or more of a district-run principal preparation program.
Click the link below to download the study.
Title: CEO AND Owner of Perfect Time and Founder of the G.R.I.N.D. Entrepreneur Network, Host of the I AM DR. SHARON™ SHOW
Research Topic: Preparing the Next in Line: New Principal's Perceptions of a School District's District-Run Principal Preparation Programs
Institution: Howard University
Committee Chair: Kamilah M. Woodson, Ph.D.
Abstract: This study focuses on the perceptions of new principals toward their learning experience in one or more of a Perfect Time Public Schools (PTPS) district-run principal preparation programs. The research design uses a qualitative approach to identify in-depth information to describe new principals' perceptions of their learning experience in district-run principal preparation program. The participants consist of principals in their first through third year as a principal in PTPS and were participants Of one or more of a district-run principal preparation program.
Click the link below to download the study.
| preparing-the-next-in-line-shporter-dissertation.pdf |
@IamDrMojo
Dr. Karen Y. Moaton Johnson
Title: Department Chair and Science Teacher.
Research Topic: Teachers‟ Perceptions of the Use of Small-Group Tutorial
Institution: Walden University
Committee Chair: Dr. Myron Pope
Abstract: This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom‟s theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the perceived impact of the program on the academic achievement of at-risk students and what changes would benefit the program. Interviews were conducted with a purposive sample of 10 tutors. Data were collected using open-ended questions in semi-structured interviews that were transcribed and coded. Emergent themes indicated the program needed more administrative support, better parental notification, and better communication between tutors. While the results suggested that the program was beneficial for at-risk students, recommendations were made to further improve the program‟s delivery through the development of an executive report to school administration and an evaluation report to stakeholders. Suggested modifications included designating a specific time for tutors collaboration and administrators taking a more active role during the implementation of the program. Modifications made to the existing tutorial program could lead to positive social change by increasing the academic success on both the state-mandated examinations and in academic classes, thus leading to increasing the graduation rates of at-risk students.
Click the link below to download the study.
Title: Department Chair and Science Teacher.
Research Topic: Teachers‟ Perceptions of the Use of Small-Group Tutorial
Institution: Walden University
Committee Chair: Dr. Myron Pope
Abstract: This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom‟s theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the perceived impact of the program on the academic achievement of at-risk students and what changes would benefit the program. Interviews were conducted with a purposive sample of 10 tutors. Data were collected using open-ended questions in semi-structured interviews that were transcribed and coded. Emergent themes indicated the program needed more administrative support, better parental notification, and better communication between tutors. While the results suggested that the program was beneficial for at-risk students, recommendations were made to further improve the program‟s delivery through the development of an executive report to school administration and an evaluation report to stakeholders. Suggested modifications included designating a specific time for tutors collaboration and administrators taking a more active role during the implementation of the program. Modifications made to the existing tutorial program could lead to positive social change by increasing the academic success on both the state-mandated examinations and in academic classes, thus leading to increasing the graduation rates of at-risk students.
Click the link below to download the study.
| dissertation_final_johnson_k.pdf |
Dr. LaConti Shantell Bryant
Title: Founder and CEO, Best Practices Educational Consulting, LLC
Research: The System for Teacher and Student Advancement and Embedded
Professional Development: A Case Study
Institution: Liberty University
Committee Chair: Deanna L. Keith, Ed.D,
Abstract: The purpose of this qualitative case study was to explore the perceptions and experiences of educators who participated in The System for Teacher and Student Achievement (TSTSA) and ongoing, applied professional development at multiple school sites in The School District of the Southwest. The guiding theories guiding this study were Knowles’ Adult Learning Theory and Mezirow’s Transformational Learning Theory to understand their experiences and perceptions about participating TSTSA and ongoing, applied professional growth for a minimum of three years. Participants in this study took part in face-to-face field interviews. In addition, investigated. Data collected was used to give a descriptive account of educators’ perceptions and experiences about participating in The System for Teacher and Student Advancement (TSTSA) and ongoing, applied professional growth. Data analysis consisted of transcribing and coding face-to-face interviews and observations, content analysis of documentation, and memoing.
Keywords: The System for Teacher and Student Advancement, ongoing applied professional growth, embedded professional development, TAP System, Teacher Professional
Click the link below to download the study.
Title: Founder and CEO, Best Practices Educational Consulting, LLC
Research: The System for Teacher and Student Advancement and Embedded
Professional Development: A Case Study
Institution: Liberty University
Committee Chair: Deanna L. Keith, Ed.D,
Abstract: The purpose of this qualitative case study was to explore the perceptions and experiences of educators who participated in The System for Teacher and Student Achievement (TSTSA) and ongoing, applied professional development at multiple school sites in The School District of the Southwest. The guiding theories guiding this study were Knowles’ Adult Learning Theory and Mezirow’s Transformational Learning Theory to understand their experiences and perceptions about participating TSTSA and ongoing, applied professional growth for a minimum of three years. Participants in this study took part in face-to-face field interviews. In addition, investigated. Data collected was used to give a descriptive account of educators’ perceptions and experiences about participating in The System for Teacher and Student Advancement (TSTSA) and ongoing, applied professional growth. Data analysis consisted of transcribing and coding face-to-face interviews and observations, content analysis of documentation, and memoing.
Keywords: The System for Teacher and Student Advancement, ongoing applied professional growth, embedded professional development, TAP System, Teacher Professional
Click the link below to download the study.
| lacontisbryantdissertation.pdf |
@TDAnthony
Dr. Taiwanna Anthony
Title: Educator/FAME Facilitator at Maryland State Department of Education
Research Topic: An Assessment of the Effectiveness of Strategic eMentoring in Improving the Self-Efficacy of Alternatively Certified Novice Teachers within an Urban School District
Institution: Prairie View A&M University
Committee Chair: Douglas S. Hermond, Ph.D.
Abstract: Educational leaders must be cognizant of creating an environment that is conducive to enhancing the self-efficacy of alternatively certified novice teachers in terms of decision making, school resources, instruction, discipline, enlistment of community involvement, enlistment of parental involvement and a positive school climate. This study investigated the effectiveness of strategic eMentoring on the self-efficacy of alternatively certified novice teachers. Bandura’s Teachers Self-Efficacy Scale was adopted verbatim for data collection. The instrument contains seven sections based on Bandura’s conceptual model and its relationship with various personal and contextual variables in a Likert-type format (a 9-point scale that ranged from (1)—strongly disagree to (9)—strongly agree).
From a population of 179 alternatively certified novice teachers in a large Southwestern urban school district, forty (40) subjects were randomly selected and randomly assigned to the control and treatments groups. Each group was comprised of 20 subjects. Each subject was then randomly assigned to two sub-treatment groups such that eMentor (1) had 10 subjects and eMentor (2) had 10 subjects. The eMentors were randomly selected from the research and evaluation department of the urban school district. The experimental treatment lasted for six weeks during which data were collected at two different time points: prior to treatment (pretest) and post treatment (posttest).
Prior to treatment, Levene’s Test for equality of variance found no statistically significant difference between the control and treatment groups (F =1.625; P =.210). A two-tailed t-test for two independent samples found no statistically significant difference between the overall pretest means of the two groups (t-value= -.124; p= .902). Therefore, any statistically significant differences identified between the two groups were attributed to treatment effect.
ANCOVA results found no statistically significant differences from pre-to -post on the following self-efficacy constructs: Decision Making, School Resources, Instruction, Discipline, Enlistment of Community, and a positive School Environment. A significant difference was found on the Enlistment of Parental Involvement, indicating that eMentored teachers are more likely to involve parents in school activities.
It appears that in some instances, eMentoring was found to be as effective as traditional mentoring and in another, statistically more effective. In an era of greater accountability, budget shortfalls, and cut backs, eMentoring offers an alternative to an antiquated traditional method of providing feedback to novice teachers. This is of particular importance to small school districts where funds are limited, yet there is still a need to attract and retain quality teachers. eMentoring also provides a means of establishing lasting relationships that have proven to be instrumental in helping alternatively certified novice teachers to commit to the teaching.
Click the link below to download the study.
Title: Educator/FAME Facilitator at Maryland State Department of Education
Research Topic: An Assessment of the Effectiveness of Strategic eMentoring in Improving the Self-Efficacy of Alternatively Certified Novice Teachers within an Urban School District
Institution: Prairie View A&M University
Committee Chair: Douglas S. Hermond, Ph.D.
Abstract: Educational leaders must be cognizant of creating an environment that is conducive to enhancing the self-efficacy of alternatively certified novice teachers in terms of decision making, school resources, instruction, discipline, enlistment of community involvement, enlistment of parental involvement and a positive school climate. This study investigated the effectiveness of strategic eMentoring on the self-efficacy of alternatively certified novice teachers. Bandura’s Teachers Self-Efficacy Scale was adopted verbatim for data collection. The instrument contains seven sections based on Bandura’s conceptual model and its relationship with various personal and contextual variables in a Likert-type format (a 9-point scale that ranged from (1)—strongly disagree to (9)—strongly agree).
From a population of 179 alternatively certified novice teachers in a large Southwestern urban school district, forty (40) subjects were randomly selected and randomly assigned to the control and treatments groups. Each group was comprised of 20 subjects. Each subject was then randomly assigned to two sub-treatment groups such that eMentor (1) had 10 subjects and eMentor (2) had 10 subjects. The eMentors were randomly selected from the research and evaluation department of the urban school district. The experimental treatment lasted for six weeks during which data were collected at two different time points: prior to treatment (pretest) and post treatment (posttest).
Prior to treatment, Levene’s Test for equality of variance found no statistically significant difference between the control and treatment groups (F =1.625; P =.210). A two-tailed t-test for two independent samples found no statistically significant difference between the overall pretest means of the two groups (t-value= -.124; p= .902). Therefore, any statistically significant differences identified between the two groups were attributed to treatment effect.
ANCOVA results found no statistically significant differences from pre-to -post on the following self-efficacy constructs: Decision Making, School Resources, Instruction, Discipline, Enlistment of Community, and a positive School Environment. A significant difference was found on the Enlistment of Parental Involvement, indicating that eMentored teachers are more likely to involve parents in school activities.
It appears that in some instances, eMentoring was found to be as effective as traditional mentoring and in another, statistically more effective. In an era of greater accountability, budget shortfalls, and cut backs, eMentoring offers an alternative to an antiquated traditional method of providing feedback to novice teachers. This is of particular importance to small school districts where funds are limited, yet there is still a need to attract and retain quality teachers. eMentoring also provides a means of establishing lasting relationships that have proven to be instrumental in helping alternatively certified novice teachers to commit to the teaching.
Click the link below to download the study.
| tanthonydissertation_october_15_-2012__2010_version_[2]__2_.pdf |
@Dr_Lisa_D
Dr. Lisa Donmoyer
Title: Principal, Talbot County Public Schools
Research Topic: Principal Perceptions of Their Preparedness and the Preparedness of Their Staff to Deal with Students of Poverty in the Classroom.
Institution: Seton Hall University
Committee Chair: Dr. Daniel Gutmore
Abstract: By all accounts, it is getting more and more difficult to conduct the business of education. One of the reasons is that the number of students who bring the middle class culture with them is decreasing while students who bring a culture of poverty are increasing. The incidence of child poverty in the United States is two to three times higher than most other major western industrialized nations. Though children comprise only 25.6 percent of the total population, they disproportionally represent 35.1 percent of the poor.
Unfortunately, teachers are often not prepared to provide students from minority and poverty backgrounds with the resources they need to be successful in school. At both the state and local level, there is a significant achievement gap on all assessments
between FARMS (free and reduced meals) students and their non-FARMS contemporaries. If the goal of education is to equitably educate all students, then the data shows that work needs to be done to improve the achievement of low-income students.
In this study, principals were interviewed to ascertain their perceptions of their own knowledge and professional preparation and the knowledge and preparation of their staff to deal with students of poverty in the classroom.When talking about what it takes to meet the needs of students from poverty, the principals were in agreement that building relationships with the students is one of the
most important pieces of the puzzle along with having high expectations. Both resurfaced when the principals were asked what they thought their teachers would identify as needing to occur in the classroom to meet the needs of students from poverty.
The findings indicate that principals are aware there is an issue surrounding level and depth of their preparation and the preparation of their staff to deal with students from poverty in the classroom. They also recognize that additional training for themselves and their staff is the way to mitigate this issue and that this training needs to focus on awareness and understanding of economic diversity and the classroom strategies and practices that positively impact achievement of students from poverty.
Click the link below to download the study.
Title: Principal, Talbot County Public Schools
Research Topic: Principal Perceptions of Their Preparedness and the Preparedness of Their Staff to Deal with Students of Poverty in the Classroom.
Institution: Seton Hall University
Committee Chair: Dr. Daniel Gutmore
Abstract: By all accounts, it is getting more and more difficult to conduct the business of education. One of the reasons is that the number of students who bring the middle class culture with them is decreasing while students who bring a culture of poverty are increasing. The incidence of child poverty in the United States is two to three times higher than most other major western industrialized nations. Though children comprise only 25.6 percent of the total population, they disproportionally represent 35.1 percent of the poor.
Unfortunately, teachers are often not prepared to provide students from minority and poverty backgrounds with the resources they need to be successful in school. At both the state and local level, there is a significant achievement gap on all assessments
between FARMS (free and reduced meals) students and their non-FARMS contemporaries. If the goal of education is to equitably educate all students, then the data shows that work needs to be done to improve the achievement of low-income students.
In this study, principals were interviewed to ascertain their perceptions of their own knowledge and professional preparation and the knowledge and preparation of their staff to deal with students of poverty in the classroom.When talking about what it takes to meet the needs of students from poverty, the principals were in agreement that building relationships with the students is one of the
most important pieces of the puzzle along with having high expectations. Both resurfaced when the principals were asked what they thought their teachers would identify as needing to occur in the classroom to meet the needs of students from poverty.
The findings indicate that principals are aware there is an issue surrounding level and depth of their preparation and the preparation of their staff to deal with students from poverty in the classroom. They also recognize that additional training for themselves and their staff is the way to mitigate this issue and that this training needs to focus on awareness and understanding of economic diversity and the classroom strategies and practices that positively impact achievement of students from poverty.
Click the link below to download the study.
| donmoyer_final_dissertation.pdf |
@CollegeGoing
Dr. Marilyn M. Saucedo
Title: Director of College and Career Readiness at Beaumont Unified School District
Research Topic: Teacher Leadership: Developing the Ability of Teachers to Move Forward Independently—A Delphi Study of Selected Secondary Teachers in Riverside County, California
Institution: Brandman University
Committee Chair: Philip Pendley, Ed.D.
Abstract: The purpose of this study was to identify the key learning opportunities necessary to build teacher leadership, the most difficult barriers to overcome, and the most important facilitators as identified by teacher experts. This study also sought to determine the best approaches to implementation of identified learning opportunities, the most effective approaches for overcoming identified barriers, and the most effective approaches for implementing facilitators that support teacher leaders. Consistent with a Delphi method, the instruments used within this study collected perceptual data from an expert panel of high school teachers from Riverside County, California, through an electronic format within a 3-round process. The expert panel consisted of effective high school teacher leaders selected by their principals based on the 6 most prominent characteristics of effective teacher leaders. Findings showed that there are elements of professional learning opportunities that must be addressed for professional learning to take place. They include the opportunity for collaboration, practice, and practical application. Teachers must also feel that they have a voice in addressing current issues/needs. Findings from this study also indicate that it is essential to have an environment that includes a supportive administration and supportive colleagues and that the provision of time is essential for developing effective teacher leadership. According to the expert panel, to implement professional learning opportunities that develop effective teacher viii leadership, teachers must have the opportunity to collaborate, practice and apply newly learned information or instructional strategies, and have a voice in addressing current issues and site needs. Finally, developing effective teacher leadership is facilitated through a supportive environment. To develop effective teacher leadership, schools and districts must (a) restructure the school day to create time for teachers to interact, (b) provide teachers with information on teacher leadership, (c) bridge the disconnect that currently exists between what teachers and what administrators believe is needed, (d) provide professional learning for teachers and administrators to continue the development of a shared model of decision making, and (e) provide opportunities for teachers to participate in peer observation and debriefing, self-reflection, practicing teacher leadership skills, and mentoring and coaching colleagues.
Click the link below to download the study.
Title: Director of College and Career Readiness at Beaumont Unified School District
Research Topic: Teacher Leadership: Developing the Ability of Teachers to Move Forward Independently—A Delphi Study of Selected Secondary Teachers in Riverside County, California
Institution: Brandman University
Committee Chair: Philip Pendley, Ed.D.
Abstract: The purpose of this study was to identify the key learning opportunities necessary to build teacher leadership, the most difficult barriers to overcome, and the most important facilitators as identified by teacher experts. This study also sought to determine the best approaches to implementation of identified learning opportunities, the most effective approaches for overcoming identified barriers, and the most effective approaches for implementing facilitators that support teacher leaders. Consistent with a Delphi method, the instruments used within this study collected perceptual data from an expert panel of high school teachers from Riverside County, California, through an electronic format within a 3-round process. The expert panel consisted of effective high school teacher leaders selected by their principals based on the 6 most prominent characteristics of effective teacher leaders. Findings showed that there are elements of professional learning opportunities that must be addressed for professional learning to take place. They include the opportunity for collaboration, practice, and practical application. Teachers must also feel that they have a voice in addressing current issues/needs. Findings from this study also indicate that it is essential to have an environment that includes a supportive administration and supportive colleagues and that the provision of time is essential for developing effective teacher leadership. According to the expert panel, to implement professional learning opportunities that develop effective teacher viii leadership, teachers must have the opportunity to collaborate, practice and apply newly learned information or instructional strategies, and have a voice in addressing current issues and site needs. Finally, developing effective teacher leadership is facilitated through a supportive environment. To develop effective teacher leadership, schools and districts must (a) restructure the school day to create time for teachers to interact, (b) provide teachers with information on teacher leadership, (c) bridge the disconnect that currently exists between what teachers and what administrators believe is needed, (d) provide professional learning for teachers and administrators to continue the development of a shared model of decision making, and (e) provide opportunities for teachers to participate in peer observation and debriefing, self-reflection, practicing teacher leadership skills, and mentoring and coaching colleagues.
Click the link below to download the study.
| msaucedo_dissertation_1-13-15__5___1_.pdf |
@McGough3R
Dr. Gregory M. McGough
Title: English Language Arts teacher at Penn Manor High School and an Independent Educational Consultant for The McGough Group
Research Topic: Perceptions of Professional Development in Virtual Communities of Practice
Institution: Immaculata University
Committee Chair: Dr. Peggy Schooling
Abstract: This research study attempted to understand the perceptions of educators who utilize social media and Web 2.0 tools to meet their dynamic professional development needs in one school district in southeastern Pennsylvania. It also examined the habits of connected educators who are collaborating with international colleagues. Thirty-one educators participated in this qualitative study to answer three research questions. The research data were collected using a survey, open-ended questionnaire, and phone interviews. The study indicated that educators are leveraging social media and Web 2.0 tools to collaborate and share professional practices. The study also found that many of the educators in this study sought out this alternative form of virtual professional development because of an internal drive to improve student achievement in their own district, schools, and classrooms.
Click the link below to download the study.
Title: English Language Arts teacher at Penn Manor High School and an Independent Educational Consultant for The McGough Group
Research Topic: Perceptions of Professional Development in Virtual Communities of Practice
Institution: Immaculata University
Committee Chair: Dr. Peggy Schooling
Abstract: This research study attempted to understand the perceptions of educators who utilize social media and Web 2.0 tools to meet their dynamic professional development needs in one school district in southeastern Pennsylvania. It also examined the habits of connected educators who are collaborating with international colleagues. Thirty-one educators participated in this qualitative study to answer three research questions. The research data were collected using a survey, open-ended questionnaire, and phone interviews. The study indicated that educators are leveraging social media and Web 2.0 tools to collaborate and share professional practices. The study also found that many of the educators in this study sought out this alternative form of virtual professional development because of an internal drive to improve student achievement in their own district, schools, and classrooms.
Click the link below to download the study.
| perceptions_of_professional_development_in_virtual_communities_of_practice.pdf |
@DrMattParker
Matthew H. Parker
Title: Waynesville Assistant Principal Waynesville
Research Topic: Teacher Transfer and Teacher Satisfaction in Public Schools
Institution: St. Louis University
Committee Chair: Lavern Scott
Abstract: This project analyzed the dynamics of intra-district transfer and the consequences such transfers have on members of the organization. Intra-district transfers are transfers within a single school district from one teaching assignment to another. The purpose of this project was to describe the current practices regarding intra-district teacher transfer, identify the various types of transfer, and determine the influence intra-district transfer had on teacher satisfaction.
This project has broad importance for organizational leaders in a variety of settings. Despite the educational backdrop, placement of members in any organization will find this project a valuable lens through which to view the practices of transfer. The project offers recommendations to leaders of organizations in terms of practice and policies. The benefits for supervisors and employees are greater, as transfers can be facilitated in a way that empowers employees through participation in the process and can help chart the rough waters supervisors must navigate when faced with making decisions about transfers.
The findings presented here outline the overlapping positive and negative influences on perceived satisfaction that different transfer factors have for teachers. Specifically, teacher satisfaction increased for those who voluntarily transferred. Conversely, changing content areas or being involuntarily transferred or re-assigned influenced satisfaction negatively. An additional finding indicated that some organizational characteristics, like "rapidly growing" large schools had a greater incidence of internal transfers. Furthermore, products are presented for district, building, and human resources leaders, as well as state policy makers that can help educate and develop solutions to support successful intra-district transfers, by minimizing the negative influences, and strategic planning to enhance the positive influences.
Click the link below to download the study.
Title: Waynesville Assistant Principal Waynesville
Research Topic: Teacher Transfer and Teacher Satisfaction in Public Schools
Institution: St. Louis University
Committee Chair: Lavern Scott
Abstract: This project analyzed the dynamics of intra-district transfer and the consequences such transfers have on members of the organization. Intra-district transfers are transfers within a single school district from one teaching assignment to another. The purpose of this project was to describe the current practices regarding intra-district teacher transfer, identify the various types of transfer, and determine the influence intra-district transfer had on teacher satisfaction.
This project has broad importance for organizational leaders in a variety of settings. Despite the educational backdrop, placement of members in any organization will find this project a valuable lens through which to view the practices of transfer. The project offers recommendations to leaders of organizations in terms of practice and policies. The benefits for supervisors and employees are greater, as transfers can be facilitated in a way that empowers employees through participation in the process and can help chart the rough waters supervisors must navigate when faced with making decisions about transfers.
The findings presented here outline the overlapping positive and negative influences on perceived satisfaction that different transfer factors have for teachers. Specifically, teacher satisfaction increased for those who voluntarily transferred. Conversely, changing content areas or being involuntarily transferred or re-assigned influenced satisfaction negatively. An additional finding indicated that some organizational characteristics, like "rapidly growing" large schools had a greater incidence of internal transfers. Furthermore, products are presented for district, building, and human resources leaders, as well as state policy makers that can help educate and develop solutions to support successful intra-district transfers, by minimizing the negative influences, and strategic planning to enhance the positive influences.
Click the link below to download the study.
| teacher_transfer_and_teacher_satisfaction_in_public_schools.pdf |
@sitleclark
Stephanie Itle-Clark
Title: Director of Learning, Humane Society Academy
Research Topic: In-Service Teachers’ Understanding and Teaching of Humane Education Before and After a Standards-Based Intervention
Institution: Fielding Graduate University
Committee Chair: Jennifer Edwards, PhD
Abstract: The purpose of this study was to examine the ways in which credentialed educators conceptualized, understood, and perceived humane education, as well as their intent to include humane education in personal practice and their knowledge of strategies for integrating humane education concepts into their classroom work. The group of 25 educators participated in an online eight-week professional development course and completed pre- and post-surveys. The participants consisted of educators from the United States, British Columbia, and Vietnam. Participants were 11 secondary educators, 10 primary educators, 2 substitute teachers, 1 administrator, and 1 librarian. Results indicate that after an eight-week professional development intervention, participants had a greater understanding of humane education and an increased intent to include humane concepts in their practice, as well as increased knowledge of strategies for integrating humane concepts into their personal work. Results show that while the educators did not have an understanding of humane education at the beginning of the study, the humane themes resonated with their desire to engage students and to teach prosocial behaviors. A recommendation is for educators to receive humane education professional development that aligns with reform models and standards-based education in order to increase their knowledge of strategies and to infuse humane education into traditional pedagogy. (Contains 15 tables.)
Click the link below to download the study.
Title: Director of Learning, Humane Society Academy
Research Topic: In-Service Teachers’ Understanding and Teaching of Humane Education Before and After a Standards-Based Intervention
Institution: Fielding Graduate University
Committee Chair: Jennifer Edwards, PhD
Abstract: The purpose of this study was to examine the ways in which credentialed educators conceptualized, understood, and perceived humane education, as well as their intent to include humane education in personal practice and their knowledge of strategies for integrating humane education concepts into their classroom work. The group of 25 educators participated in an online eight-week professional development course and completed pre- and post-surveys. The participants consisted of educators from the United States, British Columbia, and Vietnam. Participants were 11 secondary educators, 10 primary educators, 2 substitute teachers, 1 administrator, and 1 librarian. Results indicate that after an eight-week professional development intervention, participants had a greater understanding of humane education and an increased intent to include humane concepts in their practice, as well as increased knowledge of strategies for integrating humane concepts into their personal work. Results show that while the educators did not have an understanding of humane education at the beginning of the study, the humane themes resonated with their desire to engage students and to teach prosocial behaviors. A recommendation is for educators to receive humane education professional development that aligns with reform models and standards-based education in order to increase their knowledge of strategies and to infuse humane education into traditional pedagogy. (Contains 15 tables.)
Click the link below to download the study.
| in-service_teachers-_understanding_and_teaching_of_humane_educati.pdf |
@arbogast_d
Dr. Duane Arbogast
Title: Vice President of Educational Services/Chief Operating Officer, The Children's Guild
Research Topic: Supporting Professional Learning in an Era of Accountability: The Elementary School Principal Perspective
Committee Chair: Dr. Hanne Bondo Mawhinney
Abstract: Recent school reform movements have demanded high levels of accountability from districts and from individual schools. The accountability was measured in terms of student achievement. Current research linked student achievement to teacher professional development. Evidence also suggested that the quality of teacher professional development was impacted by the structure and culture of the school. The research in organizational learning linked professional development to the creation of learning communities that supported shared decision-making, a supportive environment for experimentation, collaboration among peers and supportive leadership. The school principal was identified as a key component in the creation of learning communities. The purpose of this study was to uncover the practices that elementary school principals utilized that balanced the demands of accountability with the creation of supportive learning environments. This study utilized a multi-case study of schools identified as having supportive environments for professional learning. This analysis of data found that principals engaged in an initial assessment of the school’s performance, the instructional practices and the social context of the school based on their personal belief systems. This included a look at the existing leadership patterns, the structures of decision-making and the staff’s perceived need for change. In addition to this assessment, the principals began to establish and vision for the school and they restructured the decision-making processes. The principals also began to “re-culture” the school by promoting professional learning, collaboration and teacher decision-making. This study found that the impact of No Child Left Behind was to narrow the focus of teacher professional development to the areas assessed by state testing and to frame teacher decision-making around the analysis of data. The implementation of No Child Left Behind had little effect on the structures and cultures of the schools studied. The identification of the practices principals used to support professional learning was significant because accountability and student achievement impact virtually every school in the country. The study added to our knowledge about the effects of accountability, leadership and the development of environments that support learning.
Click the link below to download the study.
Title: Vice President of Educational Services/Chief Operating Officer, The Children's Guild
Research Topic: Supporting Professional Learning in an Era of Accountability: The Elementary School Principal Perspective
Committee Chair: Dr. Hanne Bondo Mawhinney
Abstract: Recent school reform movements have demanded high levels of accountability from districts and from individual schools. The accountability was measured in terms of student achievement. Current research linked student achievement to teacher professional development. Evidence also suggested that the quality of teacher professional development was impacted by the structure and culture of the school. The research in organizational learning linked professional development to the creation of learning communities that supported shared decision-making, a supportive environment for experimentation, collaboration among peers and supportive leadership. The school principal was identified as a key component in the creation of learning communities. The purpose of this study was to uncover the practices that elementary school principals utilized that balanced the demands of accountability with the creation of supportive learning environments. This study utilized a multi-case study of schools identified as having supportive environments for professional learning. This analysis of data found that principals engaged in an initial assessment of the school’s performance, the instructional practices and the social context of the school based on their personal belief systems. This included a look at the existing leadership patterns, the structures of decision-making and the staff’s perceived need for change. In addition to this assessment, the principals began to establish and vision for the school and they restructured the decision-making processes. The principals also began to “re-culture” the school by promoting professional learning, collaboration and teacher decision-making. This study found that the impact of No Child Left Behind was to narrow the focus of teacher professional development to the areas assessed by state testing and to frame teacher decision-making around the analysis of data. The implementation of No Child Left Behind had little effect on the structures and cultures of the schools studied. The identification of the practices principals used to support professional learning was significant because accountability and student achievement impact virtually every school in the country. The study added to our knowledge about the effects of accountability, leadership and the development of environments that support learning.
Click the link below to download the study.
| supporting_professional_learning_in_an_ear_of_accountability_the_elementary_school_principal_perspective.pdf |
Dr. Sean Yisrael
Title: C.E.O. Educational Practitioners for Better Schools
Research Topic: A Qualitative Case Study: The Positive Impact Interdisciplinary Teaming Has On Teacher Morale
Committee Chair: Dr. Michael Dantley
Abstract: Many secondary teachers, especially those with less than five years of experience, find the traditional isolation of teaching to be very problematic. Within various public spheres, the official discourse among teachers has been reduced to compliance and conformity, instead of engaging in critical debates that will translate into effective practices that could boost student achievement. One of the most common negative outcomes resulting from teachers being isolated is the decrease in their morale. When morale decreases among the teaching staff, teachers lose passion for what they do. Many schools districts today are moving toward more collaborative structural models that give teachers more autonomy over their daily work, and involving them in the decision making process. The purpose of this research was to determine the positive impact interdisciplinary teaming has on teacher morale. The researcher was interested in this area of research for a couple of reasons. First, there was an interest in learning more about a school structure like interdisciplinary teaming, which allows teachers to use their time within the school day to plan, collaborate, and dialogue about issues that directly affect them. Secondly, the researcher also wanted to bring out the importance of having high staff morale within a school organization. When a healthy school environment exists and teachers’ morale is high, teachers feel good about themselves and what they are able to do for students. In order to find out if interdisciplinary teaming positively impacts teacher morale, the researcher conducted a qualitative case study on a ninth grade interdisciplinary team of teachers. Throughout the twelve weeks of the study, individual interviews and observations were conducted in order to gain an understanding of how the teachers felt the interdisciplinary teaming process impacted their morale. The five chapters of this document include the development, process, and results of the research. What was learned from the research was that interdisciplinary teaming had a positive impact on teacher morale.
Click the link below to download the study.
Title: C.E.O. Educational Practitioners for Better Schools
Research Topic: A Qualitative Case Study: The Positive Impact Interdisciplinary Teaming Has On Teacher Morale
Committee Chair: Dr. Michael Dantley
Abstract: Many secondary teachers, especially those with less than five years of experience, find the traditional isolation of teaching to be very problematic. Within various public spheres, the official discourse among teachers has been reduced to compliance and conformity, instead of engaging in critical debates that will translate into effective practices that could boost student achievement. One of the most common negative outcomes resulting from teachers being isolated is the decrease in their morale. When morale decreases among the teaching staff, teachers lose passion for what they do. Many schools districts today are moving toward more collaborative structural models that give teachers more autonomy over their daily work, and involving them in the decision making process. The purpose of this research was to determine the positive impact interdisciplinary teaming has on teacher morale. The researcher was interested in this area of research for a couple of reasons. First, there was an interest in learning more about a school structure like interdisciplinary teaming, which allows teachers to use their time within the school day to plan, collaborate, and dialogue about issues that directly affect them. Secondly, the researcher also wanted to bring out the importance of having high staff morale within a school organization. When a healthy school environment exists and teachers’ morale is high, teachers feel good about themselves and what they are able to do for students. In order to find out if interdisciplinary teaming positively impacts teacher morale, the researcher conducted a qualitative case study on a ninth grade interdisciplinary team of teachers. Throughout the twelve weeks of the study, individual interviews and observations were conducted in order to gain an understanding of how the teachers felt the interdisciplinary teaming process impacted their morale. The five chapters of this document include the development, process, and results of the research. What was learned from the research was that interdisciplinary teaming had a positive impact on teacher morale.
Click the link below to download the study.
| a_qualitative_case_study_the_positive_impact.pdf |
@tracyrenee70
Dr. Tracy Edwards
Title: Teacher/Curriculum Consultant
Research Topic: Examining the impact of online professional development on teacher practice
Institution: Pepperdine University
Committee Chair: Linda Polin, Ph.D.
Abstract: The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom.
The researcher examined teachers’ actual online behaviors by using data captured by the online social network and compared this to teachers’ self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers’ classroom instruction.
Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers’ goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models.
Title: Teacher/Curriculum Consultant
Research Topic: Examining the impact of online professional development on teacher practice
Institution: Pepperdine University
Committee Chair: Linda Polin, Ph.D.
Abstract: The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom.
The researcher examined teachers’ actual online behaviors by using data captured by the online social network and compared this to teachers’ self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers’ classroom instruction.
Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers’ goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models.
Click the link below to download the study.
| tracy_r._edwards.pdf |