subject:(teacher professional development)

Addis Ababa University

1. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6426

► The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

▼ The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along the contours of teacher’s class room practice, continuous professional development, and sense of collegiality learning environment with the intention of engendering the ways/means for sustainable partnership. Towards achieving this purpose, the study employed better combination of qualitative and quantitative - mixed research. Consequently, the study involved participants such as deans of the colleges, cluster unit coordinators of the college, school teachers, college instructors, cluster supervisors, school directors, woreda education heads and group of council students of the schools; using mixed sampling techniques. Corollary, data was collected through questionnaire, in-depth interview, classroom observations, and document analysis as enriching and triangulating data for the study. Following this, quantitative (descriptive and inferential statistics) and qualitative(thematic analysis and interpretation) sub report, mixed data analysis findings reveal that the partnership status vitality includes most descriptions of goals and benefits at planning stage, however challenging implementation process and loosely monitoring and evaluation system. The trainings and materials support provision the colleges render to the schools on the one hand, and what all these supports the schools receive on the other hand, was considered as mainstay with the partnership’s practice towards meeting its purposes. In effect, TEIs/cluster school partnership offers tremendous opportunities in establishing model classes and pedagogical resource center in the schools was unprecedented. Further to this, increasing repertoire pedagogical knowledge and skills, initiating conducting action research as tool for professional development were emerged to accrue from TEIs/cluster school partnership. However, most of these partnership impacts found at the infancy stage with little desired ‘trickledown impacts’ of the potential advantages of partnership. On the top of this, the TEIs/cluster schools partnership embedded the dearth of documentation and comprehensive impact research, loosely monitoring and evaluation system, lack of budget, time constraints, lack of delineated responsibilities and involvement of stakeholders, lack of organizational supports as multitudes challenges which increases the pressure for enduring positive outcomes of the partnership in more meaningful and sustainable manners. There was an apparent absence of evidence that underpins TEIs/cluster schools were immersed in the authentic collaborative atmosphere, hitherto, as to securing contrasting reciprocal opportunities in the quest for quality of education improvement. Through the education partnership lenses, the research findings encouraged critical [re]thinking of school/TEIs partnership to emulate its potentially enduring impacts and far reaching… Advisors/Committee Members: Derebssa Dufera (advisor).

Subjects/Keywords: teacher professional development

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APA (6^th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed January 16, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 16 Jan 2021.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2021 Jan 16]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

2. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6428

► The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

▼ The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along the contours of teacher’s class room practice, continuous professional development, and sense of collegiality learning environment with the intention of engendering the ways/means for sustainable partnership. Towards achieving this purpose, the study employed better combination of qualitative and quantitative - mixed research. Consequently, the study involved participants such as deans of the colleges, cluster unit coordinators of the college, school teachers, college instructors, cluster supervisors, school directors, woreda education heads and group of council students of the schools; using mixed sampling techniques. Corollary, data was collected through questionnaire, in-depth interview, classroom observations, and document analysis as enriching and triangulating data for the study. Following this, quantitative (descriptive and inferential statistics) and qualitative(thematic analysis and interpretation) sub report, mixed data analysis findings reveal that the partnership status vitality includes most descriptions of goals and benefits at planning stage, however challenging implementation process and loosely monitoring and evaluation system. The trainings and materials support provision the colleges render to the schools on the one hand, and what all these supports the schools receive on the other hand, was considered as mainstay with the partnership’s practice towards meeting its purposes. In effect, TEIs/cluster school partnership offers tremendous opportunities in establishing model classes and pedagogical resource center in the schools was unprecedented. Further to this, increasing repertoire pedagogical knowledge and skills, initiating conducting action research as tool for professional development were emerged to accrue from TEIs/cluster school partnership. However, most of these partnership impacts found at the infancy stage with little desired ‘trickledown impacts’ of the potential advantages of partnership. On the top of this, the TEIs/cluster schools partnership embedded the dearth of documentation and comprehensive impact research, loosely monitoring and evaluation system, lack of budget, time constraints, lack of delineated responsibilities and involvement of stakeholders, lack of organizational supports as multitudes challenges which increases the pressure for enduring positive outcomes of the partnership in more meaningful and sustainable manners. There was an apparent absence of evidence that underpins TEIs/cluster schools were immersed in the authentic collaborative atmosphere, hitherto, as to securing contrasting reciprocal opportunities in the quest for quality of education improvement. Through the education partnership lenses, the research findings encouraged critical [re]thinking of school/TEIs partnership to emulate its potentially enduring impacts and far reaching…

Subjects/Keywords: teacher professional development

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed January 16, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 16 Jan 2021.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2021 Jan 16]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

3. Meeler, Regina Linton. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/25252

► The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions… (more)

Subjects/Keywords: Teacher education; Diversity; Professional Development

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APA (6^th Edition):

Meeler, R. L. (2014). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25252

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Thesis, University of Georgia. Accessed January 16, 2021. http://hdl.handle.net/10724/25252.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Web. 16 Jan 2021.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10724/25252.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25252

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Wayne State University

4. Alhabeeb, Ebtesam Saleh. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/1507

► This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Alhabeeb, E. S. (2016). Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1507

Chicago Manual of Style (16^th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed January 16, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7^th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 16 Jan 2021.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2021 Jan 16]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507

College of William and Mary

5. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

URL: https://scholarworks.wm.edu/etd/1539618871

► Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed January 16, 2021. https://scholarworks.wm.edu/etd/1539618871.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 16 Jan 2021.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2021 Jan 16]. Available from: https://scholarworks.wm.edu/etd/1539618871.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Western Michigan University

6. Andrea, Patti. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.

Degree: PhD, Educational Leadership, Research and Technology, 2010, Western Michigan University

URL: https://scholarworks.wmich.edu/dissertations/498

► Since the early 1980s, policy makers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education… (more)

▼ Since the early 1980s, policy makers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education (Feiman- Nemser, 1996). A review of literature written throughout the evolution of mentoring illustrated that researchers focused most of their attention on a relatively narrow aspect of mentoring relationships and relatively little attention has been paid to mentor benefits (Ragins & Kram, 2007). This study examined the patterns, similarities, and differences of the mentor teacher’s perspectives of potential mentor benefits of mentoring university pre-service teachers. A phenomenological study was conducted to explore whether mentors attained leadership benefits and/or reflective behaviors from mentoring. A qualitative approach allowed for a deep, richness of data and captured the complexities of the mentors’ experiences and an understanding of those personal perspectives related to mentoring. In-depth interviews were the primary method of collecting information, which consisted of semi-structured questions that guided unconstrained descriptions of the mentors’ views on the impact mentoring had on mentors. Participants of this study were selected because they were experienced mentors who were highly rated by previous student pre-service interns through a Midwest university’s pre-service intern program. Results suggest that mentoring impacts mentors with respect to teacher leadership characteristics and reflective processes. Based on Kouzes and Posner’s (2007) Leadership Practices, and York-Barr, Sommers, Ghere, and Montie’s (2001) Profile of a Reflective Educator, mentors believed mentoring caused them to (1) challenge the process, (2) inspire a shared vision, (3) enable others to act, (4) model the way, (5) encourage others, (6) be responsible for their own learning and continuous improvement, (7) be more aware, (8) utilize effective inquiry and take action with new understandings more often. Overall, mentoring programs are critical in both preparing tomorrow’s teachers and in enhancing the skills of teachers. Given the significant demands placed on schools, it is important for leaders to examine the benefits of mentoring programs. The findings from this study add to the literature base by providing a deeper understanding of how mentoring impact mentors. Advisors/Committee Members: Dr. Van Cooley.

Subjects/Keywords: Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Andrea, P. (2010). The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/498

Chicago Manual of Style (16^th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Doctoral Dissertation, Western Michigan University. Accessed January 16, 2021. https://scholarworks.wmich.edu/dissertations/498.

MLA Handbook (7^th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Web. 16 Jan 2021.

Vancouver:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2021 Jan 16]. Available from: https://scholarworks.wmich.edu/dissertations/498.

Council of Science Editors:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/498

7. Cullen, Dianne Margaret. Pre-service teacher education in the postmodern state.

Degree: PhD, 2012, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/429

► Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cullen, D. M. (2012). Pre-service teacher education in the postmodern state. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/429

Chicago Manual of Style (16^th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed January 16, 2021. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7^th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 16 Jan 2021.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2021 Jan 16]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

Cullen DM. Pre-service teacher education in the postmodern state. [Doctoral Dissertation]. Australian Catholic University; 2012. Available from: https://researchbank.acu.edu.au/theses/429

University of Iowa

8. Alwahbi, Abdullah Abdulmohsen. Using contingency contracting to improve social interactions between students with ASD and their peers.

Degree: PhD, Teaching and Learning, 2017, University of Iowa

URL: https://ir.uiowa.edu/etd/5907

► Students with autism spectrum disorder (ASD) have severe impairment in social skills, which affects all areas of development. Researchers have indicated peer-mediated intervention (PMI)… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Alwahbi, A. A. (2017). Using contingency contracting to improve social interactions between students with ASD and their peers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5907

Chicago Manual of Style (16^th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Doctoral Dissertation, University of Iowa. Accessed January 16, 2021. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7^th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 16 Jan 2021.

Vancouver:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2021 Jan 16]. Available from: https://ir.uiowa.edu/etd/5907.

Council of Science Editors:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5907

University of Iowa

9. Jang, Jeong Yoon. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

URL: https://ir.uiowa.edu/etd/1232

► This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Jang, J. Y. (2011). The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1232

Chicago Manual of Style (16^th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed January 16, 2021. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7^th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 16 Jan 2021.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2021 Jan 16]. Available from: https://ir.uiowa.edu/etd/1232.

Council of Science Editors:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1232

University of Nevada – Las Vegas

10. Hayden, Steve. Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study.

Degree: PhD, Teaching and Learning, 2019, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/3726

► Teacher agency is the temporal and ecological understanding of a teacher’s capacity to make choices, take principled action, and enact positive change. A teacher’s… (more)

▼ Teacher agency is the temporal and ecological understanding of a teacher’s capacity to make choices, take principled action, and enact positive change. A teacher’s agency relies on context and is measured on a continuum, with agency contingent on the reciprocal relationship between the individual and the structural environment. Structure influences teachers’ professional practice, but teachers must reciprocally influence power relationships within the structural school context to be successful and active contributors to the education process. Teacher agency is an essential dimension of effective professional practice because of its ability to highlight the required skillset of successful teachers. Because preservice teachers are expected to operate with immediate agency once they become full-time teachers, it is necessary to explore their influences on power relationships in the teacher education context. The purpose of this study was to explore preservice teacher’s perceived agency to influence power relationships with course instructors, what actions they take to enact agency, and to identify reasons why they perceived agency and took action the way they did. Guided by a subject-centered sociocultural perspective, the study used a multiple case study method for the exploration. Findings suggested preservice teachers perceived agency closely related to the individual and her/his prior experiences and identity. Findings also indicated structural enabling and constraining conditions of preservice teacher agency influencing power relationships with teacher educators, for example, whether or not an open pathway of communication exists. Discussion indicated certain commonalities and differences across the cases which compared and contrasted to existing preservice teacher agency literature. The study further highlighted the importance of relationships between teacher educators and preservice teachers and has implications for the teacher education structure, teacher educators, and future research. Advisors/Committee Members: Katrina Liu, Jane McCarthy, Iesha Jackson, Stefani Relles.

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Hayden, S. (2019). Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3726

Chicago Manual of Style (16^th Edition):

Hayden, Steve. “Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3726.

MLA Handbook (7^th Edition):

Hayden, Steve. “Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study.” 2019. Web. 16 Jan 2021.

Vancouver:

Hayden S. Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3726.

Council of Science Editors:

Hayden S. Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3726

University of Nevada – Las Vegas

11. Laferriere, Jeffrey Robert. A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts.

Degree: PhD, Teaching and Learning, 2019, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/3734

► Bullying is an act of aggression intended to physically or emotionally harm another. It is a problem that affects millions of K-12 students around… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Laferriere, J. R. (2019). A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3734

Chicago Manual of Style (16^th Edition):

Laferriere, Jeffrey Robert. “A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3734.

MLA Handbook (7^th Edition):

Laferriere, Jeffrey Robert. “A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts.” 2019. Web. 16 Jan 2021.

Vancouver:

Laferriere JR. A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3734.

Council of Science Editors:

Laferriere JR. A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3734

University of Nevada – Las Vegas

12. Alnajjar, Khaled Ismail. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2771

► During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Alnajjar, K. I. (2016). A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2771

Chicago Manual of Style (16^th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/2771.

MLA Handbook (7^th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Web. 16 Jan 2021.

Vancouver:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771.

Council of Science Editors:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771

University of Nevada – Las Vegas

13. Riddle, Derek R. A Descriptive Exploration of a Self-Directed Professional Development Approach.

Degree: PhD, Teaching and Learning, 2018, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/3378

► Teachers, who are deemed the greatest in-school factor of student success, are often invited or mandated to engage in some form of professional development… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Riddle, D. R. (2018). A Descriptive Exploration of a Self-Directed Professional Development Approach. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3378

Chicago Manual of Style (16^th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3378.

MLA Handbook (7^th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Web. 16 Jan 2021.

Vancouver:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378.

Council of Science Editors:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378

14. Jakhaia, Nino. L2 Teachers' Efficacy: The Impact Of Professional Development.

Degree: PhD, Teacher Education, 2018, University of Mississippi

URL: https://egrove.olemiss.edu/etd/495

► This quasi-experimental explanatory sequential mixed-methods study examined the impact of a 25-hour professional development on English as a foreign language (L2) teachers’ sense of efficacy… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Jakhaia, N. (2018). L2 Teachers' Efficacy: The Impact Of Professional Development. (Doctoral Dissertation). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/495

Chicago Manual of Style (16^th Edition):

Jakhaia, Nino. “L2 Teachers' Efficacy: The Impact Of Professional Development.” 2018. Doctoral Dissertation, University of Mississippi. Accessed January 16, 2021. https://egrove.olemiss.edu/etd/495.

MLA Handbook (7^th Edition):

Jakhaia, Nino. “L2 Teachers' Efficacy: The Impact Of Professional Development.” 2018. Web. 16 Jan 2021.

Vancouver:

Jakhaia N. L2 Teachers' Efficacy: The Impact Of Professional Development. [Internet] [Doctoral dissertation]. University of Mississippi; 2018. [cited 2021 Jan 16]. Available from: https://egrove.olemiss.edu/etd/495.

Council of Science Editors:

Jakhaia N. L2 Teachers' Efficacy: The Impact Of Professional Development. [Doctoral Dissertation]. University of Mississippi; 2018. Available from: https://egrove.olemiss.edu/etd/495

Duquesne University

15. Pulkowski, Cynthia. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

URL: https://dsc.duq.edu/etd/1066

► Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set… (more)

Subjects/Keywords: coaching; community; development; professional; teacher

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APA (6^th Edition):

Pulkowski, C. (2014). Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1066

Chicago Manual of Style (16^th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Doctoral Dissertation, Duquesne University. Accessed January 16, 2021. https://dsc.duq.edu/etd/1066.

MLA Handbook (7^th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 16 Jan 2021.

Vancouver:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2021 Jan 16]. Available from: https://dsc.duq.edu/etd/1066.

Council of Science Editors:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1066

16. Jackson, Christine Jennifer. The utility of NAPLAN for improving teaching and learning.

Degree: Master of Education (Research) (MEd(Res)), 2020, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/833

► Internationally, assessment and the use of diagnostic data are recognised as critical capabilities for teachers. This is not a recent development, with assessment recognized… (more)

▼ Internationally, assessment and the use of diagnostic data are recognised as critical capabilities for teachers. This is not a recent development, with assessment recognized for some decades as playing a significant role in informing learning and learners (Broadfoot, 2007; Rowntree, 1987; Sadler, 1986) while also “[serving] as a communicative device between the world of education and that of the wider society” (Broadfoot & Black, 2004, p. 9). Assessment is identified as a key competency for teachers in Australia and is recognised through the Australian Professional Standards for Teachers which specifies the need for teachers at graduate level to demonstrate their capacity to interpret and use assessment data to “evaluate student learning and modify their teaching practice” (Australian Institute for Teaching and School Leadership [AITSL], 2016, p. 9). The research question for the study is What is the utility of the National Assessment Program Literacy and Numeracy (NAPLAN) for teachers and members of the school leadership team in informing teaching and improving learning? The question will be explored using a theoretical framework that deliberately draws on the conceptualisation of assessment as a social practice (Broadfoot & Black, 2004; Elwood & Murphy, 2015), drawing also on Wenger’s (1998) social theory of learning and nature of knowledge as a shared enterprise in a community of practice. The study will explore the notion of whether teachers are seen as legitimate participants, from the viewpoint that common power relationships (school leaders and teachers) exist as part of social structures within a community of practice (Lave & Wenger, 1991). The term legitimate, as it is considered in light of the sociocultural notion of legitimate peripheral participation, is understood to refer to a multidimensional but interconnected system that looks at how learning occurs as one engages in the social practices of a community (Lave & Wenger, 1991). This will be examined particularly in relation to the utility of NAPLAN data to inform teaching and student learning improvement. The study will draw on school leaders’1 and teachers’ accounts of NAPLAN data as they use it for informing teaching and student learning improvement. Data analysed in this study, specifically interview data, were collected in an ARC 2011-20142 grant. The analysis of the interview data is original, that is, these data have not been examined previously in the context of school leaders’ and teachers’ perspectives. The aim of this study is to provide an analysis of both school leaders’ and teachers’ accounts that looks to analogous and different perspectives of NAPLAN and the subsequent use of these data, through an examination of the differences and consistencies within each group and across both groups. The exploration of accounts will “reproduce and rearticulate cultural particulars grounded in given patterns of social organisation” (Silverman, 1993, p. 105), reflecting on school leaders’ and teachers’ accounts of access to and use of data. The…

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Jackson, C. J. (2020). The utility of NAPLAN for improving teaching and learning. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/833

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jackson, Christine Jennifer. “The utility of NAPLAN for improving teaching and learning.” 2020. Thesis, Australian Catholic University. Accessed January 16, 2021. https://researchbank.acu.edu.au/theses/833.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jackson, Christine Jennifer. “The utility of NAPLAN for improving teaching and learning.” 2020. Web. 16 Jan 2021.

Vancouver:

Jackson CJ. The utility of NAPLAN for improving teaching and learning. [Internet] [Thesis]. Australian Catholic University; 2020. [cited 2021 Jan 16]. Available from: https://researchbank.acu.edu.au/theses/833.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jackson CJ. The utility of NAPLAN for improving teaching and learning. [Thesis]. Australian Catholic University; 2020. Available from: https://researchbank.acu.edu.au/theses/833

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

17. Jarrott, Tricia Marie. Effective professional development practices to elicit changes in teaching evolution.

Degree: MA, Science Education, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-08-3931

► With numerous opportunities for professional development, teachers are inundated with a variety of workshop styles to choose from. In the development of the Life Through… (more)

Subjects/Keywords: Teacher professional development; Evolution education

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APA (6^th Edition):

Jarrott, T. M. (2011). Effective professional development practices to elicit changes in teaching evolution. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-3931

Chicago Manual of Style (16^th Edition):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Masters Thesis, University of Texas – Austin. Accessed January 16, 2021. http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

MLA Handbook (7^th Edition):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Web. 16 Jan 2021.

Vancouver:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

Council of Science Editors:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3931

Oklahoma State University

18. Ely, Jeana Dawn. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

URL: http://hdl.handle.net/11244/7385

► This inquiry, using survey and interview techniques, demonstrated both quantitative and qualitative research methodologies. In this study, effective teacher traits related to successful classroom structure… (more)

Subjects/Keywords: master teacher competency; professional development

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APA (6^th Edition):

Ely, J. D. (2011). Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Thesis, Oklahoma State University. Accessed January 16, 2021. http://hdl.handle.net/11244/7385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Web. 16 Jan 2021.

Vancouver:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/11244/7385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

19. Elliott, Kerry Louise. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.

Degree: 2019, University of Melbourne

URL: http://hdl.handle.net/11343/228901

► Despite policies and guidelines introducing teacher performance and development systems at a local, national and international level, current findings would suggest there is limited evidence… (more)

Subjects/Keywords: teacher performance and development; professional learning; professional development; performance appraisal; professional teacher standards; teacher learning

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APA (6^th Edition):

Elliott, K. L. (2019). Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/228901

Chicago Manual of Style (16^th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Doctoral Dissertation, University of Melbourne. Accessed January 16, 2021. http://hdl.handle.net/11343/228901.

MLA Handbook (7^th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Web. 16 Jan 2021.

Vancouver:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/11343/228901.

Council of Science Editors:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/228901

Georgia State University

20. Gul, Tugce. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

URL: https://scholarworks.gsu.edu/mse_diss/17

► The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson &… (more)

▼ The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson & Hann, 2002; Harris, 2003; Lambert, 2002; Marks & Printy, 2003). Most of this research has focused on the qualifications, impacts, and development of teacher leadership (Smylie & Mayrowetz, 2009). This study aimed to broaden the scope of research to include science teachers’ interaction with leadership practices in the course of a leadership development program that includes both their own professional development (PD) and leadership of teacher-driven professional development (TDPD). The study considered professional vision and identity rather than focusing only on formal or informal leadership roles. The purpose of this qualitative case study was to examine experienced physics and chemistry high school teachers’ perceptions of their leadership roles and characteristics and their professional vision and identity as they participated in a leadership development training program and a math and science partnership program as facilitators of the science activities for K-12 teachers. The study was situated within the leadership training program (I-LEAD) five-year project, which was designed to recruit experienced secondary physics and chemistry teachers, called Master Teaching Fellows (MTFs), to understand the dynamics that support or limit the development of teacher leaders. The participants in this study consisted of up to three of these MTFs, who organized and implemented TDPD activities for K-12 teachers to improve these teachers’ science knowledge and teaching practices. The data was analyzed using multiple coding methods that generated themes from interviews with the MTFs and archival data from the I-LEAD leadership program. The results of the study claim that professional vision, professional identity, and teacher leadership roles and skills are inextricably interrelated. These dynamic components are refined, reshaped, and reformed by self-reflection, discussion, and feedback as provided through PD activities. This study further suggests that teacher leadership mechanism evolves over time through practicing different teacher leadership roles in the professional journey. Implications and practical suggestions for school administrators, PD developers, and policy makers as well as teacher leaders are discussed. Advisors/Committee Members: Kadir Demir, Jodi Kaufmann, Brett Criswell.

Subjects/Keywords: Teacher leadership; Professional development; Professional identity; Professional vision; Teacher-driven professional development

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APA (6^th Edition):

Gul, T. (2016). Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/17

Chicago Manual of Style (16^th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Doctoral Dissertation, Georgia State University. Accessed January 16, 2021. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7^th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Web. 16 Jan 2021.

Vancouver:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2021 Jan 16]. Available from: https://scholarworks.gsu.edu/mse_diss/17.

Council of Science Editors:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/17

North Carolina State University

21. Castleberry, Emily. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/6242

► ABSTRACT CASTLEBERRY, EMILY. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Under the direction of Dr. Brad… (more)

Subjects/Keywords: Professional Development; Teacher Attrition; Teacher Retention

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APA (6^th Edition):

Castleberry, E. (2010). Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6242

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Thesis, North Carolina State University. Accessed January 16, 2021. http://www.lib.ncsu.edu/resolver/1840.16/6242.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Web. 16 Jan 2021.

Vancouver:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2021 Jan 16]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Chicago

22. Sullivan, Mary P. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.

Degree: 2016, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/21527

► Professional development (PD) is critical to educational change (Taylor, Raphael, & Au, 2011) and teachers mediate that change. Teacher interpretation during PD has the potential… (more)

Subjects/Keywords: Teacher Education; Professional Development; Teacher Interpretation

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APA (6^th Edition):

Sullivan, M. P. (2016). How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Thesis, University of Illinois – Chicago. Accessed January 16, 2021. http://hdl.handle.net/10027/21527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Web. 16 Jan 2021.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10027/21527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

23. Shurtleff, Kay. Teachers' Attitudes toward Professional Development: A Mixed Methods Study.

Degree: 2020, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1703399/

► Research has identified job context, specific attributes of professional development (PD), and perceived teacher input as factors that contribute to teachers' attitudes. This sequential mixed… (more)

Subjects/Keywords: professional development; professional learning; teacher development; teacher staff development; teacher attitude toward professional development; Education, Educational Psychology; Education, Teacher Training

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APA (6^th Edition):

Shurtleff, K. (2020). Teachers' Attitudes toward Professional Development: A Mixed Methods Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1703399/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shurtleff, Kay. “Teachers' Attitudes toward Professional Development: A Mixed Methods Study.” 2020. Thesis, University of North Texas. Accessed January 16, 2021. https://digital.library.unt.edu/ark:/67531/metadc1703399/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shurtleff, Kay. “Teachers' Attitudes toward Professional Development: A Mixed Methods Study.” 2020. Web. 16 Jan 2021.

Vancouver:

Shurtleff K. Teachers' Attitudes toward Professional Development: A Mixed Methods Study. [Internet] [Thesis]. University of North Texas; 2020. [cited 2021 Jan 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703399/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shurtleff K. Teachers' Attitudes toward Professional Development: A Mixed Methods Study. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703399/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Edith Cowan University

24. Sari, Eunice R. Teacher professional development in an online learning community : a case study in Indonesia.

Degree: 2012, Edith Cowan University

URL: https://ro.ecu.edu.au/theses/470

► Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted… (more)

▼ Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted (Hargreaves, 2003). Teachers are increasingly viewed as not only the knowledge providers, but also the facilitators of a learning process. These changes have been difficult for teachers to adapt to, requiring substantial amounts of professional development. In Indonesia, the government has continually developed a number of strategic education policies and implemented various pathways to improve the professionalism of teachers. Nonetheless, there are still a large number of teachers who struggle to access the professional development support provided by the Indonesian government for a variety of reasons. This is particularly the case for teachers who work in rural and remote areas, because many of the current Teacher Professional Development (TPD) practices still focus on teacher-centred approaches instead of collaborative approaches, and often only in the format of face-to-face interaction. Research has shown that an Online Learning Community (OLC) can support TPD and facilitate collaboration among teachers. As an open and voluntary form of gathering that involves education practitioners concerned with the general practice of teaching or specialist disciplines or areas of interest (Lloyd & Duncan-Howell, 2010), OLC promotes active and collaborative learning processes (Helleve, 2010) and gives an opportunity for teachers to engage in reflective practice that can lead to transformative professional development (Windschitl, 2002). This thesis presents the results of a study that set out to develop and implement an OLC to support the current TPD practices in Indonesia. This online learning community was called the Online Learning Community for Teacher Professional Development (OLC4TPD). The study investigated the facilitating and inhibiting factors of OLC4TPD implementation in Indonesia, and analysed how OLC4TPD supported TPD within the Indonesian context.

Subjects/Keywords: Teacher professional development; web-based learning; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Thesis, Edith Cowan University. Accessed January 16, 2021. https://ro.ecu.edu.au/theses/470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Web. 16 Jan 2021.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2021 Jan 16]. Available from: https://ro.ecu.edu.au/theses/470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Thesis]. Edith Cowan University; 2012. Available from: https://ro.ecu.edu.au/theses/470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Segura, Sherry Kathleen. Professional Development and the Impact on Teacher Growth and Development.

Degree: PhD, Curriculum and Instruction, 2016, U of Denver

URL: https://digitalcommons.du.edu/etd/1105

► This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of… (more)

Subjects/Keywords: Professional development; Teacher growth; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Segura, S. K. (2016). Professional Development and the Impact on Teacher Growth and Development. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1105

Chicago Manual of Style (16^th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Doctoral Dissertation, U of Denver. Accessed January 16, 2021. https://digitalcommons.du.edu/etd/1105.

MLA Handbook (7^th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Web. 16 Jan 2021.

Vancouver:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2021 Jan 16]. Available from: https://digitalcommons.du.edu/etd/1105.

Council of Science Editors:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1105

Queens University

26. Jones, Shara Lynn. Literacy-related professional development preferences of secondary teachers .

Degree: Education, 2011, Queens University

URL: http://hdl.handle.net/1974/6632

► The purpose of this study was to examine the literacy-related professional development preferences of participating secondary teachers in one school board in Ontario. Data was… (more)

Subjects/Keywords: literacy ; teacher development ; secondary teachers ; professional development

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APA (6^th Edition):

Jones, S. L. (2011). Literacy-related professional development preferences of secondary teachers . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Thesis, Queens University. Accessed January 16, 2021. http://hdl.handle.net/1974/6632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Web. 16 Jan 2021.

Vancouver:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Internet] [Thesis]. Queens University; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/1974/6632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

27. Thwala, Ntombenhle Portia Nomcebo. Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district.

Degree: 2019, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/17250

► The purpose of District Teacher Development Centres is the provision of teacher professional development. The DTDCs also aims to be a place where Professional learning… (more)

▼ The purpose of District Teacher Development Centres is the provision of teacher professional development. The DTDCs also aims to be a place where Professional learning communities should meet to enhance their professional learning for the improvement of their classroom practice. The centres should have resources and materials available to support teacher learning. The purpose of the study is to explore the extent to which a DTDC in a district in KwaZulu- Natal provides support to the teachers and to examine teachers’ perceptions of whether professional development they get from the centre contributes to their professional learning. My study uses the interpretive paradigm and a qualitative case study was adopted. I used observations, document analysis of attendance registers and quarterly reports and semistructured interviews as data generation methods. Ten participants were interviewed and five observations were made. I used purposive sampling for three centre personnel and convenience sampling for seven teachers. My study used Harland and Kinder’s typology of professional development outcomes as the conceptual framework. In analysing the data, I used thematic analysis and the conceptual framework. Findings revealed that many activities take place in the centre but the major activity that took place was workshops. The centre was mostly used as a meeting place for the teachers to get information on curriculum management and delivery. Moderation of school-based assessment also took place in the centre. Very few cluster meetings were mentioned by the participants as activities that take place at the centre. The centre was also used as the meeting venue for Education Department staff, community members and the Community Policing Forum, as well as an accommodation venue for matric learners during school holidays. The teachers’ perceptions of the centre’s support for their professional development showed they gained more administrative skills than the skills and knowledge that had an impact in their classroom practice. The findings also showed that the centre had no proper funding for its effective functionality in terms of acquiring resources. It did not have funds that were always available to finance urgent needs. The centre needed a proper security guard system, a receptionist, a Personal Assistant for the manager, as well as a science lab assistant. The centre needs to be supported by the Department of Basic Education so as provide proper professional development to teachers. Advisors/Committee Members: Bertram, Carol Anne. (advisor).

Subjects/Keywords: District teacher development centres.; Teachers.; Professional development.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thwala, N. P. N. (2019). Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17250

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thwala, Ntombenhle Portia Nomcebo. “Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district.” 2019. Thesis, University of KwaZulu-Natal. Accessed January 16, 2021. https://researchspace.ukzn.ac.za/handle/10413/17250.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thwala, Ntombenhle Portia Nomcebo. “Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district.” 2019. Web. 16 Jan 2021.

Vancouver:

Thwala NPN. Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Jan 16]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17250.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thwala NPN. Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17250

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

28. Bayar, Adem. Factors affecting teachers' participation in professional development activities in Turkey.

Degree: 2013, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/37579

► The purpose of this study was to examine the relationship between factors (internal [personal] and external [environmental]) and teachers' participation in professional development (PD) programs… (more)

Subjects/Keywords: professional development; elementary school; teacher development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bayar, A. (2013). Factors affecting teachers' participation in professional development activities in Turkey. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37579

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bayar, Adem. “Factors affecting teachers' participation in professional development activities in Turkey.” 2013. Thesis, University of Missouri – Columbia. Accessed January 16, 2021. https://doi.org/10.32469/10355/37579.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bayar, Adem. “Factors affecting teachers' participation in professional development activities in Turkey.” 2013. Web. 16 Jan 2021.

Vancouver:

Bayar A. Factors affecting teachers' participation in professional development activities in Turkey. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2021 Jan 16]. Available from: https://doi.org/10.32469/10355/37579.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bayar A. Factors affecting teachers' participation in professional development activities in Turkey. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37579

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

29. Kang, Grace. The power of teachers: exploring identity, agency, and collaboration in the context of literacy.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/78311

► This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there… (more)

▼ This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there are deep complexities (i.e., race, class, language, funding) that contribute to the inequities in schools, blaming teachers cannot be the answer to such a complicated problem. Interestingly, more than ever, teachers are faced with numerous top-down pressures, mandates, and “teacher-proof” curricula. This dissertation investigates teachers’ values, beliefs, and ideologies through observations of their various forms of collaboration and classroom instruction, as well as interviews with the participants to understand their past and present experiences. This project explores teachers’ backgrounds, experiences, and ways in which they have been prepared to teach. In a 6-month qualitative study of a focal teacher, his colleagues, and his classroom I highlight the complexities of teaching and how teachers negotiate their understandings with one another in spaces that take place during and beyond the school day in an era of high-stakes testing. Moreover, because the aim of the study is to unpack the complexities of teachers’ perspectives, values, and beliefs within literacy, in the current political backdrop the main research questions that guided this study are: What is the nature of collaborative practices in the school building surrounding literacy? What is the nature of teachers’ agency over the literacy curriculum? How does participation in collaborative practices relate to literacy instruction? Data for this study comes from the perspectives of three 4th grade teachers as they met during grade level collaboration sessions and multiple interviews, as well as the classroom literacy instruction and practice of the focal teacher. In addition, this study presents the focal teacher’s interactions with his students and furthermore illustrates teachers’ negotiations of identity and agency in a high-stakes era. In sum, this project attends to the perspectives of those who are in the field day in and day out, fully aware of their students’ needs, and are often discredited. This study clarifies issues related to teacher education, professional development, and teacher practice. Advisors/Committee Members: McCarthey, Sarah J. (advisor), McCarthey, Sarah J. (Committee Chair), Johnston-Parsons, Marilyn A. (committee member), Moller, Karla J. (committee member), Pak, Yoon (committee member).

Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kang, G. (2015). The power of teachers: exploring identity, agency, and collaboration in the context of literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78311

Chicago Manual of Style (16^th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 16, 2021. http://hdl.handle.net/2142/78311.

MLA Handbook (7^th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 16 Jan 2021.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78311

Penn State University

30. Favre, David Eugene. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.

Degree: 2017, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/13859def5107

► The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated… (more)

▼ The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated with many positive educational outcomes, yet little is known about how the observation of instructional modeling affects teachers' development of their self-efficacy for the specific behaviors they will need to effectively perform in their future classrooms. This study integrated methodologies which were responsive to four theoretical concerns raised in the literature to more appropriately measure changes to novice teacher self-efficacy: 1) pre-service teachers primarily form their self-efficacy from their observations of modeled teaching behaviors, 2) self-efficacy formation must be measured at the appropriate level of specificity (i.e. – the new pedagogical skill being learned), 3) self-efficacy formation must be measured as soon as possible after the targeted behavior is observed, and 4) researchers must take frequent measurements to observe small incremental changes to teacher self-efficacy. Six modeled teaching skills that are common to second language teacher education were presented to participants in a series of videos to determine their effects on participant self-efficacy appraisals for these specific skills and their relationship to participants' assessment of their larger instructional strategies self-efficacy. Results indicated that participants consistently scored higher on posttest measures of the six micro-appraisal items than on the pretest measures. Moderate to high effect sizes were observed for the six treatments, suggesting that the observation of teaching behaviors modeled on videos has positive practical effects on preservice teachers’ appraisals of their self-efficacy for specific teaching tasks. Results also indicated that only one micro-appraisal change score was significantly related to participants' instructional strategies self-efficacy change. However, the cumulative score of the six micro-appraisal changes was found to be moderately correlated with instructional strategies self-efficacy change, suggesting that cumulative scores of conceptually congruent items may be more predictive that individual items. Advisors/Committee Members: Stephanie L. Knight, Dissertation Advisor/Co-Advisor, Stephanie L. Knight, Committee Chair/Co-Chair, Robert J. Stevens, Committee Member, Hoi K. Suen, Committee Member, Bernard J. Badiali, Outside Member.

Subjects/Keywords: Teacher Self-efficacy; Teacher Development; Teacher Education; Teacher Motivation; Self-efficacy Measurement; Teacher Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Favre, D. E. (2017). THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13859def5107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Favre, David Eugene. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed January 16, 2021. https://submit-etda.libraries.psu.edu/catalog/13859def5107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Favre, David Eugene. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 16 Jan 2021.

Vancouver:

Favre DE. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Jan 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/13859def5107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Favre DE. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/13859def5107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations