Despite long-standing debates about the nature of professions and professionalism related to teaching, little consensus has been reached due in large part to an ever-changing political climate and a number of competing ideologies and interests (Bair, 2014; Hargreaves & Goodson, 1996). This lack of consensus fosters variable expectations of teachers, creating opportunities for the generation and implementation of initiatives that ultimately control and undermine teachers’ work (Ingersoll, 2003). While the quality of our nation’s education system depends on teachers' capacity to have professional input regarding their work, concepts of teacher agency and professionalism remain ill-defined, and few studies explore teachers’ experiences in spaces where they are asked for such input. This constructivist study examined teacher agency and professionalism, given the ideal of democracy and the reality of neoliberalism. Utilizing agency theory and participatory democratic theory, this study sought to explore teachers’ perceptions of their professionalism and agency by co-constructing knowledge with 18 members of the Richmond Mayoral Teacher Advisory Council (MTAC). This study took place over seven months and included seven focus group interview sessions, two MTAC meeting debrief sessions, and multiple writing prompts focused on teachers’ narratives of their professional experiences. The study revealed several themes related to teachers’ professionalism, particularly teachers’ focus on student-centered, morally-grounded views of their work. This study’s iterative inquiry process culminated in the development of a Moral Professional Agency framework that may serve useful in future constructivist work with teachers regarding their professional work.

Research has shown that teacher workload is intensifying and teachers are increasingly leaving the profession prior to having taught for 35 years. The purpose of this mixed method, sequential, phenomenological study was to determine (a) how workload intensification impacts teacher performance and well-being, (b) whether or not workload intensification was a primary factor in teachers’ choosing to leave the profession early, and (c) a formula for maximizing teacher performance and well-being. Apple’s workload intensification thesis was the theoretical framework for this study. Quantitative data obtained via a survey (N=484), together with qualitative data collected via four focus group sessions and individual interviews with 15 teachers who had left the profession early, were utilized to determine if there is a problem with workload intensification in this east coast Canadian province. Quantitative data were analyzed using the chi-square test to determine the relationship between the independent variable (workload intensification) and each of the two dependent variables (performance and well-being). Qualitative data were analyzed to determine emergent themes with respect to workload intensification. Findings from this study indicated that there is a significant relationship between the independent variable and each of the two dependent variables. Qualitative data substantiated the quantitative findings that indicated (a) the presence of a problem with workload intensification and (b) that workload intensification is a primary factor in teachers’ choosing to leave the profession early. Recommendations include having administrators address identified current teacher workload issues. Positive social change may result if administrators utilize the derived formula for maximizing teacher performance and well-being when assigning teaching and nonteaching duties to teachers.

National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective practitioners through a series of components designed to be used in authentic settings with students. Previous research shows the value of employing National Board Certified Teachers (NBCTs) for raising student achievement, creating teacher leaders, and developing a reflective culture in schools. Increasing the number of NBCTs could have a profound impact in our schools. This study explored the renewal rates and the perceived value of California NBCTs who certified in 2005 & 2006 using a survey created from two existing instruments. Both qualitative and quantitative data concerning initial motivating factors, renewal decisions and the benefits of holding NBC were collected. The analysis of the results indicated financial incentives were the number one reason for renewing. Conversely, the cost and/or lack of financial incentives ranked highest on the list for not renewing. While financial incentives were identified most frequently as an original motivator, the NBCTs in this study reported professional development as the most powerful effect of being a NBCT. A study of the literature demonstrated that the NBC process contains all of the components of quality professional development programs supporting this benefit and providing a program for structured professional development for districts and schools seeking a positive change in instructional practice.

First year medical school enrollment is projected to reach 21,349 by the 2018 school year, reflecting a 30 percent increase compared to 2002 enrollment numbers (Erikson, Whatley, & Tilton, 2014). In 2006, the Association of American Medical Colleges (AAMC) recommended this increase in enrollment in response to concerns about a physician shortage. Unfortunately, the increase in the number of medical students enrolling in medical school may be good for society, but it may not be good for the health of medical students. A commentary in the journal, Academic Medicine, was titled, “Medical Student Distress: A Call to Action” (Dyrbye & Shanafelt, 2011). There is concern that the structure of medical education may contribute to the lack of wellbeing in medical students beginning in their first year of medical school. This is an issue of great importance to society as medical students are experiencing distress at a time when more physicians are needed. Medical schools are working to better understand the process of professional identity formation of medical students. The experiences in medical school contribute, both in positive and negative ways to the socialization and creation of a new identity for medical students. The overall purpose of this study is to explore and analyze the narrative reflections of first year medical students as a rich source of data on the construction of their professional identity formation as a physician. This was a qualitative research study using narrative inquiry. In order to gain a deeper understanding of how first year experiences of medical students influence their professional identity formation, I explored and analyzed 205 reflections of first year medical students from a northeast medical school as a rich source of data on the construction of their professional identity as a physician. Four themes emerged as important to medical students during their first year of medical school from their narrative reflections: balance, mental health, hidden curriculum and professionalism. The four themes reveal that first year medical students experience varying levels of stress during their first year of medical school. This mirrors the results of a study done more than eighty years ago. Now and then, medical students expressed similar concerns. (Strecker, Appel, Palmer, & Braceland, 1937) asked fourth year medical students questions about their wellness, phrased as neurotic or nervous symptoms. Sixty percent of the students believed their symptoms appeared when they started studying medicine. These findings support the concerns of the American Association of Medical Colleges (AAMC). In 2016, AAMC held a Leadership Forum in Washington, DC to address what they called a public health crisis. There was significant concern about the wellbeing of those in academic medicine.

Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by teachers' perceptions of and expectations for ELL students. Guided by the theories of interpersonal expectancy and self-fulfilling prophecy, this study examined first grade teachers' perceptions of and expectations for their ELL students in a small southern U.S. town. Using a case study approach, data were collected through interviews, observations, and a qualitative questionnaire. Data were analyzed by comparing and contrasting emergent themes, with similar themes being combined as a method of data reduction. Findings from this study indicated that the teachers did not see their ELL students as inferior to their native English-speaking peers. Students were viewed as similarly capable as any other student in the classroom and are expected to reach the same level of achievement as their native English-speaking peers. Teachers generally expressed the need for more training to address ELL learning styles and communicate more effectively with parents. Teachers, administrators, and parents would be interested in the findings of this study, and this study may motivate teachers and administrators to consider how their perceptions of and expectations for ELL students are linked to effective and equitable curriculum and instruction for these students. The implication for social change is that examining equitable instruction of ELL students will enhance these students' chances to compete for good jobs and be productive citizens of the local community.

The needs of academically advanced/high-ability students may not be met in today's schools. When educational needs are not met, students may not reach full potential, may lose intrinsic motivation for learning, and may develop poor work and study habits. The rural school district involved in this study lacks a formal gifted and talented program. The purpose of this qualitative, phenomenological research study was to explore the lived experiences of 15 K-8 teachers in the identified school district via individual interviews. The National Association for Gifted Children's knowledge and skill standards in gifted and talented education served as the conceptual framework for this study. The research questions explored teacher training for working with academically advanced students and the skills and knowledge teachers feel they require on this topic. Possible supports and barriers to the implementation of these skills and knowledge were also addressed. Data were analyzed using Moustakas's approach to Husserl's transcendental phenomenology. Three conclusions from the findings indicated that teachers have received very little to no preservice and inservice training on the topic; district teaming situations are a training strength; and regular, on-going training on the topic of academically advanced students is necessary. Recommendations include incorporating a scope and sequence to the curriculum for academically advanced students, implementing state/federal mandates for these students, and integrating this study's conceptual framework into teacher preservice programs and staff development. In addition to contributing to potential positive social change in the school district, the results may inform training practices in other districts, preservice programs, and state policy formation, all of which can impact learning and well-being of academically advanced/high-ability students.

Millions have been spent in the Southern Gulf Coast states on equipping classrooms with Smart Board/interactive whiteboard (IWB) technology without an implementation plan for effective usage in lesson design and without teachers knowing how to best use these boards. The purpose of this project study was to explore the challenges and barriers that teachers face while using their IWB. Framed by the theories of adoption of technology within the K-12 classroom and self-efficacy of teachers regarding technology, the guiding research questions identified the challenges related to integrating IWB technology into lessons, as well the needs of teachers who are trying to implement this technology. This mixed-methods case study design included a convenient sample of 8 teachers and the data sets were collected by interviews and surveys. Interview analysis included coding and member checking and 3 themes emerged during analysis: (a) technical difficulties, (b) lack of sufficient professional development, and (c) finding resources for the Smart Board. The survey analysis entailed descriptive statistics and those survey results combined with the interview analysis found that teachers have problems incorporating Smart Board technology and require professional development in regards to integrating IWB technology into effective and efficient teaching and learning. The resulting outcome of this research was a comprehensive plan for an ongoing professional learning community designed to assist the teachers in gaining knowledge and skills needed to integrate IWB technology. This knowledge will improve professional practice at the local setting and provide a model for such training at the district level and beyond.

Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the school have disclosed that induction did not meet their needs. In addition, the district has experienced budget cutbacks and demographic shifts in the student population, increasing the rate new teachers have left the school. The purpose of this study was to explore and give voice to the new teachers' perceptions about the profession, their preparation for classroom teaching, and their understanding of the school's climate and culture. Using Herzberg's theory of motivation, a qualitative case explored perceptions of 10 teachers who had fewer than 5 years teaching experience. The research questions were focused on perceived satisfaction with teaching, preparedness for classroom teaching, and satisfaction with the climate and culture of the school. The data were collected through face-to-face interviews using an interview protocol. Findings revealed that novice teachers were satisfied with the teaching profession, but satisfaction changed over time as they became more immersed in the daily routines necessary for students and classroom management. The data showed that novice teachers were dissatisfied with the climate and culture of the school. In response to the findings, a professional development support group project for novice teachers was developed. This project contributes to positive social change by providing a safe and trusted environment for new teachers to help each other manage challenges and assimilate into their new school environment.

Within the literature, a gap exists in understanding how teacher perceptions may be used to develop, implement, and evaluate professional development. The purpose of the qualitative case study was to describe the perceptions of middle and high school teachers regarding their professional development experiences in a rural school district in Florida. Guided by Chen and Chang's whole teacher framework and Knowles's theory of adult learning, the research questions addressed teachers' needs, expectations, and perceptions of professional development. Triangulated data sources included face-to-face interviews with 10 teachers, participant journals, and professional development agendas. Data analysis included line-by-line coding, open coding, and theoretical coding. Emerging themes were (a) effective and meaningful professional development, (b) teacher contributions to professional development, (c) teacher perceptions of professional development, and (d) student achievement due to professional development. Results indicated that although teachers perceive professional development as a tool for learning, teacher leadership, analysis of student achievement data, and collaboration are needed to increase its effectiveness. This study may contribute to positive social change by improving professional development practices in school districts, leading to enhanced student academic achievement and preparation for careers.

U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore teachers' perceptions of PLCs according to Olivier, Hipp, and Huffman's 6 professional learning characteristics for improving math critical thinking pedagogy, as well as the efficacy of the structure of the PLCs. Data were obtained via open-ended interviews and focus groups, and employed descriptive analysis using grounded theory where conceptual categories emerged from the survey data. Likert scale data were also gathered via a survey, which was triangulated to form conclusions regarding the research questions. Key findings indicate that teachers perceive PLCs positively; however, they indicated the need for more time and administrative support for mathematics PLCs. The project that resulted from this research is a PLC professional development session that guides schools' mathematics PLCs and addresses critical thinking pedagogy and the need for school and district support for mathematics PLCs. Social change may result by improving teachers' mathematics critical thinking pedagogy and giving students mathematics instruction needed to compete in a global economy.