Thesis (Ph. D.)--University OF MICHIGAN.

Thesis (Ph. D.)--University OF MICHIGAN.

Thesis (Ph. D.)--University OF MICHIGAN.

Thesis (Ph. D.)--University OF MICHIGAN.

<p> Do professional development sessions in charter schools produce teacher leaders? This is the main question examined in this study. Professional development was established to help with the leadership process and increase teachers&rsquo; capacities overall. Teacher leaders have been deemed as incredibly important to student success and school reformation. Knowing these facts, the researcher sought to probe the utility of professional development in terms of teacher leadership at a charter school whose main intent was reformation. Through a review of the literature, the defining factors for complicated matter such as professional development and teacher leadership were outlined. The literature review helped the researcher look into the parameters of professional development and teacher leadership at what has been given the pseudonym Variety High School. A sociological case study was carried out at Variety High School during the second semester of the 2013-2014 school year. Analysis of focus group interviews, case study observations, and archival documentation were used to examine the impact of professional development on teacher leadership at Variety High School. While there were instances where professional development and teacher leadership were defined and linked to student success, the absence of teacher leadership opportunities was also linked to professional development practices governed by administrative principles. Ultimately, professional development was seen as a powerful tool to increase or decrease more than just leadership for a teacher but quality and skill in general.</p>

Recently, teacher preparation programs have called for an increased awareness of issues surrounding the teaching of linguistic and cultural minority students. As the majority of preservice teachers are white and female, and with the growing diversity of incoming students, there is a noticeable need for discussions of race, privilege and power in teacher preparation programs. One way to open up this dialogue is with the use of narratives and autobiographies connected to courses in antiracist, multicultural education. In this qualitative study, a case study methodology was used to demonstrate the promise of autobiography as a tool for unpacking preservice teachers racial identities so that they might become better teachers for an increasingly diverse student population. This study took place over the course of an eight-week seminar which I conducted with three white, female preservice teachers. All three participants were required to complete this seminar as it is a mandatory course for their program. The setting for this seminar was a small, liberal arts college in a large city in the Southwestern United States. To better understand these three preservice teachers expressed beliefs of multicultural education and how these beliefs might be influenced by this seminar, multiple data sources were collected including recordings of class discussions, field notes, analytic memos, written documents and classroom artifacts. The constant comparative method (Glaser & Strauss, 1967) and analytic induction (LeCompte & Preissle, 1993) were used to analyze and interpret the data. Three major themes emerged from the data: what we learned; race, power and privilege; and narrative and autobiography as learning tools. Implications for teacher education from these cases include recommendations for curriculum and pedagogy, considerations for white preservice teachers, and the need for honesty and engagement in multicultural education courses.

The focus of this research was on student teachers who are anomalies, in particular those who appear to begin their practicum in a state of affirmation, able effectively to negotiate many of the roles of "teacher" and appear to have few classroom problems. In this report these student teachers are referred to as "Naturals." This investigation sought to explore variation and examine the sources of difference focusing on both the context and the individual. A Natural student teacher was identified, and, utilizing qualitative methodology, observational and interview data were used to create a case to describe this student teacher's experience and unique characteristics. The case of Wendy as a student teacher demonstrated that her practicum semester was characterized by: an ongoing state of enjoyment, flourishing relationships with her cooperating teacher and students, and a focus on a productive learning environment. Using Csikszentmihalyi's (1975) theory of optimal experience and flow, the unique characteristics of Wendy's student teaching are found to be both individual and contextual in source.

This dissertation examined a mentoring program developed in a unified public school in Arizona. The Arizona State Department of Education has established certification requirements to include a performance-based assessment of pedagogical skills. The enactment of these requirements coincided with a national movement supporting performance-based standards. To date, program requirements have not been established by the Department of Education, and school districts are responsible for verifying each teacher's acquisition of the professional teaching standards. The studied school district established a pilot mentoring program to help induct, support, and retain new teacher employees. The focus of the mentoring experience was to support the professional teaching standards. The purpose of this study was to record, document, and compare the perceptions of 26 new teachers and 35 mentor teachers participating in this program. Responses from participant surveys were analyzed using descriptive analyses, t-tests, and correlations. Additionally, participant interviews and a document analyses provided insight and clarification of the quantitative data. The findings indicated that new teachers perceive an increase in their preparedness to teach over the course of the year. Emotional support was perceived as the most beneficial mentoring activity. A negative correlation was found between the time spent engaged in mentoring and the overall perceived level of support/assistance. A significant difference in the perceived value of the program was found between mentor teachers and new teachers. Descriptive data suggested that mentoring activities were related to the professional teaching standards. Mentoring appears to have supported the induction of new teachers into the district. The recommendations implied from this study are that future research is necessary for a better understanding of mentoring. The findings indicated the variable of time spent mentoring was unstable and specific to the dyad. The study was limited by the small sample size and points to the need of annual data gathering.

<p> Every year, thousands of teachers participate in California's Beginning Teacher Support and Assessment program in order to complete the requirements needed to obtain a clear teaching credential. Within this program lie various facets of support that serve the needs of beginning teachers and aid them in transitioning from university theory to classroom practice. Despite the long-standing existence of the BTSA program and the changes that have taken place since its development in 1992, the need exists for closer analysis of the programs effect on teaching practices and student achievement. </p><p> This quantitative study analyzes (a) the degree of impact on classroom practice experienced by participating teachers, (b) the components of the program reported to have high levels of strong/moderate impact on classroom practice, (c) the components of the program reported to have high levels of some/no impact on classroom practice and (d) the areas where additional support is desired in order to positively impact student achievement. </p><p> As a means to test the quality and impact of the BTSA program on teachers&rsquo; classroom performances, results from the BTSA Program survey were used. The raw survey data was arranged into a usable format by creating a unified list of questions that aligned across the three survey years. After that, descriptive statistical techniques and data visualization methods were utilized to analyze the data. The study found that there is a year by year decline in average ratings with respect to classroom impact, teacher response for desired support topics, and responses for reasons to not continue teaching. </p><p> This study focuses on the impact of the BTSA Program on classroom practice and student achievement. The study provides credence in revealing the need for changes within the BTSA Program in order to positively affect classroom practices and student achievement. Although this study is one perspective, it recognizes the need for the perpetual quality support of beginning teachers. </p>

It is estimated that nearly 90% of the teaching force is comprised mostly of female middle-class European Americans; whereas the student population has become increasingly culturally and linguistically diverse. These teachers have been isolated from a significant part of the population they are likely to teach and have developed entrenched, ethnocentric identities with little, if any, knowledge about or experience with culturally or linguistically diverse children (Finney & Orr, 1995; Ladson-Billings, 1991). It is this concern which served as a catalyst for the present research study in pedagogical possibility for culturally diverse students. Since research studies in both inservice and preservice training in cultural diversity and multicultural education have indicated limited success. The present study focused on how four exemplary elementary school teachers developed their pedagogical practices for teaching in culturally diverse settings. Three broad areas were investigated: (a) background, (b) practice, and (c) origin of practice. The findings indicate that teachers who are known for their exemplary practices with culturally diverse populations of students adopt a relaxed, child-focused approach to classroom activities. The teachers believe that their students can be successful, and they have a strong sense of their own efficacy as professionals. With regard to culture, these teachers expressed a clear view of their own cultural identity and celebrated the cultural diversity and richness in their classes. They encouraged their students to expend effort, take risks, and raise questions. They structured their classroom to engender a sense of community and a collaborative approach to learning. They are passionate about knowledge and learning and see knowledge as an emerging, growing entity. Finally, their practices fit within the broad framework of what is generally understood as developmentally appropriate practice. Formal preparation in preservice or inservice programs were not significant factors in developing their classroom understandings or practices. Personal background and classroom contacts appear, from these interviews, to be the primary factors shaping the practices of these exemplary teachers. In addition, the teachers mentioned mentors and significant others in their personal lives who gave them a sense of confidence, love of self, and dedication to education.