<p> Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and following teacher certification and experience had on overall teacher self-efficacy. This one-shot case study was based upon Bandura's theoretical construct of self-efficacy and secondarily on Tschannen-Moran, Woolfolk Hoy, and Hoy's theory of self-efficacy. The Teachers' Sense of Efficacy Scales (TSES) was used to collect data from regular education teachers with experience teaching students with ASD in 1st through 3rd grades in a Southern California school district. After the data were assessed for accuracy, missing data, and outliers, the analysis was conducted on 36 cases. MANOVAs were conducted to assess differences on overall self-efficacy. Separate ANOVAs were used since the overall self-efficacy and the subscores were highly correlated. Though the sample in this study was small (n = 36) for data analysis, the effect size showed that training experience and grade levels had a moderate to large effect on teacher self-efficacy (.16, .13, .13 respectively). Therefore teacher self-efficacy has a positive impact on student achievement. Implications for positive social change are self-efficacious teachers increase the academic achievement of students with ASD. In this way, such students can become self-sustaining, dynamic members of the work force and community.</p>

<p> Purpose: The purpose of this Delphi study was to identify the essential conditions (ISTE) required for technology integration in Professional Learning Communities for building effective teams, promoting collaboration, and endorsing shared decision making processes as perceived by members of the joint Technology Leadership Network of the Riverside County Office of Education and San Bernardino County Superintendent of Schools, California. </p><p> Methodology: A structured Delphi Study using mixed methods was conducted to find the expert panel's opinions, the members of the Technology Leadership Network in Riverside County Office of Education. Round 1 and Round 3 comprised scaled questions, producing quantitative data. Round 2 consisted of open ended questions, producing qualitative data. </p><p> Findings: Delphi expert panelists ranked shared vision, ongoing professional learning, empowered leaders, and student-centered learning as the top four ISTE essential conditions required for technology integration in PLCs. The Delphi expert panelists also identified the preconditions necessary for technology integration. </p><p> Conclusions: Based on the findings, a transformational plan and a change model were designed to effectively implement technology integration in Professional Learning Communities. The purpose of the plan and model was to provide step-by-step instructions for a transformational change plan for technology integration in Professional Learning Communities. </p><p> Recommendations: To prepare educators for 21st century PLCs, it is crucial to have technology integrated in professional developments. Technology integration is indispensable for PLCs to build effective teams and to have collaboration and effective decision making; however, it is not possible unless PLCs have a deliberate shared vision, embedded ongoing professional learning, empowered leaders at all levels, and data driven student centered learning. The prerequisites, if addressed properly, can provide the strong foundation required for technology integration in PLCs. Yet, the change needs to come within one's self, and educators as lifelong learners are the right people to integrate this change. </p>

<p> Use of free and open source software (FOSS) by teachers in public schools is limited. The purpose of this study was to determine whether there were statistically significant differences among teachers who use FOSS in the classroom, teachers who use proprietary software in the classroom, and teachers who do not use software in the classroom at all, with the goal to propose ways to mitigate barriers to implementation of FOSS by teachers in public schools. The research design was quasi-experimental. Independent t tests were used to measure differences among the three groups on the following independent variables: age of respondent in years, years of teaching experience, primary subject area taught, level of education, number of years of experience in using technology, number of district training sessions or technology initiatives attended in the previous 12 months, impact of school site leadership on implementation of technology in the classroom, and impact of district technology initiatives on implementation of technology in the classroom. The results revealed statistically significant differences only concerning the impact of school site leadership as reported by teachers who used FOSS and teachers who used proprietary software. Recommendations to encourage teachers&rsquo; use of FOSS included establishing collaborative processes by instructional staff, administration and information technology personnel to identify and assess appropriate FOSS solutions, training opportunities in the use of FOSS in the classroom, and guidelines to monitor and evaluate the effectiveness of the selected software solutions (proprietary and FOSS).</p>

<p> Within successful <i>Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools</i> (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. </p><p> Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.</p>

<p> Identifying teacher knowledge of motivational and engaging practices and barriers preventing them from using such practices.</p>

<p> This dissertation utilized constructivism and identity frameworks to describe educators' interpretations of their work in an urban school located on a Dr. Martin Luther King, Jr. Street (MLK Streets). MLK Streets have become more associated with the locality rather than the ideas of the late civil rights leader. Accordingly, how educators construct their knowledge of the community is as important as the development of instructional practices. The present case study analyzed data to explore the overarching research question: What are educators' interpretations of the work, the school, and community surrounding their school located on an MLK Street in the Central Valley of California? Emergent themes included urban teacher identity formation, teaching beyond academics, making connections, understanding community layers, and constructing knowledge of MLK Street localities. Findings indicated educators had an implied social justice awareness that led to significant understandings of the socio-cultural, economic, pedagogical influences, and historical understanding within the MLK Street community.</p>

<p> Teacher leadership in schools has evolved many times as schools have looked to utilize teacher leaders in various ways to help support school organization, school reform, and ultimately impact student achievement. The purpose of this study is to develop, and evaluate the impact of a curriculum for leadership development rooted in the Teacher Leader Model Standards. The Teacher Leader Model Standards were published in 2011 by the Teacher Leadership Model Consortium and using those standards as a foundation for research and development, a course was created that provided participants with readings and activities designed to have a positive impact on their understanding of teacher leadership from the classroom perspective. </p><p> This study utilized a mixed methods design as participants completed both pre- and post-surveys based on the Teacher Leader Model Standards, as well as participated in focus groups. The data collected in surveys, gleaned from the focus groups, as well as my own field notes were utilized to look at the overall impact of the curriculum in improving teacher efficacy. </p><p> The study results indicate that there was a significant impact in teacher efficacy in six of the seven domains assessed.</p>

<p> Historically, new teachers have entered the profession woefully underprepared to immediately be highly effective, primary literacy teachers. The twenty-first century has brought to education extensive reforms in literacy instruction, but are teacher preparation programs keeping up? This research examines the varying levels of perceived preparedness with which new primary teachers are entering the profession. The researcher surveyed K-3 teachers throughout three districts of varying sizes in a northwestern state. The survey focused on determining teachers' perceptions of their levels of preparedness in literacy instruction in general, as well as in the core literacy elements of phonemic awareness, phonics, fluency, and comprehension. The data collection portion of the survey differentiated between new teachers in their first 3 years, practiced teachers with 4-10 years of experience, and veteran teachers with 11 or more years of experience. The practiced and veteran teachers were asked to reflect upon their preparation and their first years of teaching when answering the survey questions. The researcher completed a comparative analysis of the three groups to determine if there has been improvement over time in perceived levels of preparedness for literacy instruction. The survey results determined that this sample population has, in fact, indicated an improvement in the level of literacy-related teacher preparation. This improvement better enables new teachers to be highly effective in primary literacy instruction, to the great benefit of their students.</p>

<p> With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam &amp; Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull &amp; Lash, 2013; Wiley &amp; Heritage, 2010).</p><p> The purpose of this study was to determine the relationship between <i> Linking Learning and Assessment</i> professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.</p><p> This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (<i>N</i>=82) throughout the state followed by a focus group interview (<i>N</i>=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and <i>t</i>-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire. </p><p> A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.</p><p> The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.</p>

<p> Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. </p><p> Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching. </p><p> To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.</p>