<p> The purpose of this paper is to answer research questions related to this capstone project that evaluates how peer and/or individualized professional development impacts teacher comfort and usage of technology. The analysis, measures and processes utilized to answer these questions are outlined within this paper in order to determine significant factors that affect technology usage within the classroom.</p>

<p> The purpose of this study was to research the gap between teachers and leadership. There is a disconnection in addressing characteristics that are represented by the transformational, transactional, or laissez-faire teacher leaders. This study was focused on teachers and the type of leadership they are more inclined to display (transformational, transactional, or laissez-faire) in the classroom. The types of leadership were correlated with certification type, years of experience, and self-efficacy (personal and teaching). The 241 participants in the study were from two academically successful school districts in Texas as determined by the Academic Excellence Indicator System. The findings of the study did not produce statistically significant results between teacher leadership type and certification type nor years of experience. Leadership type and teacher and personal self-efficacy, demonstrated statistical significance. Recommendations for future study are made. </p><p> <i>Keywords:</i> teachers, leadership, transformational, transactional, laissez-faire, certification type, years of experience, self-efficacy.</p>

<p>The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs. </p>

<p> Chinese students have historically come to study in the United States at the college and post- secondary levels. In the last ten years, this phenomenon has spread exponentially to the high school level, but scant research exists on this topic. This paper investigates why Chinese students come to study in U.S. high schools, who these students are, what their academic and social experiences are, and what can be done to support them. A qualitative study was conducted, with one on one interviews with 14 high school students from three different high schools, one all male school, one all-female, and one co-ed. Cultural capital theory (Bourdieu and Passeron, 1977) underscores and helps illuminate the data. While the findings mirror those of research completed at the college level, something deeper emerged. Chinese students possess the cultural capital to make this journey, and the habitus that gives them the courage and perseverance to navigate it, but that capital and habitus doesn't always transfer to the field of the U.S. high school environment. While Chinese students perceive students and teachers as helpful and kind, there is much more U.S. high schools can do to support them. In the end, Chinese students use the traits they've learned from their families and their culture to meet their goals, escape the Chinese style of education and the <i> Gaokao</i> exam, acclimate to the culture, and go on to attend U.S. colleges. </p>

<p> What are the most effective coaching practices in the context of school-wide professional development? Teacher coaching is onsite professional development aimed at working with teachers with what they need most. Although coaching holds much promise, there is little agreement surrounding the role of the coach and what the coach should be doing in the context of school-wide professional development to make the greatest impact on teacher practices. The purpose of this study is to explore practices that contribute to a change in teacher instructional practices relating to four major components: (1) Leadership Team; (2) Whole School Coaching; (3) Group Coaching; (4) Teacher Coaching; to determine the relationship between these four components; to offer a comprehensive teacher coaching model. Due to the complex nature of change, this research is seated in the context of change variables such as environment, management, coaching styles, and change theory.</p>

<p> This study investigated the role of the school administrator in helping teachers to use instructional practices that led to improved student learning outcomes. The data indicated that teachers were comfortable learning from other teacher-leaders in the school. Teachers responded favorably to opportunities to participate in collegial observation and being provided specific feedback to stimulate growth. The study also confirmed that teachers looked to the school administrator to provide necessary resources and funding for professional development opportunities. Teachers need to be provided ongoing opportunities to learn and grow together through meaningful grade-level team meeting. </p><p> This study took place during the 2010&ndash;2011 school year, and investigated individually and collectively four initiatives: reorganizing grade-level team meetings to facilitate better coordination, collaboration, and peer consultation; gearing professional development opportunities toward proven learning strategies; engaging the teachers in reflective practices for self-improvement; and engaging the teachers in keeping professional growth logs. Teachers were asked to respond to a questionnaire created by the principal, to complete feedback forms as a follow up to each professional development workshop, and to evaluate the effectiveness of grade-level teams using a scoring guide. An analysis of MAP and Tungsten data, teacher created goals/outcomes, and walk-through data was used to evaluate student growth, as well. </p><p> A narrow focus on analyzing and using data to make instructional decisions had an impact on standardized test result. The instructional leaders were responsible for helping staff to understand and interpret data, create short-term and long-term goals, monitor the progress and celebrate success. </p><p> An underlying theme evolved during the study, encompassing the importance of the school leader to build positive relationships and lines of communication with the staff to guide them toward the improvement of instructional practices. </p>

<p> Our nation faces a daunting challenge in assuring that we have a sufficient supply of well-educated, well-prepared teachers for our children. There presently exist several quality teacher preservice programs, nationally and internationally. Unfortunately, each institution varies greatly in its content and emphasis. </p><p> This research project examines a related, but often neglected, aspect of teacher success in the classroom: Are new teachers being given the content and experience that they need and desire? The results of qualitative anecdotal research find the answer to be an emphatic &ldquo;no.&rdquo; This project examines this question through a holistic approach that looks at teacher preparation through a variety of related topics. A few of these include credentialing and licensing practices, retention of teachers, teacher training programs, importance of teachers, and current challenges, to name a few.</p><p> The fact is that the success of our students is ultimately affected by the quality of the teachers that enter the classroom. It&rsquo;s the purpose of this study to raise the question of what our new teachers feel they need to be successful and whether or not those needs are being fulfilled.</p>

<p> Many school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers&rsquo; perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engaged in professional development on supporting English learners and were receiving follow-up coaching support from their district. Five participants were interviewed to further investigate teachers&rsquo; perceptions of coaching practices. Two maintained a month-long journal to reflect on any coaching interactions that occurred. The findings of this study revealed that teachers perceive coaching to have a positive impact in supporting the implementation of change in the classroom, and a primary theme emerged that coaching aims to improve instruction. The aspects of coaching that teachers were most satisfied with focused on implementing classroom strategies including having a coach modeling strategies in the classroom, being observed and receiving feedback from a coach, and watching fellow colleagues teaching the same things. Teachers also identified desirable qualities of coaches, including knowledge, trustworthiness, confidence, positivity, and flexibility from a supportive and consistent, non-administrative presence in the classroom. Teachers reported that what they learn from coaching applies to their current teaching situation and that coaching motivates them to try new things in the classroom. </p><p>

<p> The purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano&rsquo;s (2017) <i>New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success</i> were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation programs was completed by participants. Participants were asked to identify EBP strengths and weaknesses of their preparatory programs. Data revealed participants believed four key areas needed to be covered more in-depth within instructional programs: 1) creating and utilizing assessments, 2) classroom management strategies, 3) engaging and motivating reluctant learners, and 4) time management techniques. Participants also indicated the desire to have spent more time in classrooms completing fieldwork, as they believed this to be a valuable part of the training programs. The data suggested reflective practice of theory and classroom experience should be increased in teacher preparation programs.</p><p>

<p> Job-embedded professional development is fairly new to education. Various forms of job-embedded professional development have become popular in the last ten years. One form of job-embedded professional development is instructional coaching. Instructional coaching is rather new to education, but has become a popular form of professional development in school districts. The current study reviewed various forms of job-embedded professional development, defined job-embedded professional development and instructional coaching, and then concentrated on teacher perspectives of instructional coaching as a form of professional development, the impact of instructional coaching on classroom instruction, and the impact of instructional coaching on implementing district initiatives. In this qualitative study, 12 teachers in their first year of teaching, who completed a yearlong partnership with an instructional coach, were interviewed. The data from the interviews was collected and then analyzed to identify themes and patterns using NVivo 11 Pro, a software program for analyzing qualitative data. The researcher analyzed and coded the data as trends and patterns were revealed in the teachers&rsquo; perspectives on instructional coaching as a form of professional development, on the impact of instructional coaching on their instructional practices, and on the impact of instructional coaching on their implementation of district expectations. The data indicated that the participants considered instructional coaching to be personalized professional development that supported the ability to implement instructional practices in the classroom as well as implement district expectations.</p>