<p> An online study was conducted to ascertain the potential of two independent variables, teaching self-efficacy and critical thinking skill (via a self-efficacy survey and a critical thinking appraisal) to predict four aspects of professional engagement (via a teaching career aspirations survey) among 95 self-selected early-career K-12 teachers. A regression model was attempted across the four aspects of professional engagement surveyed: planned persistence (PP), professional development (PD), professional leadership (PL), and planned effort (PE). However the data violated regression assumptions, necessitating non-parametric analysis. Analyses using Kendall&rsquo;s tau showed a significant correlation between teaching self-efficacy and all four dependent variables (&tau;_PD = .34, <i>p</i> &lt; .01; &tau;_PL = .29, <i>p</i> &lt; .01; &tau;_PP = -.09, <i>p</i> &lt; .01; &tau;_PE = .41, <i>p</i> &lt; .01). Critical thinking did not show a significant relationship with professional engagement. Two post hoc studies investigated these results. Non-parametric analysis showed a significant relationship between critical thinking scores and the critical thinking appraisal completion time (&tau; = .15. <i>p</i> &lt; .05). <i>T</i> tests showed no significant differences between a sample (<i>n</i> = 27) of the main group (<i>N</i> = 95) and a retained group of participants who completed the surveys but did not complete the critical thinking appraisal (survey only group, <i>n</i> = 27). The significant relationship between teaching self-efficacy and career engagement in this study warrants further attention.</p>

<p> This study inquires into the peak experience of educators arising within educational encounters with students. It indicates a particular trend in education away from authoritarian modes of teacher behavior toward dialogic, empathetic relationships cultivated by teachers with their students. Also indicated is the potential for teachers to transform themselves morally, thereby creating conditions necessary for students to develop moral attitudes and behavior. By developing capacities for meditation, contemplation, and self-reflection, by developing intrapersonal and interpersonal skills, teachers enter on a path of development and actualize a truly human individuality. When self-actualization becomes a modus operando, peak experiences may give self-reflecting teachers knowledge of their own development. </p><p> A mixed-methods approach to the project was used that employed a questionnaire to: (a) establish the demographics of the sample; and (b) survey the types of peak experience that occurred within teachers resulting from educational encounters with children. The questionnaire also requested that the participant give a narrative of a peak experience. From the pool of 46 respondents, seven were chosen for interviews that ultimately clarified and enabled a deeper understanding of the narratives. The interview data and narratives were analyzed using a 3 step process proposed by Ricoeur (1986) and employed by Lindseth and Norberg (2004). The data revealed that teachers working with Steiner pedagogy have a multitude of peak experiences. These teachers use contemplative practice and self-reflection to cultivate intrinsic qualities of empathy, love, and dialogic competence. The findings also affirm that the kinds of peak experience reported by James (1901/2008), Bucke (1905/2006), Maslow (1970), and Csikszentmihalyi (1990) are definitely and extensively in evidence in the sample surveyed. Particular aspects of experience reported also included: dreaming as a mode of cognition, the prescient nature of some experiences, the prevalence of self-reflective and contemplative practices as precursors to peak and transpersonal experiences, the importance of the encounter as a condition for the emergence of such experiences within teachers.</p>

<p> The aim of this survey research pilot study was to determine if there is a relationship that exists between a teacher&rsquo;s perceptions about their disciplinary style and early life exposure to adverse experiences. The method consisted of two brief questionnaires (the Adverse Childhood Experience questionnaire and the Behavior and Instruction Management Scale) which was completed electronically by 2,149 teachers (response rate 16.51%) practicing within the state of Maine. The Behavior and Instruction Management Scale (BIMS) is a validated measure of teacher beliefs about their behavioral and instructional management practices in their classrooms and the Adverse Childhood Experience (ACE) questionnaire is a validated measure of early life exposure to adverse experiences. Previous research using the ACE questionnaire indicated a strong correlation between a high number of adverse experiences in childhood and increased risk of developing later negative health conditions, including depression, obesity and heart disease. Moreover, early adverse experiences can lead to more extreme beliefs in parenting practices including discipline. This current survey research pilot-study determined the percentage of teacher who endorsed high levels of adverse childhood experiences and a possible connection between high levels of early adverse experiences and classroom behavior management. </p><p> In this study 14.5% of teachers reported experiencing at least 4 of the 10 categories of adverse childhood experiences, which is over double the expected rate based on the original study. The results of this survey research design were correlated using Spearman&rsquo;s rho and found a very weak and statistically nonsignificant correlation of <i>r</i> = .010, <i> p</i> = .007, between a teacher&rsquo;s ACE score and their BIMS score. The significance of this study and implications for future policy and research are discussed.</p><p>

<p> The purpose of this research was to explore the nature of teachers&rsquo; experiences of burnout and teacher self-efficacy, and the relationship between these two constructs. Although the research has demonstrated a well-established relationship between burnout and teacher self-efficacy, the exact dynamic between these two constructs is open to debate (Skaalvik &amp; Skaalvik, 2010). Additionally, most of the existing research around burnout and teacher self-efficacy is quantitative. Therefore, this study investigated these two constructs qualitatively in order to gain a deeper understanding of the way teachers construct meaning about their experiences of burnout and how they feel, think, and explain their behavior based on their perceptions of their environment and beliefs about their abilities to be successful. </p><p> Using in-depth interviews, I conducted a multicase study of three New Hampshire middle school teachers based on the following three research questions: What meaning do three New Hampshire middle school teachers ascribe to their experiences of burnout and teacher self-efficacy? How are burnout and teacher self-efficacy manifested? How are burnout and teacher self-efficacy related? </p><p> I analyzed my results using the language and lens of audit. Audit refers to programs and technologies that aim to formalize accountability practices by focusing on standards and outcomes (Power, 1997, as cited in Shore &amp; Wright, 2000). The main premise is that the transplantation of financial accounting practices into fields such as education have redefined accountability and transparency, as well as undermined professional autonomy for teachers &ndash; all of which have unintended dysfunctional consequences (Shore &amp; Wright, 2015; Gill, 2009; Taubman, 2009), including burnout. By linking burnout to audit practices, I hope to move the educational psychology literature forward by historicizing and politicizing the cognitive constructs of burnout and teacher self-efficacy.</p><p>

<p> When considering closing the achievement gap, full-day kindergarten (FDK) is a viable contender. The implementation of specific teacher strategies enhances the FDK experience and elicits gains among the students. The literature clearly articulates a strong correlation between poverty and poor achievement and supports the notion that the relationship between the teacher and student is a positive factor in closing the achievement gap. However, the research is insufficient when it comes to digging deep into teacher perceptions regarding the importance of the relationship that exists between the teacher and the student. The foundation for which this study is built stems from John Bowlby&rsquo;s attachment theory and emphasizes the importance of the relationship between the child and adult. This study provides profound insight into the perceptions of FDK teachers and the strategies, or concepts they believe have the greatest influence on student achievement among students of poverty. The qualitative phenomenological study revealed intimate and personal thoughts of nine FDK teachers discovered through the coding and analysis of 18 semi-structured interview transcripts. Substantial findings exposed four themes with great clarity and obvious patterns. The themes in order of the greatest number of responses to the least, are: classroom atmosphere, instructional strategies, student management, and the relationship between the teacher and the student. </p>

<p> The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.</p><p>

<p> Studies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators&rsquo; pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study emphasized the diverse geographic locations of urban high school educators&rsquo; pre-service institutions and the perceptions of their pre-service and in-service education regarding 5 student health-related antecedents to conflict and violence in school. Data collection included individual audio-recorded interviews and a follow-up focus group. Data was analyzed by participant&rsquo;s responses to interview questions that aligned with research questions. Data was then coded, cross-coded, and triangulated to generate themes. The results indicated that pre-service teacher education programs are not addressing conflict resolution and violence prevention in schools among pre-service teachers. Further, study findings indicate that teachers and administrators are currently experiencing student health-related antecedents to conflict and violence in school. Research findings also indicated that in-service training is failing to address these critical issues. This study could impact positive social change by implementing relevant and innovative education within pre-service and in-service educator training to address school-level violence.</p><p>

<p> This study accessed the relationship between race, socioeconomic status, age and the race implicit bias held by middle and high school science teachers in Mobile and Baldwin County Public School Systems. Seventy-nine participants were administered the race Implicit Association Test (race IAT), created by Greenwald, A. G., Nosek, B. A., &amp; Banaji, M. R., (2003) and a demographic survey. Quantitative analysis using analysis of variances, ANOVA and t-tests were used in this study. An ANOVA was performed comparing the race IAT scores of African American science teachers and their Caucasian counterparts. A statically significant difference was found (<i>F</i> = .4.56, <i>p</i> = .01). An ANOVA was also performed using the race IAT scores comparing the age of the participants; the analysis yielded no statistical difference based on age. A t-test was performed comparing the race IAT scores of African American teachers who taught at either Title I or non-Title I schools; no statistical difference was found between groups (<i>t</i> = -17.985, <i> p</i> &lt; .001). A t-test was also performed comparing the race IAT scores of Caucasian teachers who taught at either Title I or non-Title I schools; a statistically significant difference was found between groups (<i> t</i> = 2.44, <i>p</i> > .001). This research examines the implications of the achievement gap among African American and Caucasian students in science.</p><p>

<p> The quality of early caregiving and educational environments has a significant effect on children&rsquo;s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom. </p><p> The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children&rsquo;s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs&rsquo; expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.</p>

This study investigates the "the cost of caring" (Figley, 1995) for educators who teach and work with traumatized children; that is children who live in challenging social environments with ongoing stressors, such as family physical abuse, sexual assault, neglect, community violence, bereavement and loss issues, parental mental health and substance abuse, and homelessness. This study examines the theoretical framework of Secondary Traumatic Stress (STS). The phenomenon of STS has been investigated in depth for professionals, such as social workers, counselors/therapists, hotline/crisis workers, law enforcement officers, nurses, emergency medical technicians/paramedics, firefighters, and disaster relief workers (Bride et al, 2007). This study explores how teachers address the emotional stressors of teaching traumatized children, the impact of their work on them both personally and professionally, if teachers are able to incorporate self-care strategies, and explores the applicability of STS to elementary educators.