The current case study evaluates a program of professional development aimed at engaging two groups of elementary teachers in communities of practice (CoPs) focused on improving teachers' vocabulary instruction and students' vocabulary learning. The professional development program took place over five months in the 2008-2009 school year. The purpose of the evaluation was to evaluate the merit and worth of the professional development program and identify changes that could be implemented by the primary evaluator in future efforts to develop and refine an effective method for teaching teachers about vocabulary instruction. An explanatory case study design was used to achieve a deep understanding of the program using both quantitative and qualitative data analyses. The evaluation measured aspects of collaborative practices engaged in by teachers over the course of the program, as well as teachers' instructional practices and students' leanring before and after program implementation. Evaluation questions were designed to explore the theory that teacher collaboration leads to increases in teacher knowledge and skills, which in turn lead to increases in teachers' classroom use of new knowledge and skills, which ultimately lead to increases in student achievement. Overall, the evaluation was successful in that it was able to clearly describe the collaborative practices engaged in by teachers, provide evidence of teacher and student learning, and provide extensive insights into changes and improvements that were then implemented in an extension to the CoP in the same district during the subsequent school year. Additionally, the evaluation uncovered key variables that may act to impede teacher collaboration.

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Math Teacher Twitter is considered by some to provide an important example of contemporary professional development that can take place within a virtual participatory media platform. This study investigated the phenomenon of Math Teacher Twitter by analyzing a dataset of 9881 tweets associated with 3133 profiles obtained by querying the Twitter API using a set of four key Math Education Twitter Hashtags (METHs), #mtbos, #iteachmath, #mathchat, and #math. Investigating the discourse features hashtags used, tweet content, discursive style, values expressed, profile content, and engagement, allowed a description of the Twitter discourse associated with Math Teacher Twitter to be developed. Particular patterns of hashtag use, discursive style and value expression were associated with a difference in engagement, topical relevance, and profile descriptions. The elements of this Twitter discourse were further analyzed from the perspectives of two models of situated learning: the affinity spaces and communities of practice. This analysis suggested that while the affinity space model provides helpful descriptions of particular features of Math Teacher Twitter, the critical perspective provided by the communities of practice model remains helpful in understanding the underlying dynamics of this phenomenon. The methodological and theoretical implications of these findings for researchers who wish to observe and understand Math Teacher Twitter are discussed, along with some practical implications for its participants.

Professional identity is defined as the internalized values of a profession as a representation of the self, and is formed through a process of socialization, or how a student learns to become a member of their profession. As medical students transition to residency, new social environments, clinical experiences, and curricular emphases can impact how they identify as professionals. The purpose of this thesis is to investigate how professional identity formation (PIF) occurs in surgical residents over their first year of postgraduate training. Twenty-four surgical residents were interviewed at the start of their postgraduate training. Questions explored participants’ understanding of what it means to be a medical professional. Six months later, residents completed a follow-up interview to investigate how their experiences in their training programs have influenced their professional identity. Thematic analysis was utilized to identify themes in responses. Central to participants’ understanding of their professional identity was their relationships with patients and the public, other healthcare professionals, their training program, and their own expectations for themselves. After six months, less emphasis was placed on the influence of the public and one’s own personal expectations. Factors such as patient encounters, a team-based work environment, time constraints and high volumes of work, and being prepared for all situations were all identified as crucial to professional development. It is important for medical education programs to consider their impact on the development of students, especially regarding the transition to competency-based medical education (CBME) that is currently occurring in medical education. This change could impact the social environment and formal curricula of these programs. The explicit study of PIF is important not only for students as they develop into independent health professionals, but also to ensure the proper care of the patients these surgeons will be working with. / Thesis / Master of Science (MSc)

In the 1980s and 1990s, publications like A Nation at Risk and Prisoners of Time were highly critical of the American public school system. In response, school administrators reviewed their master schedules to evaluate how time was scheduled and the majority of them chose block scheduling to secure longer, uninterrupted periods of instructional time. Upon implementing block scheduling, schools noted a need for a change in pedagogy. Constructivist teaching, shown to be effective with multiple ages, has become a preferred pedagogy for elementary and middle school teachers during a block period. The review of literature includes a description of the forces behind block scheduling and provides a background of constructivist theory and teaching practices based on the writings of Jean Piaget and Lev Vygotsky. Combining constructivist teaching with block scheduling creates an environment conducive to young adolescent learning; however, properly preparing teachers through professional development is key to effective implementation. The purpose of this action research study was to facilitate the professional growth of new teachers by providing job embedded professional development opportunities that were grounded in constructivist practices and demonstrated to be effective with young adolescent learners while teaching in a block period. / Ed. D.

The purpose of this study was to describe through qualitative inquiry the professional identity that emerges as a woman attains the superintendency and to delineate those factors that facilitate and contribute to successfully attaining the superintendency. The research questions guiding the study were: (1) What patterns, themes, or trends emerge that characterize how female superintendents shape their professional identities? (2) What strategies do female superintendents use in establishing their professional identities? (3) What are the keys to successful entry into the role of superintendent? (4) Do female superintendents encounter "glass ceilings" on the way up to the position, and if, so, how are they overcome? The research design was a qualitative interview approach with descriptive methods of data collection. Seven participants were selected purposely through expert nomination on the bases of their availability, their willingness to participate, and their knowledge and experiences as women in educational leadership positions. Selections were also made according to size and geographic location of districts in which the superintendents worked, in order to study the possible differences and similarities in divergent settings. After data (interviews, informal conversations, interviewer's observation and reflective notes) had been gathered, it was coded using domain analysis onto matrices and from these matrices, conclusions were drawn through noting patterns and themes and making comparison and contrasts. The outcomes of this study identified that female superintendents acquisition to the position were enhanced by varied job opportunities and strong support of mentors. Themes identified in the development of a woman's professional identity through their shared stories and narratives were Makes a Difference for Kids, Powerful Personal Motivation and Drive, Thirst for Knowledge and Experience, and Knowing the Politics. Additionally, other themes explored based on the data analysis were pathways to the superintendency, mentors, supportive spouses, and perceived barriers. Findings did identify the following perceived barriers that limited advancement to the superintendency: difficulty in usurping male dominance in the position, stereotyping, and a woman's self imposed barriers. The women superintendents suggested strategies and made recommendations to aspiring female administrators. / Ed. D.

The marriages of professional athletes have been examined for years, but the positive factors in those marriages have rarely been examined. This study focuses on the factors that contribute to the strength and happiness in the marriages of professional athletes. Five professional athletes and their wives were interviewed in effort to determine the factors that contributed to the strength of their marriages. Open communication, shared values, religion/faith, and trust were consistently found to be important components contributing to the strength of these marriages. This study adds to the limited literature available discussing the positive aspects of professional athlete marriagess / Master of Science