This study investigated elementary mathematics coaching from the point of view of two coaches, five elementary classroom teachers, and two principals in an urban school board in Ontario. Case studies were conducted of the two coaches and their work with their respective teachers. Qualitative data was collected through a series of ongoing observations of both teachers and coaches. Additionally, interviews were conducted near the beginning and end of the study with each coach, teacher, and principal. The teaching experience of the teachers in the study ranged from three to seventeen years and from kindergarten through grade five. The coaching program in the school board was in its fourth year of implementation. One coach had been working as a coach since the inception of the program and the other was in her third year of coaching. Evidence from the study leads to six major findings: (1) all participants indicated that engaging in coaching brought about change in the teachers’ classroom practices; (2) all participants were unable to clearly define a change in student learning due to coaching; (3) trusting and collaborative relationship between teachers and coaches is important to teacher engagement in coaching; (4) co-teaching and model lessons are the coaching structure with most impact; (5) time is the major barrier to coaching; (6) high quality professional development designed to meet the coaches’ learning needs and the existence of a coaching network to offer support are fundamental to sustaining a coaching program over time. Implications from this study suggest that coaching programs that include an emphasis on collaboration through reflective discussion and co-teaching are likely to bring about identifiable changes in teacher practice. School boards will need to find ways to ease the challenges that time presents to working with a coach in order for the changes to spread across the district. This study suggests that it is imperative that school boards identify and provide quality professional development to their coaches in order to sustain the changes that occur in practice. Suggestions for stakeholders implementing coaching programs and future research on coaching are included at the end of the study.

This study investigated elementary mathematics coaching from the point of view of two coaches, five elementary classroom teachers, and two principals in an urban school board in Ontario. Case studies were conducted of the two coaches and their work with their respective teachers. Qualitative data was collected through a series of ongoing observations of both teachers and coaches. Additionally, interviews were conducted near the beginning and end of the study with each coach, teacher, and principal. The teaching experience of the teachers in the study ranged from three to seventeen years and from kindergarten through grade five. The coaching program in the school board was in its fourth year of implementation. One coach had been working as a coach since the inception of the program and the other was in her third year of coaching. Evidence from the study leads to six major findings: (1) all participants indicated that engaging in coaching brought about change in the teachers’ classroom practices; (2) all participants were unable to clearly define a change in student learning due to coaching; (3) trusting and collaborative relationship between teachers and coaches is important to teacher engagement in coaching; (4) co-teaching and model lessons are the coaching structure with most impact; (5) time is the major barrier to coaching; (6) high quality professional development designed to meet the coaches’ learning needs and the existence of a coaching network to offer support are fundamental to sustaining a coaching program over time. Implications from this study suggest that coaching programs that include an emphasis on collaboration through reflective discussion and co-teaching are likely to bring about identifiable changes in teacher practice. School boards will need to find ways to ease the challenges that time presents to working with a coach in order for the changes to spread across the district. This study suggests that it is imperative that school boards identify and provide quality professional development to their coaches in order to sustain the changes that occur in practice. Suggestions for stakeholders implementing coaching programs and future research on coaching are included at the end of the study.

Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students looking for different jobs, professional socialization and development activities need to be re-examined to understand whether current practices are meeting the needs of doctoral students. Sociologists have explored what it means to be professional at length, but a communicative voice is needed in this conversation. This research seeks to understand how to "do" professionalism in mundane, everyday contexts. Graduate student socialization, identity, and professional development literature was used as a backdrop for exploring this phenomenon. Interviews with doctoral students in communication and directors of graduate studies in communication were conducted and documents were collected from graduate programs and the National Communication Association. This material was subsequently analyzed to explore what it means to be a professional, how to develop as a professional, and how professionalism is tracked and evaluated. The analysis suggested that what it means to be professional is composed of traditional conceptualizations of research, teaching, and service, and a number of other practices and values such as independence, collaboration, collegiality, and work-life balance. This analysis also showed that while students developed these qualities through formal means, they relied more on informal methods of developing to enhance their professionalism. Formal assessment measures helped in the evaluation process, though they did not measure many of the characteristics of a communication professional. Informal means of evaluation served as a way to track some of these characteristics. Findings showed several challenges that doctoral education currently face. First, students are increasingly pursuing careers outside the traditional Research I institutional context and increasingly pursuing more teacher-centric goals. While development opportunities should reflect student goals, a shift away from a research focus could undermine placement at Research I institutions and decrease the value of the PhD, given the increase in fixed-contract hiring at public and for-profit universities. Second, doctoral students and advisers are not adequately prepared to have difficult conversations about career goals, which may be connected to students feeling underprepared to go on the job market. Third, current assessment procedures do not measure many of the more abstract qualities and values identified as professional, which makes it difficult to assess student development. Finally, this research highlighted how the role of the body in white-collar work has been overlooked and how academic practices discipline the body in particular ways. Future research and practical applications regarding each of these challenges were explored, and limitations were also discussed.

This thesis argues for greater recognition of assessment staff in community care/home and community care (HACC) and a more comprehensive and considered approach to preparing such a workforce. By offering deeper insights into the practice of assessment and the individuals employed in these positions, the thesis makes the case that these are emerging identities: a new specialism in the emergent space of community care. This specialism has arisen to fill the gap which has developed as a result of changing socio-cultural practices in relation to care for the frail aged and people with disabilities, and the inability of established disciplines to keep pace with the new demands of the contemporary world. / The study employed a qualitative methodology using in-depth interviews with key informants with various stakeholder interests and expertise in the area of assessment and home and community care, and workers employed in assessment roles in HACC services in Victoria. The conceptual framework is represented as theoretical perspectives from current adult educational scholarship that focus on professional disciplines (including multidisciplinary/interprofessional perspectives), those that focus on communities of practice, and those that focus on the workplace. / The thesis shows that HACC assessment workers are a product of contemporary workplaces and systems of health and community care. The nature of their practice derives substantially from the local contexts in which they work; there is no single profession or discipline-based narrative that drives their practice. Instead they draw from a diverse range of knowledge sources including their embodied practice. In this way, it is argued that they are emergent practitioners, whose practice and identities share many elements with traditional professions in comparable work contexts (similar levels of autonomy, reflective practices, and development and application of ‘know how’ and tacit wisdom). The case is put that their embodied practice is the site of a robust professionalism which can provide the foundation for new approaches to the education, training and development of this increasingly important and growing occupational group. A model of learning is proposed which builds on authentic learning attained in daily work activities with clients, in the workplace as a social setting, and developing the self as a resource for practice. This model is based on a hybrid approach that builds on the learning strengths of both educational institutions and the workplace.

The advent of relatively cheap micro-computers in the 1980s has led to major investment in information and communication technology (ICT) for schools. The technology has been developed continually, creating a situation where there may be significant differences between policy and practice. The literature relating to innovation diffusion and the rationale for ICT in school education has concentrated upon effectiveness and teacher professional development. Existing models of development in the area are limited in scope or make ill-founded assumptions. Little work has been done on the question of alignment between policy and practice. This study used a grounded theory approach to examine the relationships between policy, implementation and underlying models of development. This was done through a process of policy comparison, consultation with experts in the field and case study observations. The methodology used a comparative case study approach at national, school and classroom levels and examined issues such as the nature of development processes for policy in the area, implementation and practice in the use of computers in classrooms, teacher professional development and stages of development as perceived by practitioners. Data were gathered from the United States of America, England, Estonia and Australia from November 1999 to September 2002. The study found ICT curriculum approaches for students were strongly aligned with a stage of development which emphasised the integration of ICT into existing curricula and current classroom practice. There was poor alignment between overlapping policies for teacher training and student learning outcomes and also between policy and classroom practice. It was confirmed that students generally have better access to computers outside school than within it, a situation largely ignored by policy. It was also found that experts in the field perceived increasing reliance upon generic office software as an outmoded tool approach, and saw ICT as a driver for transformative change in school education. School and classroom observations confirmed that local practice included transformative uses of ICT. From these findings a general model of stages of development was derived. The model consisted of an introductory Phase 1, where students in school first use computers and information technology becomes a subject choice; an integrative Phase 2, where information and communication technologies are used to enhance learning opportunities in all traditional curriculum subject areas; and a transformative Phase 3, where the curriculum clearly includes topics of study that would not exist without information and communication technologies and schooling for most students no longer fits the traditional group-instruction model. The model has implications for alignment in policy development based upon a national cross-curriculum framework. It demonstrates the importance for teacher professional development to include training in virtual teaching and the evaluation of digital materials. In particular, there is a need to examine the alignment between conventional learning outcomes, policy and practice when ICT is much more available to students outside school than within. The study provides guidance for future policies concerning teacher ICT professional development and argues for their alignment with national cross-curriculum frameworks for ICT in school education. It will also be useful for educators training pre-service teachers to use and prepare online digital learning materials. Further, the study also informs school communities about the need to use ICT as a way of linking their institution with student homes and to extend learning opportunities.

This study investigates professional development for online educators within a transformative learning framework. A qualitative, action research method was adopted that captured data from interactions between the researcher and participants, and which allowed the generation of theory that could guide future design efforts. The project was conducted online from Australia during 2002 and 2003 with two groups of participants drawn from a Singapore polytechnic. Data were analysed utilising content analysis of transcripts, interviews, and observations, with the researcher being an active participant in the project. The findings which differentiated online from traditional educational contexts, and which therefore are significant in terms of future design considerations were that since interactions were all text-based and visible, participants were careful to provide reasoned, reflective contributions. Furthermore, the archived interactions were available for inspection by all participants, giving rise to more articulate and constructive dialogues while maintaining evidence of the human "presence". Other findings related to supporting an online community of adult learners by recognising the individuality of each learner and their specific needs in terms of their experience, need for relevance and flexibility in the learning activity, and valuing the sense of human connectivity. Offering of peer support through a peer learning partnership model was found to be an effective way for learners to support each other in a trusting, respectful, empathetic, non-threatening manner. Findings indicated that the provision of exemplars, or models of good practice, supported situated, authentic activity, and contributed to positive, motivated learners. The dynamic (constantly changing, growing, adapting) nature of the Internet required facilitators to be continually evaluating the learning situation in order to promote and nurture an atmosphere that supported the development of new ideas, the challenging of old, the exploration of alternatives, and support for changes in perspective and action. Evidence suggested that the use of the Internet for learning and teaching could go some way towards addressing the challenges of prejudice, discrimination, and celebrate the notion of difference. From these findings, the literature, and the personal experience of the researcher, ten design principles were formulated and, if considered in light of local contextual characteristics, offer a framework for transformative approaches to professional development for online educators. Further research to address the application of this framework to other discipline areas, and other educational settings, is recommended.

abstract: There is a nationwide gap in which African American, Hispanic and low-income students perform significantly lower than their peers. Research suggests that teachers hold lower expectations for these students resulting in lower achievement. There are four main factors that influence teacher expectations: stereotypes, teacher self-efficacy, school culture, language and formal policies and programs aimed at increasing teacher expectations. The purpose of this study was to inquire into the following questions: (1) What are the factors that influence teachers' academic expectations for low-income and minority students? (2) What are teacher's perceptions on the effectiveness of formal policies and programs that are aimed at increasing teacher expectations? More specifically, do teachers feel that top-down formal policies, such as teacher evaluations, uniform curriculum, and performance-based pay are effective in impacting their expectations, or do teachers believe that bottom-up policies, such as book studies and professional learning communities, make more of an impact on increasing their expectations? Ten teachers were interviewed in a school district that is consistent with the state and national achievement gap. The findings revealed that teacher expectations are influenced by the four factors I found in the research as well as two other factors: a cultural disconnect among teachers and students and teachers' level of motivation. A combination of top-down and bottom-up formal policies and programs are needed as teachers are individuals and all respond to various forms of formal policies and programs differently. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

abstract: ABSTRACT Teachers working in isolation to overcome instructional challenges are left to their own devices, but teachers working together can benefit from others' perspectives. Teacher collaboration can increase communication and open doors to increased collective knowledge and rapport. Collaborative knowledge sharing and decision-making that focus on student achievement can go far in improving instructional learning. This action research focused on increasing collaboration among members of a middle school team of teachers. Involving teachers in a collaboration development processes was intended to improve productive interactions and contribute to instructional learning as a professional learning team. Study participants were involved in an eight week professional development initiative that involved techniques to promote collaboration along with instructional learning tools to promote professional learning in regard to guiding students to high levels of cognition. A mixed methods set of data was generated including a research journal, artifacts, surveys, meeting transcriptions, and interviews. Findings concluded that focusing on collaboration contributed to positive changes in the middle school team's interactions. Setting and revisiting norms of collaboration were crucial steps in this focus, leading to increased buy-in and active participation during team meetings. Focusing on relevance contributed to multiple aspects of the team's instructional learning. Participants valued their collaborative efforts especially when they found direct links between their professional learning and their individual classroom situations. Focusing on an action plan also contributed to participants' instructional learning. Setting manageable short terms goals gave the team direction and fostered accountability. Finally, working as a professional learning team contributed to the team's instructional learning. Taking the time to meet frequently allowed teachers to share classroom experiences, assist one another, and develop professionally. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2011

This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture of collaboration for professional learning in Kazakhstani schools. The current teacher professional development reform initiative in Kazakhstani secondary education has incorporated teacher collaboration as a strategy to encourage teachers to take ownership of innovations and changes. The underlying assumption for it is that when teachers engage in professional collaboration, there is both an individual and collective benefit. However, an increasing scepticism that followed the initial enthusiasm about the benefits of teacher collaboration in Western countries, where a second look at collaboration from a cultural and micropolitical perspective identified the contradictions between human agency and power, voluntarism and determinism, action and settings. Against this background, this study was undertaken to examine the Kazakhstani teachers’ beliefs, values and attitudes towards collaboration and interdependence. The study draws upon case study data gathered in three purposefully selected Kazakhstani schools. The first two schools represent Kazakhstani schools established during the Soviet communist era. One of them is selected from among the comprehensive rural schools and the second is a gymnasium located in a district town. The third one is an autonomous school tasked to serve as a platform to pilot a new reform initiative before its dissemination to all the mainstream schools of the country. Each case-study was covered during a six-to-seven week period, which corresponds to a term in a school year in Kazakhstan. The findings demonstrate the dependence of teachers’ personal beliefs and values about teacher collaboration on micropolitical, school organisational culture, and socio-political factors, mainly inherited as a legacy of the Soviet education system, as well as ambiguities in the understanding and implementation of reform initiatives dictated from the top. The study suggests that Kazakhstani school history and the culture of the teaching profession possess the potential to overcome these barriers, for there is a tradition of peer evaluation and peer observation in the system with teachers expected to observe and be observed by other teachers on a frequent basis within an appropriately defined school organisational structure, which historically is seen by the authorities as a means of control. The study concludes that it is of particular importance to build on the momentum of the recent reform initiatives and help teachers to develop agency by providing the support and conditions conducive to the continued development of professional learning communities based on teacher collaboration for learning.

The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help to promote the uptake of emerging technologies into the curriculum, which in turn benefits students (Yoon et al, 2007; Collins & Halverson, 2009; Earley & Porritt, 2014). This research seeks to add to current knowledge about teacher educators’ technology professionalisation and to provide an instrument for the purpose of mapping teacher educators’ technology learning preferences in the workplace. The technology learning preferences instrument (TLP-instrument) designed, implemented and evaluated in this research is intended to create a link between teacher-educators’ technology learning needs in the workplace and the way in which professional development programmes should be tailored to meet teacher educators’ evolving learning needs. The investigation employs a design-based research approach which is cyclical and appropriate for addressing complex problems in educational practice for which no clear guidelines for solutions are available. To collect and analyse the data, a mixed methods approach was used. The rationale for mixing both types of research is that qualitative and quantitative methods complement each other (Creswell & Plano-Clark, 2011). Findings in this dissertation and in follow-up research are intended to lead to more effective technology professionalisation programmes through suggestions for better design and development based on teacher educators’ learning needs.