As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.

The focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study, participants were given the MKT, a measure designed to measure teacher mathematical knowledge for teaching, before and after taking the base 8 unit. The researcher focused on two specific constructs: Common Content Knowledge (CCK) and Specialized Content Knowledge (SCK). The qualitative portion of the study involved carefully constructed student interviews which allowed the researcher to deeply explore how prospective teacher conceptual understanding changed as a result of taking the unit in base 8. Four participants with varying levels of knowledge were selected to be interviewed based upon initial scores on the MKT: 1) low CCK and low SCK, 2) low CCK and high SCK, 3) high CCK and low SCK, 4) high CCK and high SCK. Results of the interviews were used to help explain results from the MKT. Quantitative and qualitative results showed that participants did not significantly increase their CCK, but did experience an increase in their conceptual understanding (SCK) as a result of taking the unit in base 8. Most prospective teachers entering the Elementary School Mathematics Course already had high procedural knowledge of the algorithms associated with elementary mathematics, which could account for the non-significant increase in CCK. Prospective teachers all showed deeper conceptual understanding of whole number concepts and operations at varying levels by the end of the base 8 unit. Prospective teachers showed their increased understanding by way of explanations, justifications, and alternate solution strategies.

Technological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high numbers of immigrants such as the United States is another reason to seek novel ways to prepare teachers who have had adequate practice and developed teaching skills needed to reach the English learners (ELs) in their classrooms. Using Multi-User Virtual Environments (MUVEs) has been one solution in order to bridge this gap. EL TLE TeachLivE, which was the focus of this study, is a computer simulated environment that combines real-life participants and digital personas or avatars. The participants of this study were teacher candidates who experienced using EL TLE TeachLivE to practice the teaching strategies and skills they had been learning about during their teacher preparation program (n=20). This research investigated the perceptions of these teacher candidates about using this mixed-reality classroom environment through observations, questionnaires, focus groups, and individual interviews. A qualitative transcendental phenomenological approach was taken to have a more in-depth understanding of the participants' perceptions about the phenomenon of EL TLE TeachLivE as a mixed-reality classroom environment in teacher preparation and the meaning they made of their experiences. Through the data analysis three main categories emerged: TCs' general perceptions about the avatars and EL TLE TeachLivE as a mixed-reality classroom environment, TCs' perceptions of the current use of the EL TLE TeachLivE in their teacher preparation program, and TCs' perceptions about the future use of EL TLE TeachLivE. The Teacher Candidates' General Perceptions of EL TLE TeachLivE consisted of the following sub-themes: (a) Video game dissimilarities, (b) Avatar believability and real-life features, (c) Personification of the EL cases, (d) Fear of the unknown, (e) Avatar movement restrictions, and (f) Suspension of disbelief. The Teacher Candidates' Perceptions about the Current Use of EL TLE TeachLivE included: (a) Importance of prerequisites, (b) Advantages over role-playing, (c) Teaching in front of peers, (d) Group teaching and random selection, (e) Importance of feedback, and (f) Teaching strategies and aha moments. Finally, the Teacher Candidates' Perceptions about the Future Use of EL TLE TeachLivE incorporated: (a) Changes in the implementation, (b) Elementary vs secondary classrooms, and (c) Gradual practice.

The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating the number ratings of the IQA toolkit with the qualitative descriptions of expectations. It was found that there was an increase in ratings for both constructs of Academic Rigor and Accountable Talk over the period of three feedback cycles. There was a difference in how the students were facilitated in instruction over the three observations. The teacher became more aware of some of her behaviors in the classroom that contributed to the type of instruction given to students. In reviewing the literature, there was limited evidence of the use of the IQA toolkit for the iterative process of teaching, feedback, and teaching informed by feedback. This research is therefore useful in expanding the use of the IQA toolkit for feedback purposes. Preservice teachers as well as in-service teachers can benefit from feedback focused on mathematics teaching that makes them more aware of their strengths and weaknesses so they are able to adjust instruction based on the feedback received.

The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.

This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the data in order to answer four research questions. A bivariate correlation, an analysis of variance, an independent samples T-Test, and a factorial analysis of variance were used. The study’s findings demonstrated that there was not a correlation between the years of teaching experience and the teachers’ VAM scores of the targeted population, yet when categorically grouped teachers with six or greater years of teaching experience had statistically significant greater VAM scores than those with less years of experience. There was not a statistically significant difference among teachers of varying Reading Endorsements.

This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Team Volusia, Race to the Top application, 2011). This study focused on 14 pilot schools within one school district that implemented VSET as a new teacher evaluation system. The data used in this study were drawn from a multi-metric teacher assessment used in VSET and measures of student achievement. The VSET evaluation model consists of three metrics that are assigned according to the specific categories of a teacher. Two of the metrics, the professional growth plan rating and the educator observation rating are based on Charlotte Danielson’s “Framework for Teaching” (Danielson, 2007). The third metric, the valued added score is a measure of the teacher’s impact on student learning. The current study focused on determining if there was a correlation between teaching practice and student achievement and to what extent teaching practice was impacted by teacher self-selection of components for professional growth in the teacher evaluation model. The findings suggest that there is not a statistically significant and reliable relationship between the value added score and teacher practices across components, as assessed by VSET evaluators. Follow up analyses did, however, show that higher evaluator observation scores are associated with improved school iv grades, suggesting a relationship between teacher impact on student performance. The results support the assumption that the successful completion of the VSET professional development growth plan is associated with teacher’s instructional practices in the identified component.

Family-centered care (FCC) is recommended as “best practice” across a variety of pediatric service settings, as it yields better health and wellness outcomes for clients, and greater work satisfaction for practitioners and administrators (American Academy of Pediatrics, 2012). However, providers in multiple health care fields report challenges with translation of FCC concepts into their practice (Bamm & Rosenbaum, 2008; Graham, Rodger, & Ziviani, 2008; Lawlor & Mattingly, 1998; MacKean, Thurston, & Scott, 2005). Therefore, the aim of this doctoral project was to understand the barriers to FCC implementation, and to propose ways for supporting practitioners to enact FCC in their practice. The resulting solution is Better Together, an on-line professional development course designed to empower health care providers to become ambassadors of FCC and effectively enact the FCC practices in their daily interactions with clients and their families. The Better Together course content and structure are based on findings from a review of the literature specific to identifying core skills and knowledge essential for effective FCC practice, as well as best practices for professional development instruction. Methods for course implementation, funding, and dissemination are described, as well as a research plan for program evaluation.

Thesis advisor: Matthias von Davier / Massive Open Online Courses (MOOCs) are used by many educators for professional development (PD). However, only a few studies explored what educators’ goals in PD-MOOCs are and whether educators with different goals interact with MOOCs in different ways. These issues are addressed in three related studies described in this work. First, I conducted a literature review on MOOCs for educators and identified underexplored topics and underutilized data collection and analysis methods. I found that a few studies looked at educators’ learning motivations and none linked them to complex engagement patterns as measured using log data. In the second study, I used natural language processing (NLP) to identify teachers’ motivations in four MOOCs (n = 3,212) based on their responses to open-ended and Likert-style survey items. I also examined the association between these motivations, participants’ intention to complete the course, and actual completion. Three motivation groups were identified: Intrinsic, Professional, and Prosocial (i.e., taking the course to help students or improve the educational system). Participants with intrinsic motivations were less likely and those with prosocial motivations were more likely to plan to complete the course or to complete it even after accounting for initial intentions. In the third study, I compared the engagement processes of the three motivation groups in one course (n = 969). I found that the intrinsic motivation group was the most engaged during the course, but the prosocial group was the most engaged by its end. The prosocial participants were also the most interested in the course’s forum. These findings have theoretical and practical implications for the study of MOOCs and educators’ PD in general. They can, for example, be used to enhance PD design in a way that helps educators meet their individual goals. Rethinking the design of educators’ PD courses this way can potentially affect their teaching practice and thus, improve education for their students, as well. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Measurement, Evaluation, Statistics & Assessment.

Donmoyer (1990) suggested that knowledge gained from our own experiences or that of others may be applied to the improvement of practice. The purpose of this study was to provide insight into the experiences of a first-time online facilitator. The research question for this study was: How does a first-time facilitator understand the process of delivering instruction in an online environment? A case study design was applied to this research. The researcher/participant was the case under study in the context of the delivery of online instruction. The researcher who was also the online instructional facilitator experienced the process of delivering online instruction for the first time. The use of this method provided a first-hand perspective of the experiences of an online facilitator. The study was conducted in two phases. During Phase I, the researcher/participant participated in a train-the-trainer program that was delivered using the Blackboard® learning management system. During Phase II, the researcher/participant facilitated an online professional development session created during the training. Data were collected from a variety of sources, including journaling, interviews with a master trainer and other online facilitators, and analysis of course materials and completed assignments. Three themes emerged from the data. The themes were: (a) time, (b) adherence to standards, and (c) absence of physical presence. Recommendations included: (a) alignment of training and evaluation with professional development and content standards, (b) awarding of credit based on demonstrations of learning and student achievement, (c) facilitator awareness of non-instructional responsibilities, (d) training and support for the efficient use of technology to manage administrative and support tasks, (e) enforcement of completion deadlines, (f) provision of feedback on assignments, (g) implementation of additional opportunities for collaboration, (h) participant and facilitator awareness of time and paper needed for learning and record-keeping tasks, (i) training for participants without demonstrated technology proficiency, (j) implementation of a blended training approach, and (k) investigation of web-based publications for use in the delivery of online professional development.