Two needs of Georgia State University Professional Development School Partnerships are to show increases in both student academic achievement and teacher efficacy. The Teacher-Intern-Professor (TIP) Model was designed to address these needs. The TIP model focuses on using the university and school partnership to support Georgia State University student intern preparedness and student academic achievement for those participating in the program. TIP Model outcomes were analyzed using a quasi-experimental design for achievement data and a Bayesian approach to mix methods for efficacy data. Quantitative data, in the form of test scores, were analyzed to compare mean student academic achievement at the classroom level. Mean differences between treatment and comparison groups were not significant for the TIP treatment factor (F(1, 60) = .248, p =.620) as measured by a benchmark test. Results favored the treatment group over control group for the TIP treatment factor (F(1, 56) = 17.967, p < .001) on a geometry test. A methodological contribution is the exploration and development of an approach to mix methods using Bayesian statistics to combine quantitative and qualitative data. Bayesian statistics allows for incorporation of the researcher’s prior belief into the data analysis. Narrative Inquiry was the qualitative framework employed to gain understanding of the participants’ qualitative data, thus providing a particular way of prior belief elicitation. More specifically, a content analysis of the qualitative data, which included interviews, observations, and artifacts, was used in conjunction with quantitative historical data to elicit prior beliefs. The Bayesian approach to mix methods combined prior beliefs from the teacher efficacy qualitative data with the quantitative data from Gibson’s and Dembo’s Teacher Efficacy Scale to obtain posterior distributions, which summarized beliefs for the themes of teacher efficacy and personal efficacy.

In the state of Texas, instruction in the arts is required from Kindergarten through eighth grade. In many cases, the responsibility for teaching these subjects falls on the classroom elementary teacher despite limited knowledge, experience, and a low sense of self efficacy. This study examined how an online professional development program affected elementary teachers’ use of arts approaches, the attitudes and issues that have a bearing on the use of arts approaches, and teacher learning that occurred as a result of engaging in an online professional development program. An embedded mixed methods design was used that embedded a qualitative case study within a quantitative study in order to compare and corroborate the quantitative findings. Participants, employed at an elementary campus in South Texas, consisted of seven elementary generalist teachers who participated in an eight week online professional development program and six teachers who volunteered to complete a survey only. The central question, “how does an online job-embedded professional development program affect elementary teachers’ beliefs about and use of arts integrated approaches to learning,” guided the study. Seven sources of both quantitative and qualitative data were collected over a ten week period. Themes that emerged from the qualitative data analysis were student outcomes, teacher-efficacy, and external factors. Findings indicate that (1) online formats are a viable form of professional development, (2) a lack of time to plan most significantly impacts the use of arts approaches, and (3) improved access to rich, arts based lesson resources may increase the use of arts in the classroom. This study was significant because it provided insight into the quality of teacher learning and its impact on classroom practice as the result of online professional development.

Education for All (2005) offers a developmentally appropriate plan based on responsiveness to intervention (RTI) research. The model, termed the tiered approach, advocates intervention as a step in the process of identification which involves closely monitoring students in the primary years and providing additional support through direct instruction and increased monitoring of students who are at-risk. There are numerous empirical studies discussing the potential benefits of the RTI model (Feiker Hollenbeck, 2007; Fuchs & Deshler, 2007). However, the promise of a theory is never enough to ensure a change in the practice of teachers or an improvement in the learning of students. Since it is the teachers who will alter their classroom practice and systematically monitor student progress in order to decide whether suitable learning trajectories are being achieved, researchers must examine how best to support teachers in the face of such change. This study describes, through the use of focus group data, teachers’ views of their experiences participating in a pilot project of the RTI model. While exploring the supports and barriers that these teachers face in the first year of implementing the RTI model, this study describes the limitations imposed by the teachers’ perceived lack of empowerment throughout the pilot project. / Thesis (Master, Education) -- Queen's University, 2009-06-24 12:49:27.836

This qualitative case study examined a researcher-designed professional development intervention focused on improving teachers’ understanding of the interactions among students and between students and teachers in the teachers’ own classrooms. Participating teachers collaborated with the researcher in determining what they would observe and collaborated with each other in making sense of what they saw. The study analyzed participants’ discourse to characterize what they saw, how they worked together, what they found helpful in the intervention, and how they benefited. The study took place over a three-month period at a Canadian Community College in Qatar committed to guiding its faculty in adopting a learner-centred approach. Four participants worked in pairs to share and discuss video of their own classes in action as they sought to adopt the desired learner-centred approach. After a Group Training Session led by the researcher to develop a Video Analysis Framework, the pairs worked through two iterations of individual video recording and selection of a ten-minute clip for sharing, followed by paired analysis of the clips. The researcher recorded the training session, the paired discussions, interviews, and focus group discussion. Data from transcriptions and researcher field notes were analyzed inductively and connected closely with findings from the literature on the benefits of video analysis in enhancing the effectiveness of teacher-directed professional development. Faculty participants benefited from the intervention in a variety of ways. Production, selection, and discussion of video of participants' own class sessions drew participants into focused reflection on student interactions, which led to heightened awareness of phenomena important to participants in becoming learner-centred teachers. Sharing perspectives with their peers generated consensus in interpretation. Iterations led to higher levels of inference and the emergence of a problem-solving approach in making sense of phenomena. Motivated by video analysis, participants experimented with what they considered to be improved teaching techniques. Participants demonstrated significant risk-taking, enhanced peer professional relationships, and ownership and autonomy in professional development. / Thesis (Master, Education) -- Queen's University, 2012-01-31 16:50:24.598

This study explored collaborative inquiry as a professional learning model for five elementary teachers at an inner-city school in Western Canada. Collaborative inquiry – a branch of action research – was the process used to support teachers’ professional learning in the use of technology in their arts education programs. The research questions were: (a) in what ways has the collaborative inquiry approach to professional learning had an impact on teachers’ learning and thinking about the use of ICT in arts education? (b) in what ways has the collaborative inquiry approach to professional learning had an impact on participants’ changed practice? and (c) how do collaboration and dialogue foster the construction of knowledge related to teachers’ integration of ICT to support their arts education program? The findings suggest that collaborative inquiry was an effective strategy for professional learning and impacted teachers’ learning and thinking about the use of technology in their arts education program in several ways. There were indications that the collaborative inquiry group afforded social-emotional support, a forum for dialogue and collaboration, as well as an avenue to explore alternative perspectives and new ideas. It was also evident that new habits of mind were beginning to emerge. Teachers felt increased confidence and efficacy which led to risk-taking and exploration of new technologies, an increased capacity for evaluating ICT with pedagogical intent, as well as a strengthened ability to think reflectively about their practice. Furthermore, changes in practice were evident in the following areas: subject matter and materials, organizational structures, roles and behaviors, knowledge and understanding, and value internalization. And finally, the findings reveal that dialogue and collaboration are important factors in helping teachers foster their construction of ICT knowledge. These processes helped advance understanding as participants challenged one another, pushing each other to a higher level of pedagogical and divergent thinking. Dialogue sessions offered participants a powerful forum for idea generation, idea sharing, and cooperative problem solving.

The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased their students’ learning in mathematics. It also aimed to examine the reasons for the teachers’ changes in their classroom practice. The twenty-two year 4 teachers attended a professional development program in formative assessment in mathematics. A mixed methods approach used classroom observations, teacher interviews, questionnaire surveys and student mathematics tests to investigate the effects on teacher classroom practice and student achievement. It was found that the teachers trained in formative assessment built on their previous formative classroom practice and added new formative assessment activities into their mathematics classroom practice to a level that had significant impact on student achievement in mathematics (p = .036, d = .66). The teachers developed their formative assessment practice in three dimensions: key processes in teaching and learning, agents in the classroom, and the length of the formative assessment cycle. The reasons for teachers ́ implementation of new formative assessment activities were well explained by the expectancy-value theory of achievement motivation. Important aspects of the professional development program were: (1) A formative and process-oriented character; (2) Activities directly useable in classrooms; (3) Experience of using formative assessment activities; (4) Connection between theory and practice; (5) Time; and (6) Knowledgeable support. The thesis shows that it was possible to provide sufficient support to a random selection of teachers for them to develop their formative assessment practice in a way that improved student achievement. However, this thesis also indicates that it can be expected that teachers would need substantial time and support to achieve such developments in their classroom practice.

Today's teachers work in exhausting times. Curriculum and assessment change has been unrelenting and even the most conscientious teachers often feel overwhelmed. At national and local levels, professional development programmes have assisted teachers to address these changes and a number of approaches have been adopted. However, while teachers have engaged in professional development programmes, the actual benefits to classroom teaching and learning have been less certain. The quantity and frantic pace of these changes have worked against the achievement of quality outcomes. This thesis makes an important contribution to existing knowledge about professional development practice because it investigates teachers' experiences of educational change and school improvement processes to show what is both helping and hindering teachers as learners. The findings suggest that currently many schools are not effective learning organisations. This research uses the example of the National Education Monitoring Project (NEMP) reports to explore teacher learning processes in action. It is argued that the impact of the NEMP reports and their assessment information is being compromised because classroom teachers are already fully committed to curriculum document developments mandated by the Ministry of Education. In fact all professional development projects are faced with the same dilemma that schools are working with multiple projects at the same time. While this continues to happen the potential benefits of the NEMP reports as assessment exemplars for effective assessment practice remain unrealised because teachers' time is drawn to so many other competing priorities. It is this reality which now makes answers to key questions about teacher learning especially important. These questions concern who makes the decisions about what it is that teachers should be learning and how this learning might be presented to them. It is a matter of concern that teachers are cast as 'victims of change' and decisions about their learning largely determined by others. Rather than helping schools to help themselves and become 'agents' of change, this practice increases teachers' dependence on others for learning. A three stage approach to data collection is used in order to suggest improvements to current practice in professional development for teachers. This begins with questionnaire surveys to establish baseline data on the impact of the NEMP reports on classroom teachers in the Canterbury region. From this information an intervention is introduced to eight teachers who share a quality learning circle experience in order to learn more about the NEMP reports. Then observations and interviews of teachers in case study schools show teacher learning in action and reveal the strengths and weaknesses of current professional development experiences within schools. It is argued that the future effectiveness of schools will depend upon their capacity to determine their own learning needs and then find ways of addressing them. Schools will therefore need to acquire a more extensive repertoire of data gathering and analysis skills if they are to know how they can make significant improvements and not just duplicate what others find suitable for other settings. It is argued that improvements to teacher learning and development must address the focus of how teachers learn and will require a major review of how schools are structured and organised for teacher learning. Different arrangements will be required to allow 'learner centred' practice and the emergence of teacher learning communities from within schools. Schools will stand a better chance of being learning organisations when steps are taken to remedy the current structural arrangements which at the moment work against quality learning for teachers.

This thesis explores two problems: (1) how early childhood teachers can manage professional development and change in their own settings, and (2) how to create a thesis. Both facets of the thesis emerge from the professional development in Active Movement that the teachers and I co-constructed at our early childhood centre between April 2005 and June 2006. This thesis sets out to test the main idea that having a theory of change for teachers' professional development can help teachers negotiate complex change and craft their own professional development solutions. It uses stories as a key facet of its methodology and presents stories of professional development and change related to five inter-weaving learning journeys. The learning journeys relate to (1) my learning journeys as a professional development coordinator and (2) as a researcher, (3) the overall learning journeys and (4) & (5) teachers' collective learning journeys to implement two different but related practices in Active Movement. The stories provide a range of professional development solutions and change at individual and collective levels from which different theories of change can be derived. From these stories, I identify three theories of change as well as the complex changes we negotiated and the professional development solutions we crafted. In identifying the theories of change, the complex changes and the professional development solutions, this thesis supports the main idea and argues that teachers can develop a theory of change to manage professional development and change in their own settings. This thesis argues that a theory of change is a set of strategies that address the local conditions. It suggests that the process of developing a theory of change can include articulating local conditions and creating strategies that support and guide the change in ways that address these local conditions. It also suggests that recognising what counts as local conditions and strategies can help teachers develop their own theories of change. In creating the strategies to support the change effort, it is important to identify the purpose of the strategies, their underlying values and relationships, and the day-to-day realities that constrain the change effort. At the same time, it is important to identify how different strategies inter-relate to help us manage the tensions that can arise from these relationships. This thesis argues that theories of change can include multiple and embedded theories of change, that we can create theories of change as plans or explanations of change or as dynamic theories of change that emerge from the inter-play between plans and explanations. This thesis also argues that there are different ways to articulate our theories of change and that there are limits to the extent to which we can or should articulate them. It also argues that the theories of change we create and use for our change efforts depend on the nature of the change. A theory of change that embodies the process of emergence is useful for managing professional development and change efforts that have a high degree of complexity and uncertainty and whose end goals are initially unknown. This thesis also suggests that creating the role of a professional development or change coordinator can help centres manage the knowledge used and created in the professional development or change effort in ways that benefit individuals, groups and the centre. This thesis also argues that (1) the thesis investigation is my personal professional development and represents my learning journeys to create a thesis, (2) the thesis report constitutes a theory of change for the thesis investigation, and (3) the thesis is experimental in the way that it is reported. This thesis proposes other possible investigations related to the idea of theories of change; (1) to develop an Active Movement community of practice within the wider early childhood sector, and (2) to investigate the role of theories of change in everyday teaching and learning. Finally, it uses the notion of value creation to suggest ways to create added value for the teachers and the Centre, for Sport and Recreation New Zealand and for myself.

As Information and Communication Technology (lCT) becomes more commonplace in New Zealand classrooms, the question arises as to what teachers are making of the technology. The present study draws on the responses from some 8000 teachers to a survey repeated over four years. The survey sought information in teachers' ICT usage and skills prior to entry into a professional development programme. The study found few changes for the average teachers' use of lCT in the classroom between 1999 and 2003. Of the changes that occurred, increases in some of the personal ICT skill levels of teachers are among the most marked. This includes an increase in skills in file management, word processing, emailing, and Internet use. For the average teacher, these skills have, however, remained relatively basic. Within the classroom, these basic skills are used mainly for administration as well as planning and preparation, while some increases in skill levels was evident in the areas of Internet use for accessing lesson ideas, assessment, reading official documents, and other professional readings. There have been some increases in the use of lCT for administration, in particular for records/assessment, and writing reports for parents. Integration of lCT into classroom teaching and learning remains unchanged and at a low level during the years studied. Usage of ICT by students of the average teacher have changed little between 1999 and 2003. Important changes can be seen, however, in those teachers with a high degree of skills and usage. Growth in their level of skills is occurring, although the numbers are small. That teachers use ICT mainly for administration purposes as well as for planning and preparation, suggests ICT is currently being 'undersold' as a tool for teaching and learning. Before ICT can be fully integrated by teachers, literature cited in this report points to the need for professional development programmes to focus on pedagogical change.

Despite the wide availability of computers to teachers throughout New Zealand, and despite the strong philosophy supporting Internet use for teacher development, the actual use of Internet websites aiming to enhance teacher professional development is not high. The New Zealand website Te Kete Ipurangi (TKI) was developed with the aim of connecting teachers to a wide range of materials and information. Professional development of this kind is well supported by many theorists as being able to break down teacher isolation and build a supportive teaching and learning community. Websites for teachers, such as this one, are beginning to develop on the Internet, and their availability to all teachers is of no dispute. The extent to which they are able to be easily employed by teachers as the resources they were intended is, however, a matter only a few have investigated. This research studies some of the navigation aspects of TKI and the usability issues which influence the overall use of this website. Usability tests and a questionnaire were utilised to examine the degree to which this website was usable for teachers and the extent to which there were navigation issues for its intended users. It found that use of TKI was constrained by teachers' own lack of confidence and feelings of inability, as well as several navigation issues. These issues centered on the language used in the website - particularly in the headings; the search facility; the layout of the site; and the speed of use.