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The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their technological pedagogical content knowledge. The survey instrument used was the Survey of Teacher Educators’ Technological Pedagogical Content Knowledge (TPACK) which is an adaptation of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology developed by Schmidt. A total of 347 public Texas university teacher education faculty members participated in the study. Multiple regressions were utilized and the effect size was considered to determine the strength of the relationship between the variables. A statistical significance was found relating to the age, rank, and gender of the university teacher educator faculty member and their technological knowledge (TK). Based on the information provided for the b weights, age was found to be the best predictor of their technological knowledge (TK). The discriminant analysis identified what relationship exists between the ages of university teacher education faculty technology knowledge. The results of the discriminant analysis indicate the range 20-30 and 60+ contribute equally to teacher educators’ technological knowledge. Although no statistically significant results were determined with respect to the correlations between gender, age, and rank and technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge, the descriptive data does suggest that some insight maybe gained from further analysis.

Environmental education is on its way to being integrated into the school system. While environmental groups are trying to help teachers address various environmental issues, teachers are often regarded as passive learners in the helping relationship. Put differently, resources are often made available without consultation with teachers--the end users of these materials. A gap, thus, exists between resources available from environmental groups and those most desired and valued by teachers. To bridge such a gap, this study employed a questionnaire entitled "assessing elementary school teacher self-perceived needs in environmental education." It was developed and validated through four stages to insure its validity. Participants were demographically representative of Massachusetts elementary school teachers. For example, a majority of the participants were teaching in an urbanized area. Results indicated that teachers generally perceived most environmental issues as important for their students to learn about, but felt that they were not prepared to address these issues, even though they felt they were competent in addressing environmental issues in general. They wanted their students to be able to achieve educational objectives related to environmental sensitivity more than those related to factual knowledge. Regarding possible types of suggested resources, teachers in this study appeared to favor ready-made instructional materials more than other kinds of resources. When they addressed environmental issues, teachers appeared to do it either in science or social studies curricula, followed in frequency by health and language arts. Regarding the supplemental instructional materials listed, Naturescope was first in both familiarity and uses, and was trailed by Project WILD and Project Learning Tree. Statistical analysis indicated that three factors seemed to be most influential in determining teachers' responses. They were: grade level taught, frequency of addressing environmental issues, and perception of competency in addressing environmental issues.

This study explores conditions that lead urban high school teachers to voluntarily participate in school-wide reform programs. The study is significant because of the leadership roles assigned to teachers by the current national and Massachusetts school reforms. Information was gathered through interviews with the teacher leaders of reform programs at three urban high schools in Eastern Massachusetts and a survey of all the teachers at the same schools. At the time of the study, each school was engaged in a reform project that incorporated recommendations from the leading national and Massachusetts reform reports. Six themes emerged from the interviews. The themes included: recognition of the social and academic needs of students; resources to meet the teachers' immediate needs as well as the needs of the reform; time for teachers to participate and time for reforms to be implemented; opportunities for teachers to collaborate; teacher in-put in defining the problems and formulating solutions; and respect for teachers' contributions. All full time teachers at three schools were asked to react to these six conditions. The teachers' responses indicate that it is the collective impact and general climate created by the six conditions that influence their decisions to participate rather than any single condition. There is no significant difference between male and female respondents. Six recommendations are offered for future reform proposals. Reforms must make allowances for the collective histories of teachers and schools; address the most immediate needs of teachers; recognize the special concerns and interests of teachers regarding curricular, pedagogical, and student policies; provide a clear vision of their goals and the essential steps to reach those goals; and connect the research on school reform with the experiential base of teachers.

This dissertation is a qualitative study on training in empowerment of practitioners that will impact treatment within the substance abuse field. The study explored training of practitioners and presented a model of integrative training that will enhance the state of the art in dealing with the substance-abusing client. Review of the literature in the intervention and treatment of the addictions reflects considerable gaps in the training of professionals and paraprofessionals. Although there are a number of training models provided, a consistent approach to the empowerment, professional education and training within this diverse field is not evident. More importantly, there is not, as validated in the literature, an integrative model of training for professionals and paraprofessionals which provides for co-joint training, interactional skill development, and sharing of attitudes which impact positively on the practitioner's ability to engage and treat the substance abuser. These issues of improving training and education for professionals and paraprofessionals are of significance and are addressed in this study. The study of training and professional development utilized throughout a multi-method of inquiry, i.e., literature search, surveys, and interviews with practitioners. The study explores existing training and staff development and the potential needs/gaps noted by treatment staff through questionnaires and focus interviews. Data from all sources are categorized, organized, and summarized by using content analysis on all written and verbal communications. These data establish the existing level of training and identify specialized areas of concentration that are needed to impact professionalism and the delivery of services. This qualitative approach examines the training and staff development of practitioners--both professional and paraprofessional--and assesses which areas--knowledge, skill development, and attitudinal awareness--must be improved and what type of training designs are necessary to achieve these goals. Crucial in this quest is the method of training for education (pre-service) and staff development (in-service) which impact professionalism. Based on study findings, a training model is created that can impact the state of the art of training in the field of substance abuse.

The purpose of the study was to examine beginning preschool teachers' conceptions of teaching young children and their perceptions of the origins of these ideas. The participants were six preschool teachers employed during their first two years after graduating with A.S. degrees in early childhood education from five different two-year colleges. This qualitative multi-case study used observations, videotapes, and in-depth interviews to collect data about the experiences of the six teachers. The Ethnograph (Seidel, 1988) software program was employed to manage the data. An adapted model of pedagogical content knowledge, as described in the literature on teacher knowledge (Shulman, 1986; Grossman 1990), was used to organize the data along a learning-to-teach continuum, as described in the teacher socialization literature (Feiman-Nemser, 1983; Zeichner & Gore, 1990). This continuum begins with early experiences, progresses through formal teacher education, and continues throughout a teacher's career. The major findings of the study indicate earlier experiences provided the teachers with predispositions toward particular curriculum content and interactional styles. Their conceptualization of what and how to teach to young children was developed and enriched during formal teacher education with coursework contributing primarily to curricular knowledge. Practicum experiences, including opportunities to bring on-campus learnings into settings for young children, were a major source of the development of instructional strategies. A combination of coursework and direct experiences with children of varying ages and in various contexts contributed to the teachers' overall understanding of children. The teachers reported learning from colleagues, trying things out, and "just being with children" as rich sources of practical knowledge (Elbaz, 1981) during their early years of professional experience. Both explicit and implicit connections were made between how knowledge was gained during these induction years and the content and process of their formal teacher education programs, as well as with their prior experiences. This study, in contrast to previous studies of preschool teachers, provides descriptive data of the substance and process of five early childhood teacher education programs from the perspectives of their graduates. Insights were thus gained into the aspects of the teacher preparation experiences the teachers found have made valuable contributions to their present work.

Industrial arts education is changing its curriculum to teach technology education. Teacher education programs in industrial arts have also changed their curriculums to prepare teachers for the new technology education programs. Current industrial arts teachers are in great need of staff development opportunities to help them deal with technological change, update their skills, and enable them to develop a curriculum to teach technology education. The purpose of this study was to survey Connecticut technology education teachers to determine their participation in specific staff development activities. The study also allowed responding teachers to identify how beneficial they perceived the staff development activities to be. In addition, the study was designed to identity significant correlations between staff development activities, attitude toward change, flexibility, and innovativeness. The substantive findings after a survey was administered are: (a) Connecticut teachers participated in a variety of staff development activities, with activities required as conditions of employment and activities related to state certification requirements receiving the greatest percentage of participation; (b) the staff development activities perceived as most beneficial by Connecticut technology teachers were those activities that were not required and in which the teachers voluntarily choose to participate; (c) a correlation was found between attitude toward innovation and participation in graduate degree programs, independent study, the technology teacher enhancement center, research projects, and curriculum development projects; (d) a correlation was found between flexibility and participation in teacher networks, and interdisciplinary teams; and (e) a correlation was found between innovativeness and participation in regional conferences, state conferences, state association meetings, student group advising, interdisciplinary teams, school committee meetings, and parent teacher groups. Lastly, recommendations were made for additional research and suggestions were made to modify the methodology.

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In this study, I investigate the concept of insider/outsider teacher identity, focusing on its relationship to teacher education. Having extensive experience as a student and teacher in rural Appalachia, I emphasize the regional perspective. To introduce the study, I present the research questions that guide the study, I explain my decision to present the study in two manuscripts, and I position my relationship within the research. In the first manuscript, "Teaching Inside Out: Exploring Insider and Outsider Status Among Teachers," I explain how I developed interest in this topic and I review academic literature about insider/outsider teacher identity. In the second manuscript, "Teaching Inside Out: A Qualitative Study of Teachers' Experiences as Insiders and Outsiders in Appalachia," I use qualitative research methods (Mayan, 2016) to delve into the experiences of teachers who have come to communities in Appalachia from outside the region, and I interrogate the implications of their experiences. This study can serve as a guide to teachers preparing for or continuing in the profession, to explore the development of their own insider/outsider identities in the communities where they work or will be working. / Doctor of Philosophy / In this study, which I present in two manuscripts, I explore insider/outsider teacher identity in Appalachia. In the first manuscript, I narrate my personal experiences and look to the academic body of literature to inform the topic. In the second manuscript, I present and interpret the experiences of three insider/outsider teachers who have worked in rural Appalachian communities.