<p> ABSTRACT TEACHING AND LEARNING IN THE CO-TEACHING MODEL: ANALYZING THE COOPERATING TEACHER/TEACHER CANDIDATE CO-PLANNING DIALOGUES by Jennifer Brownson The University of Wisconsin-Milwaukee, 2018 Under the Supervision of Drs. Hope Longwell-Grice and Linda Post Planning is a central component of the teaching experience in which the teacher draws on curriculum and pedagogy as well as learners and their context. Planning is also a teacher standard at both the state and national level (WI DPI Teacher Standards, InTASC, 2013). For teacher candidates (TCs), an opportunity to learn to plan occurs during the student teaching experience, and the planning session can reveal how the TC and cooperating teacher (CT) choose to meet the academic, social and emotional needs of their students (John, 2006). The power in the planning session has traditionally rested in the hands of CTs (Anderson, 2007); they make the decisions about what to teach and how to teach it, which may not provide the TC with enough opportunities to learn how to plan. </p><p> The co-teaching for student teaching model has shown promise in terms of increased agency for TC&rsquo;s when making decisions in the classroom, including opportunities to share reasons for choices of pedagogy and curriculum, and identify problems and solve them together. While in the co-teaching model for student teaching the CT and TC have been found to have more shared power, (Bacharach, Heck &amp; Dahlberg, 2010; Gallo-Fox &amp; Scantlebury, 2015), there is little research about how CTs and TCs plan for lessons in the co-teaching model, much less on how power is distributed between CTs and TCs during the co-planning session. The dilemma of the distribution of power for the CT and TC in the planning session, and how they participate in the planning session, was explored in this study. The purpose of this collective case study was to reveal and investigate the discourses CTs and TCs create in a co-planning session within the co-teaching model to explore the potential for engaging both participants to use their imaginations and create together, challenging the TC and CT to rethink and/or expand on ideas for planning; and talking about/creating/questioning/challenging each other when planning lessons that provide an equitable education for students.</p><p>

<p> Emotional labor refers to the efforts workers engage in to manage the expression of their feelings in order to meet organizational goals or norms. Although education researchers have established emotional labor among classroom teachers, the nuances and effects of emotional labor in classroom settings still requires more study and understanding. In particular, as researchers have identified the connections between emotional labor and stress among educators, they have posited that providing instruction on the constructs of emotional labor may help to decrease those feelings of stress. Researchers have not yet studied this idea. The aim of this study was to fill that gap by creating and evaluating an in-service training program for educators that teaches about the constructs of emotional labor.</p><p> The study design incorporated both qualitative and quantitative measures to determine not only if teachers can increase their understanding of emotional labor constructs through in-service training, but also how they apply these new understandings in their daily practice. The participants included 22 K-5 classroom teachers from an elementary school in the Mid-Atlantic region of the United States. Over the course of 10 weeks, the teachers participated in five 30-minute long training sessions that were delivered via direct instruction, whole group discussion, and small group discussion. They completed a pre-test and post-test around the first direct instruction training session to determine if their understanding of emotional labor increased after the training. As the training program continued over the course of four more sessions, the participants completed journal entries, which were analyzed to determine how the teachers were recognizing and understanding emotional labor in their practice. The analysis of the journal entries and post-test results serve to extend the field of emotional labor research, because it established that this group of teachers increased their understanding of emotional labor and applied their new learning to their practice. The findings from this study may also be interpreted as a call to action for further research, because the participants requested additional training during which they could talk with colleagues about how to manage the stress they feel related to emotional labor.</p><p>

<p> The public education system in the U.S. has been under assault with the latest neoliberal education reforms. Those reforms are characterized by their antidemocratic and homogenizing assessment system, which reinforces a banking model of education. Such model goes against teachers and teaching, linguistic and cultural diversity and bilingual education. In order to countervail this reality, this research urged pre-service teachers in a <i>Foundations of Bilingual Education/ ESL</i> college coursework to engage in a problem-posing and emancipatory pedagogy. The main purpose was for them to nurture and enhance political clarity and political agency in issues of bilingual and ESL education. Students not only engaged in dismantling hegemonic discourses in bilingual and ESL education in the U.S., but also went through an epistemological break when the teacher-researcher invited students to become co-researchers in order to co-construct the curriculum and pedagogical realities. Readings, journals, personal narratives, dialogue and theater of the oppressed became the vehicles for engagement. The transformative process of the teacher-researcher and co-researchers occurred when they deliberately transitioned from a pedagogy that promotes passive citizens to a pedagogy that promotes collective emancipation. The research paradigm that aligned with those experiences was Participatory Action Research (PAR). Central to PAR is radical participatory democracy. Through self-collective development and reliance, participants transform themselves and find alternatives to defeat injustices. Pre-service and in-service teachers and teacher education can benefit from the following results: (1) <i> the transformative effect of a dialogic research (2) the lessons the teacher-researcher learned (3) how theater of the oppressed could have been central to the vivencia, instead it was supplementary and still the door for infinite possibilities (4) the viability of PAR as a vivencia embedded in undergraduate education major and (5) the extraordinary case of Sofia's (co-researcher) ongoing advocacy. </i></p><p>

<p>The purpose of this study was to examine teachers? perceptions of the use of AVID in the math classroom in regards to future implementation of AVID in mathematics. To fully examine these perceptions, teachers identified the perceived benefits and drawbacks of AVID as well as the AVID WICOR strategies. This was done in two phases. The first phase was a survey that gathered basic demographic information as well as information that pertained to their initial thoughts on the use of the AVID WICOR strategies. From the survey data, five participants were chosen to be interviewed in phase two of the study to explore their perceptions further. The results from this phase were analyzed and coded to help further identify commonalities amongst interviewees. The data showed that all of the AVID WICOR strategies aligned with effective math teaching practices and offered benefits to students and student achievement if implemented.

<p> The purpose of this study was to identify the obstacles faced and strategies used to overcome those obstacles by undergraduate teacher education majors who began their coursework at a community college and completed an Associate of Arts in Teaching (AAT) degree in teacher education. In this study, the questions asked of the participants touched on the experiences of two groups of seven individuals each, all of whom earned AAT degrees in teacher education. The AAT was initially developed to provide a seamless transfer from the community college to the 4-year college. An oversight council continues to oversee the implementation and efficacy of this degree. 1. One group of prospective teachers, who began their studies at a community college, earned their AAT degrees, and transferred to and graduated from a 4-year teacher education program, became certified, employed teachers. 2. The second group began their studies at a community college, earned their AAT degrees, and then discontinued the journey at some point after graduation from the community college. </p><p> Using the narrative inquiry approach of qualitative research, participants were interviewed, the interviews were transcribed, and the participants validated those transcripts. Analysis of the interviews revealed two major themes in the obstacles faced by participants (college conditions and struggles in their personal lives) and two themes in the strategies used to overcome those obstacles (seeking and accessing a support network and mining the grit within themselves). </p><p> A binary logistic regression was utilized to evaluate the effect of the obstacles (college conditions and struggles in their personal lives) on the participant&rsquo;s outcome (the participant became a certified, employed teacher or not becoming an employed, certified teacher). Results indicated that the greater the number of obstacles a student experienced, the lower the likelihood that student became a certified teacher. That effect was statistically significant for personal obstacles faced. However, the effects regarding the strategies utilized to overcome the obstacles were not significant. </p><p> Recommendations include addressing college instructors&rsquo; problematic interaction with students and the continuing difficulty with the transfer experience that the AAT was to address at its inception.</p><p>

Made available in DSpace on 2014-06-11T19:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-04Bitstream added on 2014-06-13T19:42:14Z : No. of bitstreams: 1 oliveira_vca_dr_rcla.pdf: 2433539 bytes, checksum: c959b16170041c199d1a4f00012ae2f1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste trabalho estudamos o desenvolvimento de parte de um curso de formação continuada para professores de Matemática assentado em uma categoria da vida cotidiana, chamada tomada de decisão. A proposta desse curso envolve tanto tomada de decisão quanto categorias da matemática do matemático. A investigação que realizamos buscou responder à pergunta: como acontece um processo de formação profissional fundamentado numa categoria da vida cotidiana, qual seja, a tomada de decisão? Para nossa leitura, usando como referencial o Modelo dos Campos Semânticos, analisamos: entrevistas com professores de Matemática, prévias ao curso; atividades desenvolvidas pelos professores-alunos durante o módulo Tomada de decisão; entrevistas com professores-alunos do curso após o módulo Tomada de decisão; e ensaios produzidos pelos professores-alunos sobre o módulo Tomada de decisão. A partir de nossas leituras, apresentamos elementos – como descentramento, estranhamento e diferença – que julgamos importantes serem considerados e problematizados na formação de professores de Matemática / In this study we examine part of a development course for mathematics teachers, namely, the module based on a category of everyday life, decision making. Categories of the mathematics of the mathematician were also involved. The key question was: how does a course based on category of everyday life, for mathematics teachers, unfolds? The main theoretical reference was the Model of Semantic Fields; we analysed: pré-course interview with mathematics teachers (not taking the course), activities developed during the course, interviews with participants in the course and short essays produced as part of the assignments of the course. On the basis of these analyses we present and discuss notions ― key among them, those of decentering, strangeness and difference; we argue that those notions must be a central part in mathematics teacher education

<p> <b>Purpose.</b> The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps. </p><p> <b>Methodology.</b> A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California. </p><p> <b>Findings.</b> A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture. </p><p> <b>Conclusions.</b> Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders&rsquo; maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas. </p><p> <b>Recommendations.</b> Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.</p><p>

<p> This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice. </p><p> School systems across the country are being asked to do more with less money. At the same time, districts are faced with mathematics standards that require a new approach to instruction. In response to these issues, school districts are choosing to implement the role of a mathematics curriculum coach. As a result, the question is raised, &ldquo;are the funds utilized for math coaches being used effectively?&rdquo; This mixed-methods study compared two schools of similar makeup. School A employs a math curriculum coach, while School B employs a general curriculum coach. Through the use of a survey (MTEBI), curriculum coach journaling, focus groups, and one-on-one interviews, this study sought to answer three research questions: (a) What is the impact of the use of a math curriculum coach on teacher instructional practices in the area of math; (b) What is the impact of the use of a math curriculum coach on teacher perceptions of their instructional practice; and (c) What is the impact of the use of a math curriculum coach on teacher sense of self-efficacy? The survey was administered to all teachers at both schools with an overall response rate of 63.6%. The focus groups and interviews were a small random sample of teachers at each school who provided an in-depth view of their perceptions regarding the impact of the coaches on their instructional practice and self-efficacy as related to mathematics. The teachers had high levels of self-efficacy when teaching math and high outcome expectancy. These measures did not change over the period of the study. This study found that the math curriculum coach did have an impact on teacher instructional practices.</p><p>

<p> The purpose of this research was to explore the nature of teachers&rsquo; experiences of burnout and teacher self-efficacy, and the relationship between these two constructs. Although the research has demonstrated a well-established relationship between burnout and teacher self-efficacy, the exact dynamic between these two constructs is open to debate (Skaalvik &amp; Skaalvik, 2010). Additionally, most of the existing research around burnout and teacher self-efficacy is quantitative. Therefore, this study investigated these two constructs qualitatively in order to gain a deeper understanding of the way teachers construct meaning about their experiences of burnout and how they feel, think, and explain their behavior based on their perceptions of their environment and beliefs about their abilities to be successful. </p><p> Using in-depth interviews, I conducted a multicase study of three New Hampshire middle school teachers based on the following three research questions: What meaning do three New Hampshire middle school teachers ascribe to their experiences of burnout and teacher self-efficacy? How are burnout and teacher self-efficacy manifested? How are burnout and teacher self-efficacy related? </p><p> I analyzed my results using the language and lens of audit. Audit refers to programs and technologies that aim to formalize accountability practices by focusing on standards and outcomes (Power, 1997, as cited in Shore &amp; Wright, 2000). The main premise is that the transplantation of financial accounting practices into fields such as education have redefined accountability and transparency, as well as undermined professional autonomy for teachers &ndash; all of which have unintended dysfunctional consequences (Shore &amp; Wright, 2015; Gill, 2009; Taubman, 2009), including burnout. By linking burnout to audit practices, I hope to move the educational psychology literature forward by historicizing and politicizing the cognitive constructs of burnout and teacher self-efficacy.</p><p>

<p>Visual art teachers, from beginning to veteran, often report experiencing feelings of professional isolation and a desire for content-specific support and collaborative professional learning experiences. Mentoring and Induction Programs (IPs) offered by schools and districts continue to fall short of meeting the needs of beginning visual art teachers in particular. There are a large number of visual art teachers in the state of California, especially in Los Angeles County, yet there are no visual art specific support networks for beginning visual art teachers to help them navigate their first years teaching. Collaborative learning groups, such as communities of practice (CoP), may offer visual art teachers opportunities to learn together and support one another in shared learning, yet none have been formally documented in Los Angeles County as a means of supporting novice art educators. The Exploratorium in San Francisco, CA has established a community of practice called the Teacher Induction Program (TIP) to support beginning science teachers with content-specific pedagogy during their first two years of teaching. Using the TIP as a framework, a visual art professional growth support community was outlined for this study based on the needs and concerns of visual art teachers reported throughout the literature. Beginning visual art teachers in Los Angeles County were interviewed to help the researcher better understand their existing and desired supports, as well as their individual needs and concerns as new teachers. The visual art CoP was proposed to them to elicit feedback about its anticipated values (immediate, potential, applied) based on their lived experiences as first or second year PK-12 public school visual art teachers in Los Angeles County.