<p> This paper (1) draws on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and (2) provides anecdotal evidence to explore the potential of instructional video in an asset-focused, transformative, and responsive model of professional development in culturally responsive teaching. The paper concludes that instructional video can be an effective tool for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. </p><p> PAPER TWO: &ldquo;LISTEN THEN, OR, RATHER, ANSWER&rdquo;: CONTEMPORARY CHALLENGES TO SOCRATIC EDUCATION </p><p> The popularity of Jacques Ranci&egrave;re in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato&rsquo;s dialogues and in invocations of Socrates in contemporary educational practice. This paper explores the implications of this trend through comparing Ranci&egrave;re&rsquo;s educational thought to an analysis of Socratic education in Plato&rsquo;s Republic. The paper also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Ranci&egrave;re and Socrates for contemporary teaching. </p><p> PAPER THREE: PEOPLE MAKE REVOLUTIONS, NOT TECHNOLOGY: THE ROLE OF FACEBOOK, TWEETS, AND TEXTING IN THE DEVELOPMENT OF YOUTH ACTIVISM </p><p> This paper explores one teen&rsquo;s experience using social media to organize a high school walkout. Jonathan Ortiz learned about education budget cuts from his teacher, and leveraged social media and texting as political organizing tools. The paper explores what it meant for Jonathan to develop as a youth activist during a time when social media and texting have made organizing faster and more efficient. The paper concludes (1) face-to-face relationships provided the most impactful developmental opportunities for Jonathan as he came of age as a youth activist, and (2) social media may be more likely to support the development of youth activism when adult mentors intervene with strategies of facilitation and teaching.</p>

<p> Outcome-driven data literacy is a relatively new discipline in the field of K-12 education. With the exception of a few researchers, a handful of teacher training organizations, and practices observed in some public schools, there is little guidance for how teacher training organizations interested in developing outcome-driven, data-literate teachers should go about this work. In response to this problem, this study investigates how four teacher training organizations already engaged in developing outcome-driven, data-literate teachers are going about teaching these kinds of knowledge, skills, and mindsets. Using a qualitative case study approach, the study aims to help teacher training organizations identify approaches for teaching data literacy by sharing promising practices and lessons learned from organizations that have pioneered this work over the last several years.</p><p>

<p> The National Board Certification is a process for educators who desire to pursue a deeper level of professional development and enhance their teaching practice. This certification process coupled with cognitive coaching involved high levels of reflective practices and deepened self-efficacy evident in this study. This study determined that with the use of cognitive coaching an educator self-efficacy would increase depending on what stage they were on in the process. The researcher provided three groups of participants (National Board Certified Teachers, Candidates in the process of National Board Certification and Did Not Achieve) an opportunity to elaborate on their experience moving through the process using a cognitive coach. </p><p> An analysis of qualitative and quantitative data revealed that the three groups differed in self-efficacy in favor of the National Board Certified Teacher (NBC) group and that on several aspects of cognitive coaching, the NBC group scored higher than the other groups. As well, each group showed support for the coaching process through certification and revealed that with this coaching they were able to achieve a deeper reflective state of mind. </p><p>

<p> <b>Purpose.</b> The purpose of this phenomenological study was to understand how middle school teachers describe their use of the four elements of emotional intelligence (self-awareness, self-management, social awareness, and relationship management) to reduce student behavioral referrals. In addition, it was the purpose of this study to discover the barriers and benefits to teacher use of the elements of emotional intelligence (EI). </p><p> <b>Methodology.</b> This study utilized a qualitative approach to understand how middle school teachers describe their use of the four elements of EI to reduce student behavioral referrals. In addition, a qualitative approach was utilized to discover the barriers and benefits to teacher use of the elements of EI. A sample of middle school teachers from San Bernardino and Los Angeles Counties participated through in-depth interviews. The data were coded to describe similarities and differences in perceptions of how participant teachers described their use of the four elements of EI to reduce the number of written office referrals. </p><p> <b>Findings:</b> Analysis of interview data resulted in 13 themes. Nine key findings were identified based on the frequency of references by study participants. Building relationships with students was considered important, building trust between teacher and student is important as well as establishing structure in the classroom and clear oral and written communication. Reported benefits of EI included better relationships with students, higher levels of student engagement, and more trusting relationships. Reported barriers included student home lives and limited training for EI. </p><p> <b>Conclusions:</b> The 9 key findings were summarized as 5 conclusions. Teachers in this study stressed the importance of building relationships, using the four skills of EI to build better relationships, engaging students through EI, and establishing trust with students. Teachers also need additional training to hone their EI skills. </p><p> <b>Recommendations:</b> Further research of outlier teachers at all grade levels across the U.S. should be conducted.</p><p>

<p> This case study on Crellin Elementary School in Oakland, Maryland, examined the pedagogical practices of 7 teachers/administrator from the school. It examined implementation of placed-based education (PBE) using researcher observations and teachers&rsquo;/administrators&rsquo; narratives, two learning partners, and the former superintendent about the efficacy of the PBE learning model. This study also examined the commitment level of adopting critical pedagogies of place to meet the learning needs of students, many who come from lower socioeconomic backgrounds. Community members provided narratives of their connections to placed-based educational activities with Crellin and their insights on the impact on the community and the participating organization. The research study indicated that PBE can be a contributing factor in narrowing the achievement gap by focusing on the lower socioeconomic subgroup, using data from students who receive free and reduced-price lunch. Measurement tools included the Maryland State Assessment and Partnership for Assessment of Readiness for College and Careers assessments scores between the years 2003 through 2010 and 2017. Other contributing factors determining the efficacy of PBE included leadership and sustainability and the number of highly qualified teachers, specifically at Crellin Elementary School. Benefits of PBE were also discussed, including teacher empowerment, community empowerment, and an enriched curriculum due to partnerships with academic experts. Recommendations included replication of a study on middle and high schools implementing the PBE learning model and its effects on student achievement. A recommendation was to track alumni student achievement including a longitudinal study of Crellin students&rsquo; academic performance through middle school and high school (e.g., Advanced Placement, Partnership for Assessment of Readiness for College and Career, SATs, and ACTs). </p><p>