The fast pace of technological change within education has made it challenging for Faculty of Education professors to keep current with the integration of Information and Communication Technology (ICT) into teaching. This study focuses on an Ontario university Faculty of Education’s ubiquitous laptop program. Diffusion of innovation theory was used as a conceptual framework to examine how Faculty of Education professors perceive they are learning and integrating ICT into the preservice program despite a lack of formal ICT standards in the education system of Ontario. In 2007, data were gathered through interviews with faculty, administration, technical assistants and recent B.Ed. graduates. The faculty participated in an online survey to determine what ICT was being used and integrated within the B.Ed. program. In the analyses, data were organized into five themes based on Rogers (2003) diffusion of innovations theory: innovations used by faculty, adoption of innovations, organizational support of the adoption, unexpected consequences of the innovation, and increasing the rate of adoption. The findings from the faculty survey and interviews indicate that while many professors often integrated technology in their teaching, there existed a wide range of skills, confidence levels, and amount of ICT integrated into teaching among faculty. Issues influencing the adoption of effective technology integration that arose from the study include: lack of faculty development, off task behavior of preservice teachers, lack of time to learn ICT, technical difficulties, technical support concerns, wide range of ICT skills of preservice teachers, and the high cost of the laptops themselves. The lack of provincial ICT standards may have further contributed to the varied degrees of ICT integration at the university as well as that within schools in the practicum setting. Recommendations were made that have the potential to improve the effectiveness of ICT integration into the Bachelor of Education program and also provide direction for future faculty development initiatives, including faculty development. Findings from this study may be beneficial to researchers who are studying the faculty experience in ubiquitous laptop Faculty of Educations or other educational institutions considering ICT integration.

The fast pace of technological change within education has made it challenging for Faculty of Education professors to keep current with the integration of Information and Communication Technology (ICT) into teaching. This study focuses on an Ontario university Faculty of Education’s ubiquitous laptop program. Diffusion of innovation theory was used as a conceptual framework to examine how Faculty of Education professors perceive they are learning and integrating ICT into the preservice program despite a lack of formal ICT standards in the education system of Ontario. In 2007, data were gathered through interviews with faculty, administration, technical assistants and recent B.Ed. graduates. The faculty participated in an online survey to determine what ICT was being used and integrated within the B.Ed. program. In the analyses, data were organized into five themes based on Rogers (2003) diffusion of innovations theory: innovations used by faculty, adoption of innovations, organizational support of the adoption, unexpected consequences of the innovation, and increasing the rate of adoption. The findings from the faculty survey and interviews indicate that while many professors often integrated technology in their teaching, there existed a wide range of skills, confidence levels, and amount of ICT integrated into teaching among faculty. Issues influencing the adoption of effective technology integration that arose from the study include: lack of faculty development, off task behavior of preservice teachers, lack of time to learn ICT, technical difficulties, technical support concerns, wide range of ICT skills of preservice teachers, and the high cost of the laptops themselves. The lack of provincial ICT standards may have further contributed to the varied degrees of ICT integration at the university as well as that within schools in the practicum setting. Recommendations were made that have the potential to improve the effectiveness of ICT integration into the Bachelor of Education program and also provide direction for future faculty development initiatives, including faculty development. Findings from this study may be beneficial to researchers who are studying the faculty experience in ubiquitous laptop Faculty of Educations or other educational institutions considering ICT integration.

<p> Are graduates of teacher preparation programs adequately prepared with the skills and knowledge to teach in the 21st century classroom? This study consisted of a quantitative content analysis to investigate the presence of 21st century knowledge and skills within a stratified random sample of teacher preparation programs in the United States as measured by the 21st Century Learning Framework. Based on the current literature, the researcher identified 21st century competencies: global awareness; digital competencies; critical thinking; collaboration; cross-cultural; communication; and problem solving. For null hypothesis numbers two through eight, the researcher determined how closely the institution's mission statements, course descriptions, syllabi, and other documents corresponded to the quantified 21st century framework. She then calculated the variance and tested the hypotheses using a z-test for a difference in proportion. For null hypothesis number one a z-test for difference in means between the ratings of the public teacher preparation program's sample and the private teacher preparation program's sample was used to determine if there were significant differences. In addition, the data was analyzed to determine if a statistical difference existed between public and private institutions' evidence of 21st century knowledge and skills. The results of the analysis supported the alternate hypothesis, noting evidence of 21st century knowledge and skills within the sample of teacher preparation programs. The analysis also supported the alternate hypotheses; there was evidence of digital literacy and critical thinking competencies in teacher preparation programs. The research did not support the alternate hypotheses related to global awareness, collaborative, cross-cultural, communication, and problem-solving competencies, thus revealing 21st century knowledge and skills were not evident in teacher preparation programs. Public institutions statistically scored higher on digital literacy skills while private institutions scored higher on critical thinking skills. Teacher preparation programs must make programmatic changes to better prepare graduates with the knowledge and skills necessary to effective lead in the 21st century classroom.</p>

<p> The attrition rate of teachers in an urban/suburban school district in a northeastern state caused schools to fail to attain annual yearly progress. To reverse this problem, administrators must understand the importance of their leadership and teacher efficacy and the need to nurture teachers to increase student performance. The purpose of this sequential mixed-methods study was to determine whether a relationship existed between leadership and efficacy. Total-population sampling was used to obtain 19 elementary and middle teachers who completed two surveys to examine the relationship between principals' behaviors (human relations, trust/decision making, instructional leadership, control, and conflict) and teacher efficacy (student engagement, instructional strategies, and classroom management). Survey data were analyzed using Pearson's product-moment correlations. In addition, face-to-face interviews were conducted with 3 teachers who had 5 or fewer years of teaching experience. These data were analyzed using thematic analysis. Quantitative findings indicated significant relationships between instructional leadership with teacher engagement and conflict with teacher engagement. Themes, based on the integrated model of teacher efficacy, revealed connections with the principal and support, guidance, and structure provided by the principal. Principals must focus on leadership behaviors that may increase teacher efficacy. These endeavors may contribute to positive social change when school leaders support teachers, who, in turn support students in their educational challenges to increase academic performance.</p>

<p> There is a deficiency of science, technology, engineering, and mathematics (STEM) qualified college graduates to meet current workforce demands. Further, there is a weak pipeline of STEM qualified educators, which are needed to help produce the skilled candidates necessitated by these demands. One program aimed at creating highly qualified STEM teachers was the Raising the Bar for STEM Education in California: Preparing Elementary Teachers in a Model, Scalable, STEM-Rich Clinical Setting (Raising the Bar Program). The Raising the Bar professional development program focused on addressing deficiencies in elementary teachers&rsquo; pedagogical content knowledge, specifically in science. The purpose of this study was to determine the effects of the Raising the Bar professional development program on elementary master teachers&rsquo; sense of self-efficacy in teaching science. Research shows there is a clear link between self-efficacy and outcome expectancy to improve student outcomes in STEM fields. </p><p> This study utilized an explanatory mixed methods approach. Specifically, a quasi-experimental design was followed to collect, first, quantitative data, and then, qualitative data. The quantitative data consisted of survey data collected from each of two groups: the treatment group of master teachers participating in the Raising the Bar professional development series, and the control group of master teachers not participating in the professional development. The qualitative data was collected in the form of two focus group interviews, one from each group. Further, two university student teacher coordinators were interviewed to add depth and perspective throughout the entire professional development process. </p><p> Quantitative and qualitative data were analyzed to determine the effects of the Raising the Bar professional development on teachers&rsquo; sense of self-efficacy in teaching science. The major research findings indicated that the STEM-rich professional development was successful in significantly increasing teachers&rsquo; sense of self-efficacy in teaching science. Further, the findings of the study demonstrated that there is a clear need for focus on science across the curriculum, a clear need for a science-specific professional development model, and a clear need for inclusion of specific content courses as a requirement in administrative credential programs. As a result of the research, a science-specific model of professional development was created. The proposed model suggests that the science-specific professional development must be aligned, intentional, differentiated, ongoing, and purposeful. </p><p> Recommendations based on the findings of this study include further exploration of the factors that positively affect self-efficacy in teaching science. Additionally, it is unclear if self-efficacy alone is sufficient to improve overall science teaching practice at the elementary level. Research specifically aimed at the factors affecting teachers&rsquo; sense of self-efficacy in teaching science can help determine the best course of action for teacher credentialing programs, professional development programs, and instructional leaders working in the field.</p>

Empirical work has demonstrated, at least to some degree, that alternatives to didacticism are useful in the classroom. However, other investigations have shown that didactic methods continue to dominate classroom instruction time. A genuine need exists for research aimed at identifying the source of the discrepancy between the methodologies lauded in current process-product educational literature and the observed teaching practice noted in classroom research. This investigation was conducted to determine how or if an instructor's belief system influences the manner in which that same instructor teaches. In order to adequately address that objective, three specific research questions were developed. First, this work examined the espoused beliefs of a small sample of practicing athletic training educators regarding the role of the teacher, the student, and the nature of instruction. This was accomplished through the use of qualitative research methods including semi-structured telephone interviews, written questionnaires, demographic data sheets, and stimulated recall sessions in which each participant viewed videotape of their own classroom instruction and discussed it with the principal investigator. Next, this investigation also analyzed classroom practice by observing those practicing athletic training educators as they taught in class. This was accomplished by videotaping each participant's classroom instruction during three hours of classroom instruction. Utilizing case studies assembled for each participant and a cross case analysis, this work also assessed the degree to which those espoused beliefs aligned with classroom practice. By utilizing these methods, this investigation indicates that beliefs do influence the manner in which individuals teach; however, other factors such as formal pedagogical training, experience, and job requirements may also influence the manifestation of demonstrated classroom practice, as well.

The purpose of the study was to reveal the mechanisms by which a university supervisor leads five student-teachers to reflective professionalism in dialogue journals used during the final field experience of a two year graduate teacher preparation program for teachers of children who are Deaf and Hard-of Hearing. The participants in the study were four female and one male student-teacher in their final semester of preparation, and one female university supervisor. The data comprised of dialogue journals exchanged between the student-teachers and their supervisor during the nine-week field experience. The intention of the dialogue journal assignment was to develop a relationship which would facilitate educational dialogue and promote reflection. The supervisor intended that the student-teachers use the dialogue journals to examine problems of practice and professionalism and to integrate theory and practice. The results showed that the concerns of the student-teachers clustered into four themes, completion of requirements, competence in practice, caring in field experience relationships, and practical and ethical conflict resolution. In addition, the supervisor met her objectives of forming educational relationships and providing a model of teacher-like thinking and problem solving through use of a variety of strategies, both direct and indirect, within a collegial milieu. The essential effect of the supervisory strategy-use was to differentiate student-teacher perceptions of their experiences such that problem-solving was facilitated. In addition reflection was promoted. Three types of reflection were identified. Reflection-in-action resembled Donald Schon's category of that name. Reflection-on-belief produced ethical development, and reflection-on-context produced critique of the contexts of teaching. When overwhelmed, student-teachers ruminated rather than reflected. The supervisor responded by scaffolding a reflective pathway to empowered problem-solving. It seemed that the student-teachers were inducted through these means to the profession of teaching. The conclusions are that dialogue journals provide unparalleled opportunities for thoughtful reflective conversation, providing as they do, built in wait-time. In addition they provide teacher educators with opportunities to be directly involved in the education of children through problem-solving with the student-teachers, thus maintaining their credentials as authentically experienced teachers.

The purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both anticipate having students with special needs in their respective future classrooms. Several intriguing findings and implications resulted from addressing the two research questions, which examined the special education understandings of prospective teachers. The study was intended to contribute to the knowledge base of special education understandings and extend the existing valuable body of work in the area of teacher beliefs.

This study examined the effects of a beginning teacher induction program on the attainment of the Arizona Teaching Standards. Quantitative and qualitative perspectives were utilized. Quantitatively, a survey asked teachers to rate their perceptions of their level of attainment of the Arizona Teaching Standards as a result of being enrolled or having been enrolled in a beginning teacher induction program. Further, school-level administrators were surveyed on their perceptions of how well these groups of teachers had attained the Arizona Teaching Standards as a result of having been enrolled in a beginning teacher induction program. Qualitatively, the researcher interviewed school-level administrators to gather their perspectives on the quality of the beginning teacher induction program being utilized. The analysis of the data indicated that the new teachers at the elementary, middle, and high school levels felt strongly that the beginning teacher induction program assisted them in attaining the Arizona Teaching Standards. Additionally, first-year, second-year, third-year, and fourth-year teachers agreed that the beginning teacher induction program assisted them in attaining the Arizona Teaching Standards. It appeared that, as a whole group, beginning teachers agreed that the beginning teacher induction program had aided in their attainment of the Arizona Teaching Standards. Further, elementary school administrators, middle school administrators, and high school administrators were in agreement in their perceptions that the beginning teacher induction program assisted beginning teachers in the attainment of seven of the Arizona Teaching Standards. Also, the analysis demonstrated that at the elementary-level, teachers and administrators differed in their perceptions on two standards. There were no significant findings when comparing the teachers and administrators at the middle school level. However, when comparing teachers and administrators at the high school level, the analysis provided significant findings on eight of the Arizona Teaching Standards. Finally, it appeared that school-level administrators agreed that elements of effective beginning teacher induction were present in the program being utilized in the district of study.

Although master's degree programs in English as a Second Language (ESL) in the United States show a great variety in terms of the name of the degree, the length of the program, and the focus of the studies, among other things, a strong connection between language and culture is presumed to be central in second language teaching. However, a survey of four-semester programs shows that only 47 (51.6%) require a course on culture suggesting that it is not recognized universally as a priority. In the academic institutions where there is a course on culture, future ESOL teachers are learning under the implicit ideologies of their instructors as well as those of the institution they are attending. These ideologies respond to imperatives at the national and international level (Kramsch, 1993). The ideologies are rarely clearly articulated in the programs or the courses per se, and it is common to find that in the foreign language classroom many teachers are not entirely aware of the cultural nature of their discourse. The purpose of this investigation is to find out what systems, beliefs, and values underlie the courses that deal with 'culture' in four leading Master's programs in the United States, taken as representative of the field. These are investigated under four subcategories: (1) the purpose of each program, implicit or explicit, (2) the views on the teaching of English held by both faculty and future teachers of English, i.e., the students in the program, (3) the content of the course that deals with culture, and (4) the concept of culture adopted in the program and the course. The findings are analyzed in the light of the theories of Symbolic Violence of Bourdieu, Critical Pedagogy, in particular the works of Freire, Apple, and Pennycook, and Phillipson's theory of Linguistic Imperialism. The primary hoped-for application of these results is to help university teachers and future teachers of English as a second language become more aware of the inherently ideological nature of the field and help them reflect on how their own ideologies may have an effect on those they teach.