<p> This qualitative, phenomenological study explored the teacher perceived barriers of using mobile devices in the K-5 classroom. Research confirms teachers face various types of variables and become reluctant to use technology within their curriculum driven lessons. This study sought to understand what teachers perceive as barriers, and how the perceived barriers interfere with the daily instruction through mobile devices in all subject areas. The problem guiding the study was based on the fact that teachers are given mobile devices, but do not fully integrate them into the classroom instruction. The study used a purposive sample of 12 elementary teachers. The findings from the study were derived from interviews using open-ended questions and an observation. Both were used to gather data based on the lived experiences of the participants. The data was analyzed and the following themes were discovered: Time constraints, management issues, inadequate number of devices, professional development/training concerns, and lack of knowledge. These findings may provide school leaders with specific areas to address, possibly reduce, or eliminate the barriers that cause teachers to limit their use of mobile devices.</p>

<p>Despite Minnesota&rsquo;s investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic professional development, type of professional development, rate of strategy inclusion, and confidence in literacy strategy inclusion in lesson design. Convenience sampling was employed to secure secondary teachers (<i>N</i> = 65) in public schools in Minnesota. The Spearman Rho Coefficient calculation was used to analyze these 4 variables; relationships were determined at (<i> p</i> &lt; .05) and (<i>p</i> &lt; .01) confidence levels. According to the results of the study, self-selected professional development is related to the frequency of literacy strategy use and confidence in literacy strategy use. Time in professional development is a critical issue in confidence of literacy strategy use. Recommendations for local districts include providing a menu of self-selected literacy professional development options. This study may impact social change through providing educators improved literacy instruction, resulting in more competent adult readers and informed decision-makers. </p>

<p> Online learning has become a prevalent method of instruction in higher education. There are many reasons for this change in pedagogy, including rapid developments in technology, as well as the logistic challenges of enrolling in college, such as commuting and coordinating work schedules. The quality of online instruction and its impact on teacher preparation, however, has yet to be fully investigated. The purpose of this study is to add to the existing literature regarding online learning and its use in teacher preparation. This study, more specifically, compared the effects of differentiated use of a specific online learning environment, the IRIS Center for Training Enhancements (http://iris.peabody.vanderbilt.edu/index.html), on knowledge of teacher candidates in two sections of a <i>Teaching Exceptional Learners</i> course for general education undergraduate and graduate teacher candidates. Pre- and post-instructional concept maps were used to measure growth in knowledge in this counterbalanced study. Results indicate both methods of instruction, in-class and at-home, with the IRIS modules are effective for increasing the knowledge base of general education teacher candidates. Analysis of the data showed no significant differences in learning between the two methods. While preference of methods differed, overall, participants felt the IRIS modules were beneficial and made an impact on their learning.</p>

<p> Current test data reveal that in every state, at every grade level tested, school-aged males are scoring lower on reading assessments than their female counterparts. Given the instrumental role of the elementary reading teacher and the data documenting growing male underachievement, this quantitative study investigated the relationship between preservice teachers' knowledge and beliefs and sense of efficacy for reading instruction for boys. </p><p> The quantitative study involved 97 participants enrolled in Texas A&amp;M University-Corpus Christi's student teacher program during the Fall semester of 2012 and the Spring semester of 2013. Participants were distributed among the three elementary level Bachelor of Science in Interdisciplinary Studies degree programs: Bilingual, Early Childhood, and Reading. Descriptive data provided the information for this study as it related to what the student teachers knew about reading instruction for boys, what they believed about reading instruction for boys and whether, in effect, these aligned with their sense of self-efficacy as it related to boys and reading instruction. </p><p> Three instruments were administered: Knowledge About Boys and Reading Instruction Survey (KBRI), Beliefs About Boys and Reading Instruction Survey (BBRI), and the Teacher Sense of Efficacy for Boys and Reading Instruction Survey (TSEBRI). Data were analyzed using frequency distribution and multiple regression analysis. </p><p> Multiple regression analyses concluded that there was a statistical relationship between the preservice teachers' depth of knowledge and their teacher sense of efficacy for literacy instruction for boys. No statistical significance was found in looking at the relationship between the student teachers' beliefs about boys and reading and their teacher sense of efficacy. </p><p> Results indicate that the student teachers' perceptions concerning their sense of efficacy in regard to reading instruction for boys were more consistent and had higher associations with their knowledge about the subject than did the student teachers' beliefs about boys and reading and reading instruction. These findings suggest that student teachers' depth of knowledge and traditional beliefs about gender have important implications for teacher educators, teachers, administrators, and researchers, all of whom strive to ensure that all of today's students are equipped with the academic skills they will need to become productive citizens.</p>

<p> The principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study.</p><p> The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice.</p><p> Three main ideas emerged from a review of the existing literature: (a) <i> there is a direct connection between the principal's actions and teachers' professional growth;</i> (b) <i>principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching;</i> and (c) <i>teachers are reflective practitioners seeking to improve their practice on an ongoing basis.</i> Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes.</p>

<p>The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district. </p>

<p> In the last 5 years, industries have begun to recognize a growing gap in the production of college graduates in areas of STEM. Researchers in various industries believe this gap will create a significant loss of competitive edge in the STEM fields, which will leave the United States pursuing STEM graduates from foreign countries and may ultimately leave the US behind in the industry of science, technology and innovation. This qualitative study analyzes the value and impact of STEM teacher leaders in secondary education. A phenomenological study was conducted with 10 secondary school science and math teacher leaders in order to gain a better understanding of teacher leaders' perceptions, classroom practices and the role of a STEM teacher leader. This study addresses the following research questions: 1) What attributes define effective STEM teacher leaders, according to teacher leaders who have completed the Center for Math and Science Teaching system? 2) What success strategies, among teacher leaders of the Center for Math and Science Teaching program, have enabled further development of teacher leadership? 3) What is the best model in developing teacher leaders, according to literature from 2005 to present? 4) What is an optimal model of developing STEM (science, technology, engineering, and math) teacher leaders within secondary education? This research aims to explore teacher leaders' perceptions of their role as a teacher leader based on strategies learned from CMAST and past experiences. Findings from this study provide critical data for making informed decisions on including important elements when implementing an effective STEM teacher leader system or program, and the impact it can create on science and math teaching and learning in secondary education. The investigator concludes this study with the development of a STEM teacher leader model that merges these findings with existing research.</p>

<p>The authors investigated the extent to which the amount of training in Response to Intervention (RtI) impacts staff members' perceptions of RtI, how staff members' perceptions of RtI relate to their fidelity of implementation, and to what degree staff members' involvement in training influences their fidelity of implementation. A convenience sampling of thirty-eight staff members in Middle Tennessee was surveyed using a questionnaire and interview. Participants in the study worked in elementary and middle schools within a large urban district lacking a well-defined RtI program and a smaller district with a well-defined program. The quantitative analysis revealed that there is no statistically significant relationship between training and teachers' perceptions of RtI. There is a statistically significant relationship between teachers' perceptions and fidelity of implementation as well as the amount of training they receive and fidelity of implementation. The strongest relationship found was between teachers' perceptions of RtI and their fidelity of implementation of RtI. The qualitative analysis revealed that staff member perceptions concerning RtI effectiveness and individual comfort in implementation abilities are motivated by accountability, time, procedures, and training. The chief recommendations the researchers made to the Tennessee Department of Education are to focus on improving perceptions of RtI and provide adequate training through adding evidence-based intervention suggestions to the state manual, determine how to unite pre-service training for RtI across the state, and create a hierarchy map of new personnel including a state-level RtI coordinator, regional coordinators, state auditors, district-level coaches, and site coaches.

<p>ABSTRACT Autism is a complex brain-based developmental disability with unknown etiology. It involves disturbances or delays in communication, social interaction, and play, as well as behavioral abnormalities including; obsessive, ritualistic, rigid, and/or stereotyped behavior. The disorder affects 1 in 68 individuals nationwide. Applied Behavior Analysis (ABA) is recognized by the medical community as the best practice approach to treating autism. Early, intensive, ABA treatment has been attributed to the widespread opinion that autism is now a treatable condition. The effectiveness of ABA, combined with the increasing incidence of autism, has resulted in a high demand for well-trained professionals who are able to effectively work with individuals with this diagnosis. Training programs are not producing ABA trained personnel at a rate that can meet the demand for services. Given the efficiencies which may be realized with online instruction, this study examined a blended approach to training staff by combining online professional training modules with classroom and field based instruction. The purpose of this quantitative study was to evaluate the efficacy of online instruction in ABA training models. A repeated measures design with the use of a control group was used to evaluate online instruction and compare its efficacy to that of live lecture or classroom based instruction. Results revealed a statistically significant difference in the level of training content learned and retained between the online group and the live lecture group. These results seem to suggest that something other than chance resulted in the online group scoring significantly higher than members in the live lecture group and that the online mode of instruction may have some merits that can be of value to address the demand for highly trained professionals to work in the autism field.

<p> Interactive engagement environments are critical to students' conceptual learning gains, and often the instructor is ultimately responsible for the creation of that environment in the classroom. When those instructors are graduate teaching assistants (GTAs), one of the primary ways in which they can promote interactive engagement is through their interactions with students. </p><p> Much of the prior research on physics GTA-student interactions focuses on GTA training programs (e.g. Ezrailson (2004); Smith, Ward, and Rosenshein (1977)) or on GTAs' specific actions and beliefs (e.g. West, Paul, Webb, and Potter (2013); Goertzen (2010); Spike and Finkelstein (2012a)). Research on students' ideas and behaviors within and surrounding those interactions is limited but important to obtaining a more complete understanding of how GTAs promote an interactive environment.</p><p> In order to begin understanding this area, I developed the Issues Framework to examine how GTA-student interactions are situated in students' processes during physics problem solving activities. Using grounded theory, the Issues Framework emerged from an analysis of the relationships between GTA-student interactions and the students procedures and expressions of physics content in and surrounding those interactions.</p><p> This study is focused on introducing the Issues Framework and the insight it can provide into GTA-student interactions and students' processes. The framework is general in nature and has a visually friendly design making it a useful tool for consolidating complex data and quickly pattern-matching important pieces of a complex process.</p><p> Four different categories of Issues emerged spanning the problem solving process: (1) Getting Started, (2) Solution Approach, (3) Unit Conversions, and (4) Other. The framework allowed for identification of the specific contents of the Issues in each category as well as revealing the common stories of students' processes and how the interactions were situated in those processes in each category.</p><p> Through the stories, the Issues Framework revealed processes in which students often focused narrowly on procedures with the physics content expressed through their procedures and only sometimes through conceptual discussions. Interactions with the GTA affected changes in students' processes, typically leading students to correct their procedures. The interactions often focused narrowly on procedures as well but introduced conceptual discussions more often than students did surrounding the interactions. Comparing stories across GTAs instead of across categories revealed one GTA who, more often than other GTAs, used conceptual discussion and encouraged students' participation in the interactions.</p><p> The Issues Framework still needs continued refinement and testing. However, it represents a significant step toward understanding GTA-student interactions from the perspective of students' processes in physics problem solving.</p>