Recently, teacher preparation programs have called for an increased awareness of issues surrounding the teaching of linguistic and cultural minority students. As the majority of preservice teachers are white and female, and with the growing diversity of incoming students, there is a noticeable need for discussions of race, privilege and power in teacher preparation programs. One way to open up this dialogue is with the use of narratives and autobiographies connected to courses in antiracist, multicultural education. In this qualitative study, a case study methodology was used to demonstrate the promise of autobiography as a tool for unpacking preservice teachers racial identities so that they might become better teachers for an increasingly diverse student population. This study took place over the course of an eight-week seminar which I conducted with three white, female preservice teachers. All three participants were required to complete this seminar as it is a mandatory course for their program. The setting for this seminar was a small, liberal arts college in a large city in the Southwestern United States. To better understand these three preservice teachers expressed beliefs of multicultural education and how these beliefs might be influenced by this seminar, multiple data sources were collected including recordings of class discussions, field notes, analytic memos, written documents and classroom artifacts. The constant comparative method (Glaser & Strauss, 1967) and analytic induction (LeCompte & Preissle, 1993) were used to analyze and interpret the data. Three major themes emerged from the data: what we learned; race, power and privilege; and narrative and autobiography as learning tools. Implications for teacher education from these cases include recommendations for curriculum and pedagogy, considerations for white preservice teachers, and the need for honesty and engagement in multicultural education courses.

The focus of this research was on student teachers who are anomalies, in particular those who appear to begin their practicum in a state of affirmation, able effectively to negotiate many of the roles of "teacher" and appear to have few classroom problems. In this report these student teachers are referred to as "Naturals." This investigation sought to explore variation and examine the sources of difference focusing on both the context and the individual. A Natural student teacher was identified, and, utilizing qualitative methodology, observational and interview data were used to create a case to describe this student teacher's experience and unique characteristics. The case of Wendy as a student teacher demonstrated that her practicum semester was characterized by: an ongoing state of enjoyment, flourishing relationships with her cooperating teacher and students, and a focus on a productive learning environment. Using Csikszentmihalyi's (1975) theory of optimal experience and flow, the unique characteristics of Wendy's student teaching are found to be both individual and contextual in source.

This dissertation examined a mentoring program developed in a unified public school in Arizona. The Arizona State Department of Education has established certification requirements to include a performance-based assessment of pedagogical skills. The enactment of these requirements coincided with a national movement supporting performance-based standards. To date, program requirements have not been established by the Department of Education, and school districts are responsible for verifying each teacher's acquisition of the professional teaching standards. The studied school district established a pilot mentoring program to help induct, support, and retain new teacher employees. The focus of the mentoring experience was to support the professional teaching standards. The purpose of this study was to record, document, and compare the perceptions of 26 new teachers and 35 mentor teachers participating in this program. Responses from participant surveys were analyzed using descriptive analyses, t-tests, and correlations. Additionally, participant interviews and a document analyses provided insight and clarification of the quantitative data. The findings indicated that new teachers perceive an increase in their preparedness to teach over the course of the year. Emotional support was perceived as the most beneficial mentoring activity. A negative correlation was found between the time spent engaged in mentoring and the overall perceived level of support/assistance. A significant difference in the perceived value of the program was found between mentor teachers and new teachers. Descriptive data suggested that mentoring activities were related to the professional teaching standards. Mentoring appears to have supported the induction of new teachers into the district. The recommendations implied from this study are that future research is necessary for a better understanding of mentoring. The findings indicated the variable of time spent mentoring was unstable and specific to the dyad. The study was limited by the small sample size and points to the need of annual data gathering.

<p> In order to evaluate the teacher education program for the state of Missouri, the researcher investigated the piloted MoPTA at a private Midwestern university. Through evaluating the piloted MoPTA program, this study aimed to address possible changes needed within the teacher education program itself to better prepare future educators not only for the assessment, but more importantly, the classroom. In order to evaluate the program, the researcher observed scoring sessions for Tasks 1-4 and analyzed feedback from the evaluators of the tasks (university supervisors and faculty) in the fall of 2014 and the spring of 2015. Furthermore, this study examined the scores received from each task during the piloted school year (fall of 2014 and spring of 2015). The researcher analyzed the scores for the following comparisons: Tasks 1-4 (i.e. Task 1 overall scores to Task 2 overall scores); undergraduate students with graduate students&rsquo; scores; inter-rater reliability (comparing the scores of multiple raters for one student); and K-12, elementary, middle, and secondary teacher candidates. By completing quantitative analyses of the comparisons through examining approximately 276 teacher candidates&rsquo; scores, the researcher ascertained: student performance on Tasks 2 and 3 was significantly lower than Task 4; undergraduate students performed lower on Tasks 1 and 3 in comparison to graduate students; inter-rater reliability had a low correlation for Tasks 1, 3, and 4, but Task 2 reported a high correlation; and there were no differences between elementary teacher candidates and secondary/K-12 teacher candidates. Through analysis of qualitative data the researcher ascertained that the university supervisors and faculty found the scoring sessions for MoPTA helpful and that changes to the university&rsquo;s curriculum were necessary to better prepare teacher candidates. The researcher suggests adding more data analysis, critical thinking, and writing courses at the university would better prepare teacher candidates; and ongoing scoring sessions and further professional development regarding changes in MoPTA and inter-rater reliability would benefit teacher candidates and consistency among university supervisors and faculty. </p>

<p> Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson&rsquo;s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson&rsquo;s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson&rsquo;s 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant <i>F</i> values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.</p>

<p> The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz&rsquo;s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.</p>

Abstract In this paper we document the advantages of utilising technology to enhance teachers’ instructional activities. In particular we showcase the potential and impact that the use of Geometer’s Sketchpad may have on the teaching and learning of geometry at school. A series of five, two-hour teacher development workshops in which Geometer’s Sketchpad was used were attended by 12 Grade 11 and 12 teachers. The findings revealed that teachers had a better understanding of the same geometry that they initially disliked. This finding was supported by a quantitative analysis which showed a positive change in the understanding of and beliefs about geometry from when the teachers started to the end of the workshops.

<p>The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom. </p><p> The researcher examined teachers&rsquo; actual online behaviors by using data captured by the online social network and compared this to teachers&rsquo; self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers&rsquo; classroom instruction. </p><p> Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers&rsquo; goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models. </p>

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No description available.