Residency II teacher candidates seeking education licensure at the southeastern public state university had low evaluation scores on their ability to provide feedback and modify instruction based on assessment. The purpose of this qualitative case study was to explore how 27 Residency II teacher candidates modified instruction based on assessment data during their field experience as indicated by the Tennessee Educator Acceleration Model (TEAM), Educational Teacher Performance Assessment (edTPA) Rubric 15 score, and self-reported qualitative surveys. The focus of the research questions included a conceptual framework for examining the level of assessment proficiency on the local and national assessments. The congruency of these three measures of data analysis addressed the courses and field experiences of Residency II clinical teacher candidates. The major findings were that teacher candidates were meeting expectations of the edTPA and TEAM; however, the preexisting teacher candidates' surveys indicated that there was a lack of satisfaction with their data training. Evidence indicated that the EDTPA and TEAM provided the quantitative measurements but did not provide the qualitative feedback to address any modifications in the instruction. The possible social change implications of this study involves the Residency II teacher candidates participating in an organized, 3-day workshop to have a purposeful experience where they learned collectively and enriched their field experiences while exceeding the required expectations of the edTPA and TEAM assessments.

New Jersey's high school teachers have many responsibilities to their students: they must educate them, work to mold their strength of character, and protect them from harming each other. The Anti-Bullying Bill of Rights Act (ABR), legally fortified these goals by protecting students from harassment, intimidation, and bullying (HIB), at the state level. Previous research has indicated that incident rates for these negative behaviors are growing globally. This reality has driven the need for intervention and prevention programming; however, few instances of successful implementation exist. An important gap remains in the current literature, as there is still a need to understand the teachers' perceptions of their role as the frontline defenders of anti-bullying policies. The primary area of focus for this qualitative study was on the challenges and supports encountered by teachers responsible for implementing their high school's anti-bullying program. Information was gathered using a phenomenological design through semi-structured, one-on-one interviews of 12 high school educators from three unique school districts. Lived experiences were interpreted using Espelage and Swearer's social-ecological system framework and Darley and Latané's bystander theory framework. The findings from this study gave voice to those responsible for implementing the ABR. Significant findings included policies that require reactive interactions with students where proactive measures would have been preferred, a lack of top-down communication, and ineffective prevention and intervention program training materials. An impetus for implementing policy change was established, and the potential for social change was welcomed through a move toward proactive measures in the school setting.

With the increase in pressures related to teaching online, counselor educators are experiencing greater amounts of burnout. The purpose of this quantitative causal-comparative survey study was to assess for significant differences and correlations between synchronous and asynchronous communication modes on online counselor educators' job satisfaction levels as measured by the Online Instructor Satisfaction Measure, and levels of burnout, as measured by the Maslach Burnout Inventory Educators Survey. The researcher used Moore's theory of transactional distance as the theoretical framework to answer 2 research questions: (a) Is there a significant difference in faculty satisfaction and burnout levels based on communication modes?; and (b) Is there a relationship between satisfaction and burnout for faculty members depending on their use of synchronous and asynchronous communication modes? The researcher solicited participants for the study through the CESNET listserv and the CACREP graduate program database. A total of 125 participants completed surveys and 2 data analysis techniques were used. Results of the t test indicated that counselor educators had significantly higher levels of satisfaction, higher levels of personal accomplishment and significantly lower levels of emotional exhaustion when using synchronous communications. The Pearson correlation analysis results indicated significant correlations between satisfaction, emotional exhaustion, depersonalization, and personal accomplishment depending on the type of communications. The study will potentially contribute to social change by providing information useful for the implementation of teaching methods that improve overall faculty satisfaction and decrease burnout.

The purpose of this research is to develop a deep understanding of Utah State University teacher educators' perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a powerful instructional tool. They also realize it is important to prepare preservice teachers with computer technology for their future careers. The study analyzes the positive and negative aspects of using computer technology in teaching and personal experiences, and how these influence the participants' computer technology integration. The results indicate four types of computer technology integration among the teacher educators: (1) Advanced Users, (2) Technical Users, (3) Reluctant Users, and (4) Resisters, as well as some advantages and disadvantages of using computer technology in educational settings. Based on the findings of the research, some strategies are suggested to improve the teacher educators' computer technology integration at Utah State University. These suggestions include aspects such as amending training procedures and building a supportive environment in the teacher educators' professional development. Future research perspectives are also proposed at the end of the dissertation.

In 2012, Seminaries and Institutes of Religion (S&I), a division of The Church Educational System of The Church of Jesus Christ of Latter-day Saints, introduced a self-directed professional development program that allowed educators to obtain two certification credentials by completing 12 certification projects per credential. This qualitative study used phenomenology to examine the following question: “What are S&I educators’ experiences with self-directed learning in doing certification projects?” Data were obtained through one-on-one, semistructured interviews with seven professionalS&I educators who described their lived experiences with this phenomenon. Self-directed learning theory, as influenced by andragogy, provided the theoretical and conceptual framework for this study and contributed to the analysis and interpretation of the data and findings. Findings indicate that personal and contextual factors influence how self-directed learning for purposes of professional development is experienced; understanding program requirements, expectations, and processes, and possessing sufficient motivation and justification, facilitate involvement in this form of self-directed learning; collaborative learning can be used in self-directed learning and can lead to improved learning and practice-related outcomes; and self-directed learning for purposes of professional development can result in meaningful learning experiences, changes in instructional practice, and perceived professional growth, especially when aligned with compelling professional learning needs and interests. This study concluded by offering recommendations for potentially facilitating S&I educators’ involvement in self-directed learning in doing certification projects and for increasing the impact of such projects on educators’ professional growth.

This study investigated intrapersonal self-reported, perceived teaching competence. Each of ten adult educators� teaching competence was analysed in a qualitative/quantitative study within ten interactive teaching sessions. Self-reported influences of performance variables pertaining to perceived arousal discrepancy, effort, performance state self-esteem, and telic/paratelic metamotivational states were related to self-perceptions of teaching competence. Seven of ten adult educators demonstrated a relationship between their current state and perceived teaching competence. A higher perceived teaching competence was experienced when rating themselves nearer to their ideal teaching state. From a reversal theory perspective, the investigator determined telic/paratelic situational state balance by primarily utilising the Telic State Measure (Svebak and Murgatroyd, 1985), and conducting the Metamotivational State Interview Coding Schedule (O�Connell, Potocky, Cook, & Gerkovich, 1991) to code psychological lability (i.e., how easily and readily one shifts between states) and subjective experiences of the educator�s perceived competent and �less� competent teaching sessions.

<p>När specialpedagogen använder handledning som verktyg söker hon åstadkomma förändring genom att ge pedagogerna råd. Fokus i samtalet riktas framförallt på barnet och på pedagogens arbete. Specialpedagogen kan ses som en slags expert på området barn i svårigheter och den pedagogiska praktiken. När specialpedagogen använder handledning som rum för reflektion söker hon åstadkomma förändring genom att ställa frågor för att stimulera pedagogens tänkande och stödja hennes utforskande av hur problemet kan förstås. Specialpedagogen kan då ses som en slags expert på att föra reflekterande samtal och samtalets fokus riktas huvudsakligen mot pedagogen. Specialpedagogernas repertoar innehåller därmed såväl förmåga att handleda genom att ge pedagogerna råd med utgångspunkt i det enskilda barnet som att stimulera pedagogernas reflekterande över aspekter av sitt arbete.</p><p>Avhandlings syfte är att undersöka hur elva specialpedagoger beskriver och genomför handledning med pedagoger i förskola och grundskola. Intresset riktas mot samtalens innehåll och mot de påverkansprocesser som äger rum i samtalet. Handledningssamtalen studeras ur specialpedagogens perspektiv.</p><p>Specialpedagogers handledningssamtal kan bidra till att vidga synen på objektet för den specialpedagogiska verksamheten såväl som befästa ett individperspektiv på området. I denna studie dominerar användningen av handledning som verktyg. Utmaningen förefaller ligga i att söka skapa villkor som även gynnar användningen av handledning som rum för reflektion.</p>

<p>The purpose of this thesis is to gain insight into educators’ views and work with circle time in preschool. To find out, I have referred to the following questions: <em>How is your circle time performed in preschool? What objectives have teachers with the circle time? What impact has your circle time for the children in preschool?</em></p><p>I have chosen to carry out qualitative interviews with three preschool teachers. After the interviews, I compared the educators’ response to previous research.</p><p>The survey shows that the circle time is one of the day´s highlights for preschool children. It also shows that the most important thing with circle time is to create community, security in the group, and a fun time together. The educators also believe that circle time is an important part in the children's learning process, especially when it comes to social learning. In my study, I can see that the content in the circle time has not changed much during the preschool development; the circle time consists mostly of roll call, rhyme, rhymes and songs.</p><p>Keywords: preschool, circle time, educator, children, circle</p>

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.