<p>During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher.</p> <p>The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement.</p> <p>Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants responses were analyzed according to the research questions and recurring themes.</p> <p>The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.</p> <p>Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.</p>

<p>During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher.</p> <p>The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement.</p> <p>Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants responses were analyzed according to the research questions and recurring themes.</p> <p>The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.</p> <p>Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.</p>

Among the multiple dimensions of reading, vocabulary knowledge and strategies are essential to skilled reading. As a result, this two-part dissertation (a) systematically examines the vocabulary intervention research, in both content and methodology, published since 1999, and (b) documents the implementation of evidence-based vocabulary strategies in fourth grade social studies classrooms. Twenty-four studies were included in the systematic literature review. Results of this study corroborate findings of past studies that several vocabulary strategies have emerged that are effective for increasing students’ vocabulary knowledge. Findings further reinforce the National Reading Panel’s recommendations regarding the context and magnitude of studies needed. Additionally, results of the analysis of the methodological characteristics of the 24 studies revealed mixed alignment of research methods with standards recommended by educational and research organizations. A study of 26 fourth grade social studies teachers’ use of vocabulary strategies was conducted based on an existing data set acquired as part of a larger professional development study. In that study, teachers were randomly assigned to either a typical practice or professional development group. Analysis of teachers’ instructional practice revealed that few of the vocabulary strategies identified in the literature are used in typical fourth grade social studies classrooms. Teachers who received professional development used a wider array of strategies. Controlling for teachers’ preknowledge of vocabulary strategy instruction, results of a MANCOVA showed that the professional development group was statistically different from the typical practice group in terms of overall instructional quality, time allotted for vocabulary instruction, and variety of strategies. Additional analyses were conducted comparing the findings of Durkin’s study of comprehension in fourth grade social studies classrooms to the current practices of nine fourth grade social studies teachers. Findings showed little change in teachers’ reading comprehension instruction even though the knowledge base of effective instruction has increased in the past 30 years.

An effective principal is the catalyst for an effective school. For this reason, it is imperative that education stakeholders all over the world become responsible for addressing the selection, preparation and development of principals. The purpose of this study is to explore the similarities and differences in the selection process, preparation programs and the professional development practices as perceived by elementary school principals in urban public schools in the southern U.S and urban public schools in eastern China. The naturalistic paradigm of inquiry was used to frame the study and acquire and analyze data. The sample consisted of fourteen elementary school principals in a southern, urban area in the U.S. and an eastern, urban area in China selected via a purposive sample. The researcher visited their campuses between September, 2004 and January, 2005. Intensive interviews and observations were used to gather information from principals in American and Chinese urban elementary schools. Data from interviews were unitized into categories. Some of the conclusions included: ?? The American respondents indicated that current admission criteria for entrance into educational leadership programs were not sufficient for identifying a candidate??s aptitude for being a successful principal. ?? The Chinese principals believed that most selected Chinese principals are successful school leaders. ?? The American principals were satisfied with the effectiveness of the university preparation programs. ?? The Chinese principals were not satisfied with the effectiveness of classroom instruction of preparation programs. ?? The American principals felt that their professional development programs were helpful for improving their practice and their schools. ?? The Chinese principals were not satisfied with the effectiveness of the professional development programs. ?? Similarities and differences exist between the American and Chinese respondents?? perceptions of selection, preparation, and professional development.

At the beginning of the 2004-2005 school year, school librarians participated in a face-to-face workshop during in-service training. The workshop dealt with the process of creating a TAKS Support Plan, a plan for the library to remediate deficiencies on the TAKS at their school. At the conclusion of the workshop, school librarians were given the opportunity to participate in an eight-week online follow-up course that supported implementation of in-service themes. The purpose of this study was to examine the effects of online follow-up and collaboration on participant attitudes, quality of course product, and course completion in an online professional development course for librarians in 12 Texas school districts. This study used a posttest-only control group experimental design with self-selected participants. School librarians were stratified by level of service and socioeconomic school status and were randomly assigned to one of three environments. Two experimental environments were used: (a) Collaborative Follow-up and (b) Noncollaborative Follow-up and a control environment, Noncollaborative/No Follow up. The experimental environments were given additional information and support in an online course to aid the creation of their TAKS Support Plan. Results indicate that the professional development program that included online collaboration and follow-up produced more positive attitudes towards the professional development program than the professional development program with no collaboration or follow-up. Attitudes towards the online professional development experience from the two experimental environments were mildly positive with no significant difference across groups. Attitudes towards the professional development experience in the control environment were significantly less positive than the experimental environments. Logistic regression revealed that the likelihood of completion could be predicted by membership in professional development environment. The likelihood of completion by participants in the Collaborative Followup environment was significantly greater than participants in the Noncollaborative Follow-up and Noncollaborative/No Follow-up environments. No difference was found in completion rates between the other two environments. Credential proved to effect TAKS Support Plan completion. Master's degree holders in the Noncollaborative Follow-up environment and master's and bachelor's degree holders in the Noncollaborative/No Follow-up environment were less likely to complete than these levels in the Collaborative Follow-up environment.

Environmental issues are at the forefront of public scientific inquiry. There is a pressing need to change the way we do things in order to reduce the human impact on the environment (Brower, 1999; Bierbaum, 2007). Environmental education is one key for implementing change (Disinger, 1982). Ijams Nature Center’s “Living Clean & Green!” program was developed with this goal in mind (P. Beute, personal communication, September 11, 2007). Ajzen’s (1991) Theory of Planned Behavior and Hines, Hungerford, and Tomera’s (1987) model of Responsible Environmental Behavior were used in this study to determine if behavior change occurred among adult participants of this program over a three-month period. Instructor interviews, workshop observation, pre-/post knowledge surveys, behavior questionnaires, and post telephone interviews were used to examine the characteristics of the program, participant knowledge, intention to engage in environmental behavior, and actual behavior change. The results indicated that participants did learn information in the course of the program, and intentions to change behavior were predicted by the Theory of Planned Behavior (Ajzen, 1991). However, three months after the workshop, actual behavior change was not predicted by the theory, although behavior change did occur in a majority of participants. Unfortunately, participants did not connect changes in their behavior with overall environmental issues and human impacts on the environment. This program, offered through Ijams Nature Center, is effective in its goal to change human behavior, although its impact may increase if audiences can connect their individual behaviors to overall environmental impacts.

School accountability has become critical under the No Child Left Behind Act. As struggling schools strive to reach mandated proficiency levels, is it possible for an art teacher to contribute toward students‟ success by integrating math content into art lessons? This study attempts to show that without schedule changes, additional funding, or added training, an art teacher can support the efforts of classroom teachers as evidenced by increased scores on standardized math tests. The research used a Non-Equivalent Groups Design and examined pre-test and post-test scores for two groups of students. The population for this study is 3,800 elementary school children who attend Project GRAD schools. The experimental group which received integrated instruction is a convenience sample. It is comprised of 360 students who attend the 3rd, 4th, and 5th grades at two of the Project GRAD schools. The control group is made up of 3,440 students who did not receive the experimental instruction. The test scores were analyzed using t-test for normal distribution of scores, and a confidence level of .05 was selected. The results of this research indicate positive results from integrating math content into the elementary art curriculum.

The purpose of this study was to examine if professionalism and instructional practice of in-service teachers have been influenced due to the collaboration created by a Professional Development School (PDS) partnership. Within 15 elementary schools in Northeastern Pennsylvania, this researcher explored the perceptions of all teacher groups and building level administrators who have worked at a PDS site. Data were gathered using a survey distributed to 601 staff followed by a one-time interview of 13 teachers and four administrators. The mean score for all Likert Scale questions was above the expected mean. The results of the MANOVA tests showed no overall significance among level of involvement, years of experience, number of PDS students or teaching assignment. Significance was found for the number of student teachers, however a follow-up ANOVA did not support the overall finding. Interviews of the teachers and administrators revealed that each thought the PDS program has benefited in-service teachers by introducing them to new or fresh ideas, concepts and practices. The data also revealed that the requirements for the PDS pre-service teachers’ projects have fostered collaboration among multiple groups of teachers within the PDS site. This study determined that there is a connection among collaboration, professionalism, and instructional practice. All three terms are intertwined and many responses to the open-ended survey questions and the interview questions included more than one for a single answer. The data unearthed sub-categories under each main term. Additional research includes the need to determine the degree or level to which professionalism and instructional practice are impacted by the collaboration brought to a school through the PDS program. / Dr. Alison Rutter Dr. Monte Tidwell Dr. Marilyn J. Narey

Principal professional development is vital to the field of education because the principal is expected to be the instructional leader of a school. Even though principals do not provide instruction directly to students, their instructional leadership practices can greatly affect teacher practice and student learning. This descriptive case study examined the variety of professional development models created in Texas ISD (a pseudonym) to determine if one model is more effective than another in enhancing job performance. This study highlighted the principals' perceptions of a variety of components within professional development such as the delivery, design, how the learning needs are met, and how they helped enhance principal job performance. This qualitative case study design was seated within the constructs of Donald L. Kirkpatrick's (2006) Four-Levels of Learning and Evaluation Model that was utilized as the analytical tool to frame the initial and heuristic questions for the principal questionnaire and interviews. This Model guided the data collection, categorization, and emergent themes. Specifically, this study investigated the following: (a) aspects of principal professional development that enhance job performance as an instructional leader, (b) types of delivery and the impact it has on instructional leadership, and (c) comparisons of delivery models to identify the most effective. Ultimately, the findings of this study seek to provide supporting information to researchers and district leaders as they plan, design, and implement future effective principal professional development. The study focused on a group of nine successful principals in a Texas urban school system identified as Texas ISD. Examining the delivery models added to the body of literature regarding how to create effective principal professional development that helps principals enhance jobs performance and offer districts an alternative to the costly price of professional development. In Texas ISD, principal professional development was used as the vehicle for scale and sustainability of districtwide educational reform. In addition, the professional development assisted with K-12th grade vertical articulation of the school system's curriculum and educational plan. To analyze the impact of professional development on instructional leadership practices, questionnaires were given and interviews conducted in which individual perceptions of successful principals in Texas ISD were conducted. / text

Intuitively, providing teachers with high-quality professional development that focuses on research-based strategies should improve teacher practice that in turn would positively affect student outcomes. Displaying and translating this pathway is much harder than it seems. Even though there are recommendations in abundance for high-quality teacher professional development to be provided in order to meet ambitious reforms (i.e. National Council of Teachers of Mathematics, 2000; "No Child Left Behind Act," 2001), “we are only beginning to learn…exactly what and how teachers learn from professional development, or about the impact of teacher change on student outcomes” (Borko, 2004, p. 3). The purpose of this dissertation was to investigate the effects and longevity of professional development (PD) on secondary mathematics teachers’ knowledge and practice while investigating student achievement. This research was intended to further the field by providing a description of changes in teacher knowledge and practice as a result of PD of high school teachers looking for plausible links that could influence student achievement therefore working to establish “links among professional development, teacher learning and practice and student learning” (Yoon et al., 2007, p. 3). This investigation utilized teacher and student data from the program years, as well as data collected two years after the professional development, providing a unique look at the longevity of effects on the teachers. This results from this dissertation demonstrated the longevity of changes in teachers from the PD, a need for PD research according to Kazemi and Hubbard (2008). Indeed, teacher knowledge and practice changed from the PD according to the data and the effect of the PD continued and/or expanded in many teachers. The change in teachers’ practice and knowledge during the PD, however, was not found to have significantly affected student achievement. Additionally, data from this dissertation supported the idea in prior literature that content, active learning, collaboration, and leadership are key components of long-term, effective PD. It further revealed the interconnections between the theoretical framework pieces describing ways teachers learn and develop from PD experiences.