<p> The purpose of this study is to determine the perceived technology capabilities of different levels of undergraduate students of Kent State University in the College of Education, Health, and Human Services teacher education programs; to determine if the perceived technology capabilities of students beginning the teacher education program differ from those nearing completion of the program; and, if the perceived technology capabilities of students change from the start to the end of the Educational Technology course. Examining student perceptions may provide insight on whether preservice teachers think they can prepare students for the 21^st century once they become inservice teachers. To determine whether preservice teachers perceive that they are being prepared to teach 21^st century skills by integrating technology into teaching and learning, three groups of students were surveyed: incoming students, junior-level students at the beginning and end of the Educational Technology course, and students nearing graduation. The TPACK survey for preservice teachers (Schmidt, Baran, Thompson, Mishra, Koehler &amp; Shin, 2009) was used to examine preservice teachers' perceptions of their technology capabilities as related to teaching.</p><p> Teachers comprise an integral factor in the effective incorporation of technology into classroom activities, yet many current teachers remain unable or unwilling to employ technology fully or effectively. The findings from this study led to several conclusions, including that the students perceived themselves to have better technological abilities after completing the Educational Technology course and as seniors near the end of the teacher education program, and the results of this study should challenge teacher education faculty to consider how their beliefs, attitudes, and use of technology in teaching and learning are transmitted to their students.</p>

<p> Peer mentoring is a topic that has been prevalent in the literature for the past several decades and plays a significant role in the learning experiences of many students. This study investigated the experiences of peer mentors in one specific mentoring project, in order to learn how the mentors describe and understand those experiences.</p><p> Eighteen mentors participated in this qualitative study, which examined mentoring-influenced-by-relational-learning in pre-service teachers through in-depth, phenomenological interviews. These interviews were supplemented by photo elicitation and reflecting processes. These mentors defined mentoring as a multifaceted endeavor, which exhibits, among others, traits of teaching, friendship, learning, building relationships, and communication. They defined relational learning both in terms of the course they took, and as a construct which revolves around working together, talking through experiences, being open to new possibilities and ideas, and, through these, being in relationship with one another. Four themes were identified: (a) Mentors experienced relational learning; (b) Mentors experienced investment; (c) Mentors experienced challenges; and (d) Mentors identified ways mentoring can be different. An overarching theme was, mentors and the mentoring project experienced a process of becoming. Mentors also described their overall experiences, explained the ways in which they feel they benefitted from the project, and discussed why they believe this project has been successful. Implications of these findings are also discussed, as they relate to both research and practice.</p>

<p> An issue faced by educators throughout the United States is how to successfully educate preservice teachers on various laws, cultural differences, attitudes, and current teaching strategies affecting English Language Learners (ELL) and their educators. Western Illinois University (WIU) implemented an online ELL Module in 2009 that all preservice teachers were required to successfully complete in order to finish their degree programs. This research was designed to evaluate the effectiveness of online features and ELL content from the perspective of current students, graduates and faculty. </p><p> An online data gathering process surveyed each target group regarding their experience with the ELL Module. Faculty and students were surveyed and historical data from the content management system was retrieved to assess instructional strategies, assessment success, focus of content and applicability to actual classroom instruction of ELL learners. Findings included that the ELL Module topics were worthwhile and educational. Students reported their use of the videos and web-based materials provided, and they indicated that 24/7 availability was important. The actual integration of the module into a class demonstrated an effective strategy for implementation. Students who spent more time exploring the module content showed more frequent first attempt success with the module lessons' assessment. </p><p> Conclusions included the importance of web-based resources with round the clock availability. Faculty clearly desired face-to-face opportunities with students even though the ELL Module was designed for online delivery. Lesson content focus did affect the amount of time students spent in the lesson even though the lessons were weighted equally. </p><p> The recommendations resulting from this program evaluation include adding strategy specific videos and encouraging students to spend more time exploring the material currently available to them through the ELL Module to facilitate success in the lesson assessment. Also offering the ELL Module as an integrated portion of a preexisting course or creating an ELL blended course for all education majors provides faculty with their preference for having direct contact with students to promote lively discussions. Finally, actively sharing material from the ELL Module, on the College of Education and Human Service's website supports the preparation of preservice teachers for future experiences</p>

<p> Secondary students in the United States are now competing in a global marketplace (Wagner, 2010). Any factor which decreases student achievement must be alleviated to permit students to reach their full academic potential. Student achievement has been negatively linked with teacher attrition (Ronfeldt, Loeb, &amp; Wyckoff, 2012): occupational commitment has also been negatively linked with attrition. Occupational commitment, therefore, is related to student achievement and success. </p><p> Ethics is commonly recognized as an integral part of education, yet there is little research on the ethical beliefs of teachers, especially on teachers at the secondary level. Previous research has established connections between occupational commitment and factors such as stress and job satisfaction. However, there has been little research that explores the connection between ethical beliefs and occupational commitment. </p><p> The purpose of the study was to explore potential connections between teachers' ethical beliefs and their occupational commitment. More specifically, North Carolina secondary teachers were surveyed to obtain information about their idealism, relativism, academic department, and occupational commitment. The theoretical framework of the study was a synthesis of ethical position theory (Forsyth, 1980), person-vocation fit, and value consonance (Rosenberg, 1977). The ethical position questionnaire (Forsyth, 1980) was used to measure teachers' idealism and relativism; the occupational commitment scales (Meyer, Allen, &amp; Smith, 1993) were used to measure teachers' occupational commitment. </p><p> The study was expected to confirm relationships between the study variables and to identify ethical beliefs as a predictor of low occupational commitment. In fact, no significant relationships were discovered between the study variables. However, North Carolina teachers were determined to be a homogeneous group of individuals in terms of idealism and relativism. Teachers' academic department had no bearing on teachers' ethical beliefs. This observation was in contrast to previous research which had indicated the presence of subjectbased subcultures in secondary schools. Although unexpected, this finding was significant as it suggests secondary subculture is based primarily on difference in subject matter rather than on teachers' personal beliefs and values. On a more practical level, the knowledge that secondary teachers exist as a homogeneous population of ethical beliefs will enable administrators to more effectively recruit new teachers. Administrators will also be able to better predict faculty reaction to new policies and procedures with an increased understanding of their faculty's ethical beliefs.</p>

<p>The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Data collection began with surveys in order to acquire a broad view of teachers' perceptions, focus groups provided more specificity to teachers' perceptions, and finally individual interviews afforded the most detailed information. </p><p> The themes that emerged indicated that collaboration is the most important characteristic of a professional learning community in terms of usefulness, flexibility, and professional growth. Most teachers indicated that due to participation in a PLC they had grown professionally and their students had also benefitted. A major theme throughout participant responses was the need for both job-embedded professional development (PLCs) and traditional professional development (workshops, conferences, etc.). Teachers, administration, and board members of similar rural school districts may benefit from this study by understanding teachers&rsquo; perceptions of effective professional development that impacts classroom instruction. </p>

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3720. Adviser: Valarie Akerson. Title from dissertation home page (viewed Apr. 24, 2008).

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2902. Adviser: Terrence C. Mason. Title from dissertation home page (viewed Apr. 14, 2008).

Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2005. / Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0856. Adviser: Nancy Chism.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction (Elementary Education), 2006. / Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4430. Adviser: Mary B. McMullen.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3094. Adviser: Valarie L. Akerson.