Dissertations / Theses: 'Teacher Leader Development'

1

Shelton, Michael Patrick. "Teacher Leadership| Development and Research Based on Teacher Leader Model Standards." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628634.

Full text

Abstract:

Teacher leadership in schools has evolved many times as schools have looked to utilize teacher leaders in various ways to help support school organization, school reform, and ultimately impact student achievement. The purpose of this study is to develop, and evaluate the impact of a curriculum for leadership development rooted in the Teacher Leader Model Standards. The Teacher Leader Model Standards were published in 2011 by the Teacher Leadership Model Consortium and using those standards as a foundation for research and development, a course was created that provided participants with readings and activities designed to have a positive impact on their understanding of teacher leadership from the classroom perspective.

This study utilized a mixed methods design as participants completed both pre- and post-surveys based on the Teacher Leader Model Standards, as well as participated in focus groups. The data collected in surveys, gleaned from the focus groups, as well as my own field notes were utilized to look at the overall impact of the curriculum in improving teacher efficacy.

The study results indicate that there was a significant impact in teacher efficacy in six of the seven domains assessed.

APA, Harvard, Vancouver, ISO, and other styles

2

Bryant, Renae. "Teacher Leader Behaviors| A Quantitative Study of a Teacher Leadership Development Academy and Teacher Leaders' Five Practices of Exemplary Leadership Behaviors." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600915.

Full text

Abstract:

Purpose. The purpose of this quantitative ex post facto design research study was to determine the impact of a teacher leadership professional development academy on teacher leaders’ use of the Five Practices of Exemplary Leadership behaviors as measured by the Leadership Practices Inventory.

Methodology. The research was a quantitative ex post facto design.

Findings. The results of the analysis revealed a significant difference in teacher leadership behaviors before and after participation in a transformational leadership professional development academy.

Conclusions. This study responded to the call to provide teachers, administrators, districts, policymakers, and researchers new insights on transformational teacher leadership, which was deemed important to assist and develop teachers to lead or co- lead through this time of great change in education. Understanding the difference in leadership scores before and after participation in a teacher leadership professional development academy could assist teachers, administrators, districts, policymakers, and researchers to develop and set expectations for transformational teacher leadership professional development.

Recommendations. Provide teacher leaders, administrators, superintendents, and pre- service teachers with transformational leadership development on the Five Practices of Exemplary Leadership. Provide opportunities for 360-degree feedback with the use of the Leadership Practices Inventory in conjunction with the use of the Five Practices of Exemplary Leadership.

APA, Harvard, Vancouver, ISO, and other styles

3

Henderson, Christine Ann. "From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2261.

Full text

Abstract:

The purpose of this study has been to provide a rich description of the role of the literacy leader in two primary schools. Through this study I was seeking to identify what the role of the literacy leader is and how this role is enacted. The role has been described from the perspectives of the literacy leader, a principal and five members of two school’s teaching staff. The desire to better understand the role of the literacy leader is important to those in the role and those they interact with. This is particularly so for those in my position as a professional developer, working alongside both a school and its literacy leader as they undertake in-depth literacy professional development. Literacy leaders have assumed greater responsibilities within schools since the 1999 Literacy Taskforce report which suggested a range of initiatives to better support literacy learners in New Zealand. Since this report there has been a governmental priority on literacy as a foundation learning area. Interest in literacy success for all stems from both international and national assessment knowledge. This information highlights the strength of New Zealand students in literacy but also identifies a group of students who do not perform well and continue to underachieve in literacy into adulthood. This underachievement limits the opportunities they have as adults for employment and participation in society. There has been no formalised role description for literacy leaders or how they might enact this role. The purpose of this study therefore has been to identify the role and how it is enacted. The literacy leader role has been analysed from multiple perspectives. Participant observation and in-depth interviewing have provided a rich picture of the role and how it is enacted. It is from these insights that some clarity has been gained about the characteristics of the role, how it is interpreted by the participants and then enacted by the two leaders. The findings indicate the role identified by those participating in this study and the reality of how it is enacted, are closely matched. The tasks of a literacy leader are complex and their dual role of classroom teacher and literacy leader adds to this complexity as they manage both positions simultaneously. This study identified that being a literacy leader requires a central focus on improved student achievement. It requires literacy leaders to provide strong leadership in literacy professional development/learning. This study also suggests that literacy leaders are seen as learning partners during the in-depth literacy professional development/learning focus where all involved are learners. The final role they play is in supporting the development of a collaborative professional learning community where all of the learning occurs. It raises issues and questions for those who interact with the literacy leader both within the school and those outside the school in how they can support them in this role. It also surfaces the need for schools and professional developers to address how the structures they are operating within can be reorganised to afford the time needed to be effective in this role. Finally when schools, advisers and Ministry of Education enter into a partnership of learning openly demonstrating that each will learn from the other, then capacity is built across all levels of the education system in meeting the goals of improved student outcomes.

APA, Harvard, Vancouver, ISO, and other styles

4

Ross, Jennifer Elaine. "The development and support of teacher leaders in Ohio: A grounded theory study." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Iarussi, Ronald J. "The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401788812.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Doraiswamy, Nithya. "A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430534221.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Jamison, Rudolph F. Jr. "Black Male Perspectives of the Role Race Plays with Black Male Leader/Leadership Development in the World of Work." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/733.

Full text

Abstract:

There have been relatively few studies examining the leadership of Black men, and even fewer studies examining the leadership of Black men from the phenomenology of Black men, themselves. The purpose of this Q Methodology study was to examine Black male perspectives of the role race plays with Black male leader/leadership development in the world of work. The study was designed as an exploratory attempt to surface and understand how 40 emerging African American male leaders in a large, urban city in the SE United States viewed their own leadership development. Elements of socio-analytic theory and leader-member exchange theories were the basis for the conceptual framework. The 40 participants sorted 41 statements reflecting distinct perspectives on the role race plays with Black male leader/leadership development within the world of work. Participants sorted these 41 statements within a forced distribution response grid based on what best reflected their perspectives. These 40 sorts were then correlated and the correlations were factor analyzed and rotated, leading to the extraction of five factors, each representing five distinct, shared perspectives. Following examination and analysis of these five factors, or shared perspectives, the researcher named them: 1) Faithful, Familial, and Resilient, 2) Creative, Faithful, and Independent, 3) Attentive, Connected, and Woke, and 4) Knowledgeable, Congruent, and Unapologetically Black, and 5) Responsible, Faithful, and Supportive. The results of this study suggest there is rich diversity among Black male perspectives regarding their leadership development, and demonstrates important functions outside the workplace. These diverse perspectives and those elements characterizing them should be considered as educators prepare to work with Black males and those preparing to support their development, leadership and otherwise. Finally, the researcher suggests that future research into the experiences and perceptions of Black men continue to seek methodologies that honor and magnify their voices.

APA, Harvard, Vancouver, ISO, and other styles

8

Lipp, Jamie R. "The Multi-Faceted Role of Ohio's Elementary Reading Specialists: Instruction, Assessment, Leadership and Beyond." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou151058921703077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Bowers, Sharon W. "Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64380.

Full text

Abstract:

The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated the Maryland State STEM Standards of Practice (SOP), targeting integration of STEM content, inquiry learning, students' abilities to collaborate as a STEM team and students' strategic application of technology. Data collection, in the form of reviewing and analyzing study participants' lesson plans and self-reflections, was completed by three independent assessors. The researcher examined the interrater reliability among the three assessors using the Fleiss' kappa statistic. A 0.91 proportion of agreement consensus was documented among the three assessors. A test of hypothetical value was conducted using the nonparametric Wilcoxon-signed-rank Test. Interpretation of the Wilcoxon-signed-rank Test results suggest that the sample population demonstrated proficient planning abilities for the four targeted Maryland State STEM SOP. Findings from this research add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, however the findings also have broader implications for teacher education at large. The McDaniel College ESIL model could frame K-12 teacher education for both pre-service and in-service teachers. The pragmatic, hybrid experience maximizes flexibility, promotes analytical thinking and self-reflection and builds communication skills. The introduction and development of inquiry and design-based learning through the 7E Learning Cycle develops the teachers' understanding of practices promoted not only within the Maryland State STEM SOP, but also within the Next Generation Science Standards. The McDaniel College ESIL model also builds upon the collective efforts of academia, a non-profit STEM research facility, and local school divisions to align efforts that may lead to transformational changes for education. Essential ingredients for systemic change are embedded within the McDaniel ESIL model.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

10

Fahlén, Lennart. "Skolutveckling och styrningsfilosofi : om olika förändringsperspektiv i fyra kommuners IT-satsningar." Licentiate thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112148.

Full text

Abstract:

This study has focused development and management strategies at different levels within the school system in four Swedish municipalities. The overall aim of the study was to gain knowledge about how development is staged in municipalities where changes emerge without incentives, such as financial support from the state. The questions cancern how school development is conceived of at different levels in the school system, what role ICT plays in school development, and what strategies of management that prevail as regards the connection between ICT and school development. School development in the four municipalities has been analysed by using 1) Englund's three conceptions of school development over time; 2) Berg, Nytell & Söderberg's four types of management in Swedish schools that have been brought to the före <luring the 1990's; and 3) . House's three perspectives on school development. The study demonstrates that conceptions of school development vary in the four municipalities among administrators and school leaders, from interpreting development in a technological/scientific, rational perspective, to interpreting it in a political/cultural and democratic perspective. The philosophy behind management also varies between municipalities, and different pattems bave emerged, i.e., management may be directed by goals, rules, results, or"'frame factors. However, the teachers in all four municipalities demonstrate, with few exceptions, a common view about school change, irrespective of what philosophy of management is represented at administration and school leader leve!. In House's terms, the teachers seem to have a political/cultural perspective. One explanation rnight be that teachers are independent in their choice of instructional contents and methods.

APA, Harvard, Vancouver, ISO, and other styles

11

Cantrell-Scamara, Adrienne. "Teacher satisfaction survey: A tool for transformational leaders to facilitate teacher empowerment & efficacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/919.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

McCray, Jr Harold Anthony. "Teachers' Perceptions of Factors that Influence Teacher Turnover." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4534.

Full text

Abstract:

Teacher turnover is a critical issue for the public education community because it influences student performance, school climate, and employee morale. In a large urban school district in the northeastern United States, the turnover rate has been high; teacher morale is low, and teacher participation in the school community is lacking. The purpose of this study was to examine the perceptions of novice teachers about factors that influence their job satisfaction and their future employment. Guided by Maslow's theory of motivation-which is characterized by motivational needs that drive individuals to improved performance-this study examined the perceptions of novice teachers about job retention. The research questions focused on teachers' perceptions about factors that could influence their decision to continue or leave their teaching positions. A case study design was used to capture the insights of 8 participants using semistructured interviews, reflective journals, and a focus group. Eight emergent themes were identified from the data through open coding; they involved performance affirmations, administrator and resource support, and professional development. The findings were validated through triangulation and member checking. According to the results, novice teachers sought to collaborate in a professional learning community and to expand their professional development opportunities. Hence, a project was designed to engage teachers and administrators in initiating and sustaining professional learning communities. This study may promote positive social change by increasing employee morale, staff cohesiveness, teachers' effectiveness and reducing teacher attrition rates among novice teachers.

APA, Harvard, Vancouver, ISO, and other styles

15

Mason, Cassandra. "Narratives of Elementary and Secondary Teacher Leaders as Agents of Transformational Change." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2453.

Full text

Abstract:

Historically, being self-reflective has not been evidenced as critical to the career advancement of teachers aspiring to leadership roles. Five teacher leaders in a southwestern school district participated in a district Teacher Leadership Certificate Program (TLCP), which included self-reflective practices to broaden their understanding of the tools necessary to be an effective leader in 21st century schools. Theories of change suggest that teachers must acquire new knowledge and apply this new knowledge in practice. The theoretical framework for this project study was Mezirow's transformative learning theory. A narrative design was employed to identify the change process experienced by the 5 teacher leaders using elements of transformational theory. A questionnaire, observation protocol, and multiple interview instruments were used to examine 1 elementary and 4 secondary school teacher leaders, concluding with an essay. Interviews focused on the perceptions of the participants through inquiry that described their transformation to leaders as agents of change. Emergent themes were identified from the data through open coding and thematic analysis. Themes included teachers using self-reflection to enhance leadership goals and career development. The subsequent project was a 3 day professional development for all teachers at the study site on developing teacher leadership. The implications for promoting positive social change include providing research results to the local site on the use of self-reflection practices of teacher leaders and supporting professional development to improve teacher leadership educational practices.

APA, Harvard, Vancouver, ISO, and other styles

16

Corallo, Christopher. "Influences on the development of informal teacher leaders." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-10042006-143855/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Koty, Suzanne T. "Developing Teacher Leaders Through Professional Development Offered in a District Teacher Forum." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7879.

Full text

Abstract:

Teacher attrition is an ongoing problem in education, and the lack of leadership opportunities contribute to that problem. Teachers who serve in leadership roles are more likely to remain in the profession and positively impact students and the profession as a whole. However, there is little qualitative research to address how teachers develop the needed leadership skills to take on additional leadership roles. The purpose of this qualitative study was to describe the experiences of participants in a District Teacher Forum. The District Teacher Forum is a cohort of teachers identified as Campus Teachers of the Year led by the District Teacher of the Year with the intended purpose of helping the members to develop leadership skills. The conceptual framework that guided this study was a congruence of the social cognitive theory, constructivist theory, and perceived organizational support. The study aimed to examine the experience of teachers participating in a teacher leadership development program. Interviews of 6 Forum members selected through maximum variation sampling and a focus group provided the needed information, and findings were analyzed in relation to the research questions. This study provided insight into how teachers perceive their experiences in a teacher leadership development program as a foundation for future professional development processes to develop teacher leadership. Findings showed that teachers who are provided the opportunity to participate in professional development related to leadership in a cohort setting gain a self-identity as a teacher leader and want to serve as teacher leaders. Implications for social change include a guide for other districts to use to establish a Forum or other leadership initiative and potentially greater teacher retention.

APA, Harvard, Vancouver, ISO, and other styles

18

Correa-Cespedes, Blanca. "Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2453.

Full text

Abstract:

Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children. There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy. A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education.

APA, Harvard, Vancouver, ISO, and other styles

19

Danello, Rebecca Davis. "First Fellowship Then Followership: Training for a New Generation of Teacher Leaders." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26694.

Full text

Abstract:

The teachersâ lounge was once the only oasis of camaraderie among teachers engaged in the rigors of public education. Today, fellowship among teachers looks quite different and is no longer relegated to the teachersâ lounge. Indeed, in a successful school it is pervasive, and so are the teachers who become leaders of their fellow colleagues and play a significant role in school improvement and renewal. Operating in a variety of roles and possessed of personal and professional traits that have earned them the respect of their colleagues, principals, and district leaders, these teacher leaders have enriched the instructional landscape and the cultures of their schools. However, the research suggests that, in general, teacher leaders themselves have received little, if any, formal training for their jobs as leaders among their peers. As principals rely more on the expertise of these teachers, as the complexities of public education continue to multiply, and as the demographics of the teaching profession change, an obligation exists to investigate the professional development needs of teacher leaders. Teacher leaders must be skilled in building trusting, respectful relationships, a professional fellowship, among their peers if they wish for them to follow their lead down the path to self-improvement, student achievement, and school excellence. A mission of this importance deserves the best teacher leaders that training can produce. An examination of the necessary knowledge, skills, and dispositions and how teacher leaders develop them will help school districts provide specialized training for them.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

20

Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Neufeld, Janet K. "The superintendent’s role in teacher professional development." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34494.

Full text

Abstract:

Doctor of Education
Department of Educational Leadership
Donna Augustine-Shaw
Jessica Holloway
School superintendents have traditionally been removed from the systemic process of learning in a school district and instead of been considered more indirect supporters of student achievement. Now, in the face of changing leadership standards, they are being required to provide leadership that more directly enhances student learning by way of teacher professional development. This case study takes a deeper look into the process of the superintendent’s role in district professional development. This will include a purposeful examination to clearly understand the superintendent’s role in designing, implementing, and monitoring professional development in the school district. The study includes (a) the meaning of professional development; (b) examination of school leadership theories and roles; and (c) analysis of how professional development impacts the classroom design of a district instructional framework for professional development.

APA, Harvard, Vancouver, ISO, and other styles

22

Smith, Nykia Kawana. "Does professional development in a Los Angeles charter school produce teacher leaders?" Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715418.

Full text

Abstract:

Do professional development sessions in charter schools produce teacher leaders? This is the main question examined in this study. Professional development was established to help with the leadership process and increase teachers’ capacities overall. Teacher leaders have been deemed as incredibly important to student success and school reformation. Knowing these facts, the researcher sought to probe the utility of professional development in terms of teacher leadership at a charter school whose main intent was reformation. Through a review of the literature, the defining factors for complicated matter such as professional development and teacher leadership were outlined. The literature review helped the researcher look into the parameters of professional development and teacher leadership at what has been given the pseudonym Variety High School. A sociological case study was carried out at Variety High School during the second semester of the 2013-2014 school year. Analysis of focus group interviews, case study observations, and archival documentation were used to examine the impact of professional development on teacher leadership at Variety High School. While there were instances where professional development and teacher leadership were defined and linked to student success, the absence of teacher leadership opportunities was also linked to professional development practices governed by administrative principles. Ultimately, professional development was seen as a powerful tool to increase or decrease more than just leadership for a teacher but quality and skill in general.

APA, Harvard, Vancouver, ISO, and other styles

23

Hallman, Jenna. "Impact of the Southern State Teaching Program on the Preparation of Teacher Leaders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3349.

Full text

Abstract:

The roles and responsibilities of teacher leaders change as schools, districts, and states adopt new policies, procedures, and initiatives. However, little qualitative research has been conducted about how teachers develop leadership skills, particularly during preservice preparation programs. The purpose of this single case study was to explore how a community of practice prepared college graduates to be teacher leaders. The conceptual framework was based on the concepts of situated learning, communities of practice and legitimate peripheral participation. Four graduates from a state teaching program were purposefully selected as participants. Data were collected from multiple sources, including initial and follow-up interviews with program graduates, observations of their leadership activities in public schools, archival data, and program documents. Analysis consisted of multilevel coding, category construction, and determination of emergent themes and discrepant data to inform key findings. Findings suggested that the Southern State Teaching Program prepared its graduates to serve as teacher leaders through situated learning opportunities and the development, practice, and refinement of skills necessary for leading others. The program also offered peripheral participation in the program and the teaching profession. Implications for positive social change include the potential for including teacher leader development programs at the preservice level, which may ultimately improve teacher retention and student achievement.

APA, Harvard, Vancouver, ISO, and other styles

24

Chuk, Yim-ping Joanne. "Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Carrera, Hazel Carolyn. "Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82542.

Full text

Abstract:

Urban Education
Ph.D.
This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of instructional coaches in the classroom has become more and more popular in many school districts across the nation as they look for ways to improve student performance by improving the performance of their teachers. With higher academic standards placed on schools, there is greater demand on teachers to make certain that all of their students are successful. The need for professional development and coaching for teachers of English language learners (ELLs) is discussed. The research site for this study, City View Middle School, is located in a large urban school district where approximately 176,000 students are English language learners. The participants include 1 principal, 14 teachers, and 2 coaches. At the school, all students are considered English language learners and 40% are also considered Students with Interrupted Formal Education (SIFE). This case study employed qualitative methods in the form of observations and interviews of each participant. From the teachers' perspective, three themes emerged as their greatest challenges in working with English language learners. These included: student stressors related to adapting to a new country, the wide range of literacy levels in the classroom, and teaching academic language. Even with these challenges facing them, were teachers willing to work with coaches in an effort to improve their classroom practice? Were teachers receptive to the feedback they received from coaches? Were they willing to try new strategies? Were there any signs of teacher resistance? How were coaches able to create change? The coaches offered a professional development program that included training in the following areas: vocabulary, reading, writing/lesson planning, and cooperative learning strategies. Two types of coaching were implemented at the school: 1) peer observations and group debriefing sessions in Teacher Learning Communities (TLCs); and 2) individualized coaching sessions, which included: a one-on-one pre-meeting, an observation, and a one-on-one debriefing session. The results of this study suggest that there were several preconditions for change. In order for change to occur there were several interrelated factors that needed to take place in the coaching relationship. The professional and personal qualities of the coaches became key factors in how coaching was established at the school. These qualities affected the ways in which they established trust, how they set the tone for their work at the school, how they provided teachers feedback and opportunities for reflective dialogue, and how they created a supportive and nurturing environment. These elements of coaching allowed teachers to feel comfortable to: ask questions, seek help, change their perceptions about what works and what does not work with ELLs, and the confidence to try something new. The support from the principal was also a key element in creating change. Without the principal's support, coaches would not have been able to accomplish their goals with the teachers. This study contributes to our understanding of how schools can support teachers who are experiencing an increasing number of English language learners in their classrooms and do not have the credentials to effectively teach them.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

26

Shah, Sayyed Rashid Ali. "Teacher leadership : a case study of teacher leaders' professional development in an EFL institute of a Saudi Arabian university." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24400.

Full text

Abstract:

The key aims of this case study are to understand the notion of teacher leadership and identify factors that impact the professional development of teacher leaders in a foreign language institute. As little empirical research exists on how EFL teacher leaders acquire leadership skills and learn about leadership roles, this study explores factors contributing to the professional learning and growth of EFL teacher leaders in the Saudi EFL context. The study is an interpretive one, using semi-structured interviews as the primary data collection instrument complemented by an open-ended questionnaire. The detailed accounts of 12 EFL teacher leaders indicate that ‘teacher leadership’ is a novel construct at the ELI where teacher leadership roles are positioned in the middle of the organisational hierarchy. EFL teachers in these middle-level leadership roles have titles such as head of professional development unit (PDU), head of academic coordination unit (ACU) and head of curriculum unit (CU). In spite of being a new concept at the ELI, leadership roles and responsibilities to a great extent share similarities with teacher leadership in western school contexts. However, teacher leaders encounter various challenges which are mainly due to the bureaucratic structures at the ELI. The data reveal lack of autonomy, inadequate professional support from the top management, and ineffectiveness of the existing professional development courses at the ELI. This study provides insights into factors which support EFL teacher leader professional development. There are five main elements: a) previous experiential learning, both formal and informal; b) leadership knowledge, skills and abilities which are brought to their current roles and further improved through collaborative practices; c) intrinsic motivation and personal urge to do more learning and leading; d) learning from being in leadership roles; and e) reflective practices at individual and group levels. Despite the concurrent difficulties and uncooperative workplace environment, the EFL teacher leaders managed to acquire role-related leadership skills while learning on the job. This thesis concludes by offering suggestions tailored to the professional development needs of teacher leaders in the EFL context, namely that top leadership should adopt flexible leadership approaches and that trainers should conduct more context-specific professional development courses on a regular basis. These supportive strategies should ensure sustainable professional development and raise the degree of professionalism among EFL teacher leaders at the ELI.

APA, Harvard, Vancouver, ISO, and other styles

27

Biggers, Mandy Sue. "Elementary teachers' ideas about, planning for, and implementation of learner-directed and teacher-directed inquiry: a mixed methods study." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2438.

Full text

Abstract:

Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of Science Observation Protocol [P-SOP]) to measure the amount of teacher direction in science inquiry lessons (Practices of Science Observation Protocol + Directedness [P-SOPd]). An embedded mixed methods design was employed to investigate four questions: 1. How valid and reliable is the P-SOPd? 2. In what ways do inservice elementary teachers adapt existing elementary science curriculum materials across the inquiry continuum? 3. What is the relationship between the overall quality of inquiry and variations of inquiry in elementary teachers' enacted science instruction? 4. How do inservice elementary teachers' ideas about the inquiry continuum influence their adaptation of elementary science curriculum materials? Each teacher chose three lessons from a science unit for video-recorded observation, and submitted lesson plans for the three lessons. Lesson plans and videos were scored using the P-SOPd. The scores were also compared between the two protocols to determine if a correlation existed between the level of inquiry (measured on the P-SOP) and the amount of teacher direction (measured on the P-SOPd). Findings indicated no significant differences between planned and enacted lessons for the amount of teacher direction, but a correlation existed between the level of inquiry and the amount of teacher direction. In effect, the elementary teachers taught their science curriculum materials with a high level of fidelity for both the features of inquiry and the amount of teacher direction. A smaller group of three case study teachers were followed for the school year to give a more in-depth explanation of the quantitative findings. Case study findings revealed that the teachers' science instruction was teacher-directed while their conceptions of inquiry were student-directed. This study contributes to existing research on preservice teachers' learning about the continuum (Biggers & Forbes, 2012) and inservice teachers' ideas about the five features of inquiry (Biggers & Forbes, in press).

APA, Harvard, Vancouver, ISO, and other styles

28

Duval, James P. "Teacher Leadership in the Context of International Schools| The Key Attributes and Development of Teacher Leaders." Thesis, Lehigh University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280292.

Full text

Abstract:

Teacher leaders have been acknowledged for playing a significant role in supporting student learning. The impact of these key individuals often centers upon influencing the professional work of colleagues and having the capacity to make important leadership decisions that shape aspects of the school beyond their classrooms.

Currently, the body of research on teacher leadership in international schools is limited. The purpose of the study was to contribute to the body of knowledge related to teacher leadership in the context of international schools and is motivated by the following three research questions: (1) What types of teacher leadership roles (formal and informal) exist in international schools? (2) What are the most important attributes for teacher leaders? (3) What programs and/or activities do teacher leaders identify as valuable in developing the attributes of a successful teacher leader?

All Principals and Teacher Leaders (formal and informal) served as the accessible population for the study. Principals and Teacher Leaders completed surveys in accordance with their roles in order to gather data for the study.

The significance of the study was based upon the practical implications of possible findings. With a broader understanding of how teacher leadership is being enacted, the most important attributes of teacher leaders, and how teacher leaders are developed, international school leaders was able to use the findings for strategic efforts to support teacher leadership. Knowledge of the most important attributes may help with developing criteria for selection and evaluation of teacher leaders, while an understanding of how teacher leaders are developed may provide insight into the type of professional development or experiences necessary to cultivate this category of leaders.

APA, Harvard, Vancouver, ISO, and other styles

29

Ross, Linda S. "The impact of teacher leaders on mathematics instruction in grades 1 and 2." Youngstown State University / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996671255.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Orchard, Patricia. "An examination of learner-centered professional development for reluctant teachers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4835.

Full text

Abstract:

Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

31

Håkansson, Lindqvist Marcia. "Conditions for Technology Enhanced Learning and Educational Change : a case study of a 1:1 initiative." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-109887.

Full text

Abstract:

The uptake and use of digital technologies continues to increase in schools throughout the world. In many schools the uptake and use of digital technologies takes place in One-to-One (1:1) initiatives in which teachers and students have their own laptops. In this thesis the uptake and use of digital technologies is studied from the student, teacher and school leader perspectives in order to through this gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. In the Unos Umeå research project the uptake and use of digital technologies in two schools, an upper secondary school and a compulsory school, was studied. A research design involving a case study approach (Yin, 2003, 2009) was used to study a 1:1 initiative. The methods of data collection were surveys, interviews and classroom observations. To explore, identify and describe conditions for TEL and educational change the data collected were used to map the initial expectations regarding the uptake and use of digital technologies from the start of the initiative as well as to follow the development of teaching and learning activities related to the uptake and use of digital technologies in the 1:1 classroom over a period of two years. The Ecology of Resources Model (Luckin, 2010) was used as a theoretical framework including the use of the concept of filters. Regarding the conditions for TEL, the results show that the uptake and use of digital technologies provides possibilities for new forms of teaching and learning in the 1:1 classroom. Students reported increased motivation, engagement and variation in schoolwork. Teachers described new forms of teaching as well as possibilities for collaboration, sharing of materials and continued professional development. For school leaders possibilities were found in collaboration, administrative support and follow-up of students and teachers, creating a unified vision of the work with digital technologies, and collaboration and sharing within the schools as an ecology of resources. The challenges seen from the student, teacher and school leader perspectives were related to use, technical support and optionality. If the possibilities are to be achieved, there is a need for continued professional development for teachers and school leaders. Further, clear directives through policy will be of importance. In the short term, the practical implications of the uptake and use of digital technologies, specifically in 1:1 initiatives, seem to be strongly connected to sustainability in schools. In the long term, if sustainable conditions for TEL and educational change in the 1:1 classroom can be created and upheld, the practical implications may for example be teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices and an increase in equality of digital competence between students, between schools and between classrooms in the same school.

APA, Harvard, Vancouver, ISO, and other styles

32

Davis, J. "Staff perceptions of student learning difficulties : The implications for staff development." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233124.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Chuk, Yim-ping Joanne, and 祝艷萍. "Learning to teach, teaching to learn: a longitudinal study of student teachers' autonomous development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4401417X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Taylor, Michael L. "An Investigation of Placement and Teacher Retention of Brigham Young University Technology Teacher Education Bachelor of Science Graduates from 1993-2007." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1640.

Full text

Abstract:

The purpose of this research study was to gather data on a sample of technology teacher candidates in order to determine how many graduates with a technology teaching endorsement actually entered the teaching profession. In addition, data were collected to investigate the attrition rate of the same pool of candidates. For those who left the education profession, the study also examined how long these individuals taught before leaving as well as investigated the reasons these individuals decided to leave the technology teaching profession. For those who have remained in the teaching profession this study also explored their reasons for remaining in education. In addition, data were collected regarding how many technology teaching candidates remained within the state of Utah as well as how many have accepted positions outside of the state of Utah. To accomplish these tasks, a survey instrument was designed to gather employment data from Technology Teacher Education (TTE) graduates of Brigham Young University over the last 14 years. There were 189 technology teacher education graduates from 1994-07. Contact information was located and compiled for 148 of the 189 graduates; therefore, the results of this survey were calculated using the 148 graduates with current contact information. Of the 148 potential participants in this study, 110 (74%) of the TTE graduates responded. From the responses of the 110 TTE graduates the following was determined. There were 85 of those who responded that entered the teaching profession; 84 of those graduates entered within two years of graduation. Of the 85 graduates entering education, 54 stayed in the state of Utah and 31 left the state to teach. There were 67 of 110 responders to the survey (60%) that reported they entered education within two years and have remained in education since graduation. One teacher out of the 85 entered education after attending graduate school. The survey indicated that 17 of the 85 teachers exited education which is equal to 20% of the responding educators leaving education. Of the 17 educators who left the profession six left the first year, and 13 of the 17 left sometime during the first three years. Of the 17 educators that left education, four returned to the profession.

APA, Harvard, Vancouver, ISO, and other styles

35

Esplin, Nathan. "Utah Elementary School Principals’ Preparation as Technology Leaders." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5774.

Full text

Abstract:

The rapidly expanding use of technology in education has brought about the need for principals to be prepared as technology leaders. Although, there is a need for principals to be prepared as technology leaders, many currently are not prepared for this role. It is crucial that principals are prepared in order ability to lead their school in successful technology integration. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators. In addition to the study’s primary purpose, the study identified the types and quantity of professional development principals are receiving and how this professional development relates to the principals’ levels of technology leadership. In addition, this study concluded whether or not the perceived technology leadership preparedness level of Utah principals correlates with the number of hours spent in technology leadership training. Furthermore, the study compared differences in technology leadership preparation levels based on principal characteristics. Literature shows that technology leadership research is scarce. The findings from this study will help fulfill some of the need for additional technology leadership research. In addition, the findings can help educators have a better understanding of how to prepare principals to be effective technology leaders. The data for this study were collected from 129 Utah elementary school principals using the 2009 Principals Technology Leadership Assessment (PTLA). This survey used the 2009 ISTE Standards for Administrators as the framework. The results were analyzed using descriptive statistics, Pearson correlation, t test, ANOVA, and qualitative coding. The findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. Furthermore, a technology leadership professional development model has been designed to further assist educators.

APA, Harvard, Vancouver, ISO, and other styles

36

Rutgers, Linda. "Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71912.

Full text

Abstract:

Thesis (PhD)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educational context is under-explored in research in South Africa. Coaching is a situated practice, which is aimed at the learning and development of individuals within a specific context. Coaching is an on-going professional development strategy for teachers and leaders as opposed to traditional one-shot professional development activities such as workshops or training sessions. There is a need for evidence-based research on alternative professional development strategies, such as coaching. In this research study the researcher argued that coaching has the potential to provide a more effective and sustainable capacity-building strategy for the continuous professional development of teacher leaders. It argued further that the recognition of their own capacity as teacher leaders can empower teachers to take ownership of decision-making for on-going literacy improvement in schools. The specific context for coaching in this study was the professional development of literacy teachers as leaders for the improvement of literacy teaching and learning. In the absence of a suitable coaching model, the Integrated Capacity Coaching model and a coaching programme were purposefully designed by the researcher for the development of literacy teachers as leaders in this study. Cognitive coaching, peer coaching and coaching circles were incorporated as coaching methods in the coaching programme. This study was designed to determine what can be learnt from using coaching as a professional development strategy within the formal structures of the school and its current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build internal leadership capacity for literacy improvement in schools. This study is significant because the outcome of the study extended the existing body of knowledge and evidence-based research on coaching in the educational context. The implementation of these findings could lead to improvements in the nature and characteristics of future continuous professional development of literacy teachers as leaders to sustain literacy improvement in schools. The proposed model shows potential as a capacity-building coaching model for the education sector, but further research is needed to determine the impact of this coaching model and the coaching approach in different school contexts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwyssisteem benodig geletterdheidsonderwysers met die kapasiteit om leiding te gee ten opsigte van innoverende en toepaslike geletterdheidsonderrig in skole. Skole kan voordeel trek uit toepaslike voortgesette professionele ontwikkelingstrategieë wat die potensiaal toon om leierskapkapasiteit in onderwysers te bou met die doel om die verbetering van geletterdheid te volhou. Dit is bewys dat afrigting ’n effektiewe ontwikkelingstrategie in die besigheidsektor en op sportgebied is. Navorsing in die veld van afrigting in die onderwyssektor is egter onderverken. Afrigting is ’n gesitueerde praktyk wat gerig is op die leer en ontwikkeling van indiwidue in ’n spesifieke konteks. Afrigting wat as ’n voortgesette professionele ontwikkelingstrategie vir onderwysers en leiers beskou word, verskil van tradisionele “enkele geleenthede” van professionele ontwikkeling soos werkswinkels en opleidingsessies. Daar is ’n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos afrigting vir professionele ontwikkeling. In hierdie navorsingstudie argumenteer die navorser dat afrigting potensieel ’n meer effektiewe en volhoubare kapasiteitsboustrategie vir die professionele ontwikkeling van onderwysers as leiers blyk te wees. Daar word verder geargumenteer dat onderwysers bemagtig kan word om eienaarskap te neem van besluite oor die verbetering van geletterdheidsvlakke in die skool indien hulle bewus word van hul kapasiteit as onderwyserleiers. Die spesifieke konteks vir afrigting in hierdie studie was die professionele ontwikkeling van geletterdheidsonderwysers as leiers ter verbetering van geletterdheidsonderrig. In die afwesigheid van ’n toepaslike afrigtingsmodel is ’n toepaslike model vir afrigting, naamlik die Geïntegreerde Kapasiteitsafrigtingsmodel en ’n toepaslike afrigtingsprogram deur die navorser ontwikkel. Hierdie model is spesifiek ontwikkel vir die afrigting van geletterdheidsonderwysers as leiers in die studie. Kognitiewe afrigting, portuurafrigting en afrigtingsirkels is as afrigtingsmetodes in die model geïnkorporeer. Die studie is ontwerp om binne die formele strukture en huidige beperkinge in die skool te bepaal wat geleer kan word indien afrigting as professionele ontwikkelingstrategie gebruik word. Die bevindinge het ’n aantal positiewe leerinsigte oor afrigting as ’n voortgesette professionele ontwikkelingstrategie getoon en om leierskapkapasiteitvir die verbetering van geletterdheid in skole te bou. Die studie is betekenisvol, want die uitkoms van die studie sal die bestaande kennis en bewysgebaseerde navorsing oor afrigting in die onderwyskonteks uitbrei. Die implementering van hierdie bevindinge kan lei tot die verbetering van die aard en kenmerke van voortgesette professionele ontwikkeling vir geletterdheidsonderwysers as leiers, om die volhoubaarheid van geletterdheidsverbetering in skole te verseker. Die voorgestelde model toon potensiaal as ’n kapasiteitsbou-afrigtingsmodel vir die onderwyssektor, maar verdere navorsing is nodig om die impak van hierdie afrigtingsmodel en die afrigtingsbenadering in verskillende skoolkontekste te ondersoek.

APA, Harvard, Vancouver, ISO, and other styles

37

Chaplin, Miranda Rose. "EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/9.

Full text

Abstract:

Curriculum for Agricultural Science Education™ (CASE) is an instructional system of support that provides professional development, curriculum, and assessments to agricultural educators. Through the CASE model, two CASE Lead or Master Teachers facilitate professional development, known as a CASE Institute. This study utilizes three sets of surveys to describe the motivation for CASE certified teachers applying to become CASE Lead and Master Teachers, determine the effectiveness of the professional development provided to Lead and Master Teachers during the Lead Teacher Orientation, and determine the Lead and Master Teachers’ demographic information.

APA, Harvard, Vancouver, ISO, and other styles

38

Guerrero, Shannon Marie. "Case studies of reform in mathematics education through the development of technology-using teacher leaders /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Estradas, Madeleine. "Perspectives on teacher autonomy : an investigation into teacher autonomy and its relationship with the development of learner autonomy." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438312.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Abel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration." University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.

Full text

Abstract:

Philosophiae Doctor - PhD
The research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.

APA, Harvard, Vancouver, ISO, and other styles

41

Ridley, Natasha Nichole. "Teachers' Perceptions of the English Learner Professional Learning Plan Professional Development Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7894.

Full text

Abstract:

For 4 years, a northern local district in Virginia conducted an intensive staff training on English language learner (ELL) instruction to settle a United States Department of Justice complaint. The local problem was that ongoing professional development to build teachers' instructional skills has not significantly resulted in ELL students' academic improvement. The purpose of this study was to explore and investigate teachers' perceptions of the mandated English learner Professional Learning Plan Professional Development to help address the instructional needs of ELLs. Guskey's characteristics of effective professional development and Bandura's self-efficacy theory provide the conceptual framework for the study. The research questions were designed to examine teachers' perceptions of the needs and influence of professional development for teachers of ELLs. A case study design was used to capture the insights of 5 elementary school teachers through semistructured interviews; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that teachers recognize the need for increased preparedness, instruction informed by colleagues and team support, and on-going professional development. A professional development project was created to provide coteaching and co-planning instructional strategies for teachers to increase their knowledge and skills to instruct ELLs. This study has implications for positive social change by offering strategies and approaches for improving ELL classroom instructional practices.

APA, Harvard, Vancouver, ISO, and other styles

42

Barker, Dianne. "Lost quality in emergent leadership : identification and development of inexperienced teachers as future school leaders." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400812.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Clark, Renia H. "Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1295.

Full text

Abstract:

The purpose of this study was to research one specific approach to developing and sustaining rural teacher leaders in a high-poverty area with limited resources for teachers. The study investigates The Appalachian Writing Project, a nonprofit organization serving far southwest Virginia and how the AWP has affected rural teachers in educational leadership positions and the resulting impact on educational experiences for students. The participants in this study represent a unique population, composed of certified teachers in extreme southwest Virginia who have completed the Appalachian Writing Project's Invitational Summer Institute (2001-2010) and serve as Teacher Consultants for that organization. Qualitative data were gathered through a survey, interviews, and document analysis for the purpose of identifying and analyzing the variables that lead teachers to: apply to the Appalachian Writing Project, remain active in the AWP, and ultimately become leaders within the orgaizational structure. The research results provide strong evidence to suggest that participants' pedagogical practices are positively impacted as a result of participation in the Appalachian Writing Project, and in the participants' opinion students are positively impacted in terms of student achievement. The study also reveals that Teacher Consultants continue to conduct research in their classrooms after the summer institute and that Teacher Consultants have accepted both formal and informal leadership positions as a result of their inquiry. Finally, the results of the study revealed that the Appalachian Writing Project sustains and supports Teacher Consultants in their leadership positions. Resulting recommendations include encouraging school divisions to consider the Appalachian Writing Project's research findings and contract with the AWP for professional development. Also, school administrators might want to encourage and fund lead teachers who wish to apply to the Appalachian Writing Project's Invitational Summer Institute. Finally, school administrators whose schools include AWP Teacher Consultants might want to continue to support, encourage and fund them within the site and school division. While the study suggests a definite link between teacher participation in the Appalachian Writing Project and student achievement, more research could provide statistical data to link participation in the AWP to improved student achievement.

APA, Harvard, Vancouver, ISO, and other styles

44

Tyson, Deonte Rashawn. "How school leaders prioritize and allocate resources to improve teacher quality through teacher professional development| A multiple case study in suburban North Carolina." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641479.

Full text

Abstract:

This multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1 public charter) in the Charlotte Metro area. The analysis of qualitative data provided by school leader interviews revealed the process by which school leaders determined professional development for teachers in their respective schools. Descriptive quantitative data was gathered through teacher questionnaires about their professional development needs/desires and their perceptions on how school leaders took those into account when planning professional development. In both schools, leaders indicated they try to balance school and district needs with the needs of individual teachers when planning teacher professional development, and teacher perceptions of how leaders determine professional development were generally aligned with leader reports. While the majority of teachers at both schools communicated an overall satisfaction with professional development, teacher respondents at the traditional public school expressed higher levels of agreement to being satisfied with professional development and that their needs were being met. Implications of the study’s findings include a focus on teacher collaboration as an integral part of professional development, as well as the need for teacher input in the professional development planning process.

APA, Harvard, Vancouver, ISO, and other styles

45

Chambers, Cynthia R., and L. E. Swank. "Building Leaders in the Disability Field through Inter-Professional Training." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3856.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Menges, Suzanne T. "Teacher perceptions of the effects of parental shiftwork on student performance, development, and behavior: Implications for school leaders." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280307.

Full text

Abstract:

This study researched the impact of parental shiftwork schedules on the performance, behavior, and development of middle-school students as seen through the eyes of their teachers. Located in a company-owned town in southeastern Arizona, the study focused on the experiences of middle-school teachers by asking them to consider and reflect on their observations of middle-school students in terms of the shiftwork schedule their parents worked. The teachers were also asked to respond to questions regarding what they had done in their own classrooms and what school leaders could do to lessen these impacts. By analyzing their responses, conclusions may be drawn as to the extent of these impacts, their variability and scope, and their implications for school leaders.

APA, Harvard, Vancouver, ISO, and other styles

47

Ntuli, Esther, and Arnold Nyarambi. "Learner-Centered Pedagogy in Technology Integrated Classrooms: An Agenda for Teacher Preparation and Professional Development." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8216.

Full text

Abstract:

Research evidence exists to support the implementation of learner-centered approaches in technological usage and in teaching methodologies. This chapter uses qualitative observation data on implementation of learner-centered approaches in technology integrated classrooms collected by two participant observers. Findings indicate that the problems that some instructional technology researchers in the past decade have found still persist despite the extensive technology professional development designed to enhance the use of technology in a learner-centered approach. The TPACK framework which is used as a guide to effective technology integration has not been fully utilized by many who offer professional development or those who design technology courses at teacher preparation programs. Two major problems noted in observation notes are: 1) those who provide professional development do not begin with the background of the TPACK framework; 2) the TPACK framework is usually discussed in isolation of other frameworks such as the UDL framework.

APA, Harvard, Vancouver, ISO, and other styles

48

Botes, Abir. "Influence of school senior leaders on teacher professional development: a comparative case study of four schools in Cape Town." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32518.

Full text

Abstract:

As education reform initiatives around the world are becoming more focused on developing teacher professional development and school professional learning communities (PLCs), the role of school principal leadership in implementing reforms related to the government vision of teacher professional development and school PLC has come to be seen as important. This has also led to the establishment of leadership training programmes for school principals to assist these principals with their new role as leaders of school reform implementation. The purpose of this thesis is to examine the school principals' roles in leading teacher professional development in four public schools in similar socio-economic contexts, but with different levels of learner achievement, within the greater Cape Town area. Towards this end, the thesis relates professional development practices to the relevant policy - the Integrated Strategic Planning Framework for Teacher Professional Education and Development (the 'Framework'), to the Advanced Certificate of Education: School of Management and Leadership (ACE-SML) training curriculum and to the idea of a professional learning community, which is promoted by this policy and this training course. The research reported in this thesis draws on Pierre Bourdieu's concepts of field, habitus, capital, and doxa to conceptualise and describe the relationships between the various players and the ways in which these relationships affect teacher professional development practices and school PLC culture in the participating schools. Findings from this research reveal similarities and differences between the schools with regard to the roles of school senior leaders and the schools' approaches to teacher professional development practices. Ironically, government policy is taken less seriously in the three schools that achieve higher learning outcomes than in the school that achieves weaker outcomes. Instead of conforming to the policy, the approach in each of the three higher achieving schools is based on the history and values of the particular school, the preferences of the principals and whether or not the principal attended the school management and leadership training course.

APA, Harvard, Vancouver, ISO, and other styles

49

Battin, James Vernon. "Higher Education Leaders' Transformative Learning and Leadership Experiences Responding to Student Drug Abuse." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4124.

Full text

Abstract:

Today's academic and social environment creates uncertainties, new roles, frequent changes, and challenging situations for student affairs academic leaders. The purpose of this study was to explore how student affairs academic leaders described their recent challenging experiences in addressing student drug abuse in higher education. The conceptual framework was based on adult transformative learning theory and applied transformative leadership perspectives. An interview format with open-ended questions was used to explore the experiences of 8 student affairs leaders who had faced challenging situations in the context of student drug abuse. A qualitative interpretive analysis was used that involved open coding of significant words and statements that were further classified into themes. Results from the leaders' experiences indicated 4 themes associated with transformative learning: challenge, reflection, constructive dialogue, and action, as well as 7 themes related to transformative leadership: accurate information, collaboration, constructive dialogue, critical reflection, responsibility, support, and vision. Critical reflection and vision were also found to have aided leaders faced with challenging situations. A significant finding was that all participant leaders asserted the importance of applying evidence-based research in the hope of developing positive action for both the students' well-being and the growth of the academic institution. The results of this study have the potential to inform best practice in adult transformative learning and adult transformative leadership, benefiting academic leaders facing challenging situations in their social and academic environments.

APA, Harvard, Vancouver, ISO, and other styles

50

O'Connor, Kevin Michael. "Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104233.

Full text

Abstract:

Thesis advisor: Audrey A. Friedman
English learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic setting (NCELA, 2012). The majority of teacher preparation programs are not preparing teacher candidates (TCs) with the skills needed to help recently mainstreamed ELs succeed in their content area classrooms (Bunch, 2011). This study examined how one undergraduate, secondary education teacher candidates who had participated in supplemental trainings developed their ability to recognize linguistic demand, shelter instruction, and promote academic language proficiency. Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006), this longitudinal study examined the journals and lesson plans submitted by 31 undergraduate, secondary education TCs as they progressed through their prepractica. Six of these TCs were followed as case studies, with observations and interviews collected during their full practica. Collective data analysis indicates that TCs scored higher on all measures when they were in a linguistically diverse classroom. Furthermore, recognition of linguistic demand precedes ability to plan instruction: many TCs were able to recognize linguistic demand in lessons they observed, but few were adept at describing or designing sheltered instruction that could promote academic language development. For many participants, the attention to linguistic demand was focused largely on content-specific vocabulary that is challenging for all learners. However, a small number of TCs were able to attend to the morphological and lexical aspects of their content areas that would be especially difficult for ELs. In classroom observations a few participants were able to plan instruction that sheltered content and promoted academic language. Findings also indicate that supplemental trainings and infusions into methods courses helped TCs to realize the linguistic challenges of their respective content areas. Most importantly, the findings suggest that TCs are better able to focus on the language of instruction when they witness instruction that is focused on language. Therefore, TCs learn best how to support ELs when they observe and teach in linguistically diverse classrooms with knowledgeable mentoring teachers and field supervisors
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Teacher Leader Development'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles