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Description
The purpose of professional development is to enhance educator practices so that students may achieve at high levels. Too often, professional development tends to be too broad, general, or unrelated to problems of practice that teachers face in their own classrooms. This action research project builds upon the scholarly research that recognizes the need for professional development to be sustained, connected to teachers' own contexts, focused on specific subject matter, collaborative, and reflective. The goal of this action research study was to facilitate a culture of continuous improvement in teaching and learning by utilizing a model of professional development that challenges teachers to question their practices, utilize research to support their instruction, design an inquiry project that supports a change in practice, and examine changes in student growth. Results suggest that although teachers recognize the complexities that surround professional development, they found that this professional development model focused on their needs as professionals, was sustained over time, and was supported by a variety of professional influences. As a result of the model implemented, teachers reported shifts in their instructional practices and student growth related to personal inquiry projects.
ContributorsHudak, Michele (Author) / Roe, Mary (Thesis advisor) / Weber, Catherine (Committee member) / Chalex, Nancy (Committee member) / Arizona State University (Publisher)
Created2013
Description
National Board Certification is an esteemed certification and professional learning and reflective opportunity for teachers. Cognitive coaching is also a method of support many teachers receive over the course of their National Board Certification journey. The certification process involves reflective practices and opportunities for teachers to think differently about their instructional decisions and overall teaching practice. This project involves teachers who are not affiliated with the National Board Certification process. The researcher provides them with reflective opportunities and components from the certification process. An analysis of qualitative and quantitative data unveil the following results. First, coaching and practices associated with the National Board Certification process benefit all teachers. In addition, qualitative data from the findings reveal that frequent and consistent reflective opportunities provided to teachers impact their awareness of content knowledge and their students' needs. The findings from this study also suggest that when teachers are given reflective opportunities, time to collaborate with others, and consistent and frequent time to work with a coach, then student achievement is positively affected.
ContributorsDiaz, Kirsten Anne (Author) / Roe, Mary (Thesis advisor) / Weber, Catherine (Committee member) / Tankersley, Karen (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explores the presence of figurative language in reputable children's literature and the importance of figurative language instruction in the elementary classroom. It seeks to answer three basic questions for the teaching community. First, how prevalently does figurative language appear in prominent books written at reading levels for the elementary grades? Next, how essential is students' understanding of this figurative language to their overall comprehension of a story? Finally, how do the recently implemented Common Core Standards consider the presence of figurative language in children's literature across elementary grade levels? In order to investigate these questions, the researcher analyzed 39 books that received the Caldecott Medal or Honor distinction in 2003-2012 and recorded the presence of figurative language in the text. Results were analyzed using descriptive statistics. The researcher found patterns among the types of figurative language used and the target age groups of the books. She also found that the use of figurative language in the text was generally stylistic by the authors and not necessarily essential for students to fully comprehend the stories. The researcher then made connections to the Common Core Standards across elementary grade levels. She found that there were several Common Core Standards concerning figurative language in the Reading and Language categories. The researcher concluded that figurative language should complement the curriculum across all elementary grades, including grades below third. This conclusion has implications for the entire elementary teaching community.
ContributorsWontor, M. Lisa (Author) / Roe, Mary (Thesis director) / Weber, Catherine (Committee member) / McElhany, Patricia (Committee member) / Barrett, The Honors College (Contributor)
Created2013-05