Matching Items (10)
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- All Subjects: Teacher Education
- Creators: Rotheram-Fuller, Erin
- Creators: Bertrand, Melanie
- Member of: Theses and Dissertations
- Resource Type: Text
- Status: Published
Description
This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs.
This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions.
The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community.
This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions.
The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community.
ContributorsOlson-Stewart, Kelly (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Hargrove, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
Student teachers in their final year of college preparation enter a profession that is facing a severe shortage and an alarming rate of attrition. Novice teachers, those with five or fewer years of experience, are faced with myriad challenges that makes retention a problem for the colleges preparing them, the school districts that hire them, and the students that need them in their classrooms.
This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress.
It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data.
Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice.
This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress.
It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data.
Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice.
ContributorsVann, William Camp (Author) / Marsh, Josephine P (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Ashton, Kent (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice.
ContributorsOchonogor, Emerald (Author) / McArthur Harris, Lauren (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Teyechea McNeil, Nicole (Committee member) / Arizona State University (Publisher)
Created2019
Description
This mixed methods action research study describes the benefits of a Team Leadership Community of Practice group for six early career special education teachers who supervised paraeducators. Problem-posing conversations with peers were a catalyst for professional learning and leadership transformation. The theoretical framework included Experiential Learning Theory, Transformational Leadership, and Communities of Practice—combined as a tri-theory lens. Data collection instruments included individual interviews, a focus group, content logs from audio recordings, a researcher journal, and two researcher-created instruments—the Intentional Leadership Actions and Paraeducator Outcomes Survey and the Teacher Group Reflection Survey. Findings indicated that team leaders favored collaborative partnerships with paraeducators rather than supervisory roles. Given perceived communication barriers as team leaders, participants spent time preparing for conversations with paraeducators. Together, they co-constructed understandings and stretched one another as a learning Community of Practice (CoP), as defined by Wenger (1998). The CoP was a framework for Experiential Learning when team leaders gathered together to share their concrete leadership experiences, reflect, conceptualize abstract meaning, and discuss possible strategies for future experimentation. Additionally, team leaders experienced individual reflection following CoP gatherings as they considered peer suggestions, fine-tuned ideas, and planned leadership actions. As team leaders implemented new leadership ideas and experienced positive outcomes, they reported increased efficacy and desire for additional leadership opportunities in their classrooms and beyond. A trilogy of poems complements the discussion of findings.
ContributorsLedbetter, Jessanne P (Author) / Bertrand, Melanie (Thesis advisor) / Foulger, Teresa (Committee member) / Hansen, Taryl (Committee member) / Arizona State University (Publisher)
Created2016
Description
Learning a second language has been shown to have many benefits, but in the
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
ContributorsSalas, Raquel (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R. (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2016
Description
The United States is facing an unprecedented teacher shortage. With many studies estimating that 17-33% of teachers leave the profession within their first five years of starting a career, something needs to change to keep new teachers in the classroom. This study evaluates the effectiveness of peer observation as a learning tool to supplement the training of preservice teachers on an elementary campus. Observational learning theory and adult learning theory created the lens through which peer observations were implemented and evaluated in this study. Specifically, this study aimed to answer the following research questions: (a) How do conversations about teaching practices evolve over time between the preservice teacher participant and the researcher within the context of discussions following peer observations? and (b) How do peer observations influence the teaching practices of preservice teachers?
This study found that the preservice teachers who participated in the peer observation intervention improved in their teaching practices over the course of the semester, valued the experience of peer observation visits, and increased their ability to talk about teaching and learning in more sophisticated and complex terms.
This study found that the preservice teachers who participated in the peer observation intervention improved in their teaching practices over the course of the semester, valued the experience of peer observation visits, and increased their ability to talk about teaching and learning in more sophisticated and complex terms.
ContributorsSchenk, Matthew D (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R (Committee member) / Hacker, Stacie C (Committee member) / Arizona State University (Publisher)
Created2016
Description
Stress and anxiety are on the rise in children and adolescents, which may adversely impact their social and emotional development, learning, mental health, level of functioning, and educational success. Compounding this issue is that teachers often lack the preparation to best meet their students’ mental health needs. These associated factors constitute the problem of practice that prompted this action research study, whose purpose is to examine the effectiveness of Stress on Students (SOS)—a series of professional development modules designed to educate teachers on student stress and anxiety. SOS was developed with input from teachers through previous cycles of action research. The modules focus on identifying stress and anxiety among students and intervention strategies to increase teachers’ knowledge and perceived levels of self-efficacy. This study was grounded in the theoretical frameworks of andragogy and self-efficacy theory and employed a concurrent, mixed-methods design. Data were collected through a quantitative pre- and post-test survey instrument and qualitative semi-structured individual interviews. Analytic strategies included paired samples t-tests, descriptive statistics of the pre- and post-test, and multiple coding cycles of the individual interviews. Triangulation of the quantitative and qualitative data confirmed SOS’ effectiveness on teacher participants (n = 6) and provided complementary evidence. Teachers showed an increase in their actual and perceived knowledge about student stress and anxiety post-SOS with similar results pertaining to their perceived levels of self-efficacy in working with students who exhibit stress and anxiety. Additionally, teachers fully participated in SOS and deemed the topic and content to be relevant and valuable.
ContributorsJukins, Brian (Author) / Gee, Elisabeth (Thesis advisor) / Oakes, Wendy P (Committee member) / Rotheram-Fuller, Erin (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
ContributorsZuniga, Alison Kara (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray (Committee member) / Caruso, David (Committee member) / Arizona State University (Publisher)
Created2019
Description
This study explored the effects of a science, technology, engineering, math, and social studies (STEMSS) professional development (PD) on teachers of language learners’ (TLLs) knowledge, skills, and self-efficacy in teaching content and language in tandem in their classrooms. With the growing population of English learners (ELs) in today’s classrooms, it is essential TLLs have the skills to support language development while teaching content. This study investigated a face-to-face PD that developed skills in supporting ELs’ academic vocabulary development using strategies in content lessons.
This research drew upon Shulman’s (2013) Knowledge Growth in Teaching Framework by looking at content, pedagogical, and curricular knowledge with the PD building knowledge and skills in addressing these areas of knowledge through the strategies. In addition, this research drew upon Lucas and Villegas’ (2013) Linguistically Responsive Teacher Education Model that addressed how teachers gain knowledge, skills, and self-efficacy to change pedagogical practices.
Title I Kindergarten through high school TLLs voluntarily participated in the PD. A mixed methods approach was used. Quantitative data was collected using a pre, post, and maintenance survey and qualitative data was collected through a lesson analysis, fall and spring observations, snapshot surveys, and focus groups.
Results suggested that the STEMSS PD increased knowledge, skills, and self-efficacy in teaching ELs content and language using strategies that support academic vocabulary. The qualitative data supported the survey results in the increase of knowledge and skills immediately following the PD and increased self-efficacy a year following the PD. The results also suggested that the strategies supported through PD, lesson development, and time to implement may better address the needs of TLLs in the classroom.
This research drew upon Shulman’s (2013) Knowledge Growth in Teaching Framework by looking at content, pedagogical, and curricular knowledge with the PD building knowledge and skills in addressing these areas of knowledge through the strategies. In addition, this research drew upon Lucas and Villegas’ (2013) Linguistically Responsive Teacher Education Model that addressed how teachers gain knowledge, skills, and self-efficacy to change pedagogical practices.
Title I Kindergarten through high school TLLs voluntarily participated in the PD. A mixed methods approach was used. Quantitative data was collected using a pre, post, and maintenance survey and qualitative data was collected through a lesson analysis, fall and spring observations, snapshot surveys, and focus groups.
Results suggested that the STEMSS PD increased knowledge, skills, and self-efficacy in teaching ELs content and language using strategies that support academic vocabulary. The qualitative data supported the survey results in the increase of knowledge and skills immediately following the PD and increased self-efficacy a year following the PD. The results also suggested that the strategies supported through PD, lesson development, and time to implement may better address the needs of TLLs in the classroom.
ContributorsGuerrero, Karen Ann Linsley (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Lambson, Dawn (Committee member) / Arizona State University (Publisher)
Created2020
Description
This action research is about empowering teachers to communicate positively in discourses with parents at Individual Education Plan (IEP) meetings. It builds on the premise that giving teachers communications tools will increase their motivation to communicate more effectively and to be aware of their dialogue behavior. Taking a case study approach, I investigated how to encourage five special education teachers to communicate and involve parents. Parent reluctance to advocate for their student provided impetus to implement a teacher training program aimed at improving teacher ability to communicate with parents and engage their collaboration in IEP meeting processes. The methodology involved teacher interviews, IEP simulation group reflection training sessions, and IEP meeting observations. The study gave teachers an opportunity to self and group-reflect around issues of collaboration and effective communication with parents. The three-session virtual professional development (PD) covering sequential portions of an IEP meeting gave the teachers a sense of the communication flow of a meeting. Application of critical reflection to the joint community actions of role playing and discussions during the PD helped the teachers raise their communication awareness skills and carry over to their post-innovation IEP meetings.
ContributorsShapiro, Helene (Author) / Henriksen, Danah (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Puckett, Kathleen (Committee member) / Arizona State University (Publisher)
Created2021