Matching Items (8)
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- All Subjects: Teacher Education
- Creators: Bertrand, Melanie
- Creators: Sullivan, Jill
- Member of: Theses and Dissertations
- Resource Type: Text
- Status: Published
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
This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role.
ContributorsGray, Lori F (Author) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this sequential explanatory mixed-methods study was to explore Chinese music teachers' concerns that arise from classroom practice in their first six years of teaching using the three-stage model of teacher concerns development proposed by Fuller and Bown (1975). Research questions focused on teachers' concerns, concerns patterns, the shift of concerns patterns, and influences associated with concerns shifts. This study started with quantitative data collection using a survey based on Campbell and Thompson's (2007) Teacher Concerns Checklist to collect data from Chinese beginning music teachers working in Zhejiang Province (N = 316). The qualitative data were generated from semi-structured individual interviews with 12 participants purposefully selected from survey participants. The quantitative and qualitative results revealed that Chinese beginning music teachers' self, task, and student impact concerns exist and progress simultaneously. Their self and task concerns decreased as their teaching experience increased. These beginning music teachers' student impact concerns remained relatively unchanged at a high level in their first six years of teaching. Qualitative data revealed a new potential category of concerns: work environment concerns, including supportive school policies and interpersonal relationships in the workplace. Qualitative data also suggested that teachers' self concerns and student impact concerns may consist of two levels. Self concerns included self-survival concerns and self-improvement concerns, and student impact concerns included awareness of student impact concerns and having ideas for dealing with these concerns. The results of this study showed that some of the teachers' concerns were context-specific. These kinds of concerns may have been influenced by factors other than years of teaching experience, such as teaching circumstances, cultural context, and the teacher evaluation system, which also seemed to influence teachers' particular concerns. Based on these findings, a new model of the progression of teacher concerns was proposed. The findings of this study provide information for teacher educators, mentors, and school administrators to develop professional development programs and school policies that may help beginning music teachers relieve their anxieties and prepare them to be successful in the early years of teaching.
ContributorsLe, Xinyue (Author) / Schmidt, Margaret (Thesis advisor) / Stauffer, Sandra (Thesis advisor) / Sullivan, Jill (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
Previous researchers documented that music teachers negotiate their identities throughout their career, but none of these studies examined identity negotiation from the perspective of both music teachers and their students. Assuming that music teachers and students negotiate their identities through the same interactions, how do music teachers and students together shape their social context and continually pursue possibilities for who they are becoming? I conducted an instrumental case study to explore the encounters of one veteran orchestra teacher—Steve—with three of his students to understand how they negotiated their identities together and pursued possibilities for who they were becoming. I used strong structuration theory (Stones, 2005) as a theoretical lens to organize and frame my study.
Each time Steve assessed students and placed them within the orchestra’s seating hierarchy, he experienced a tension in his identity as a music teacher. To relieve this tension, Steve changed the orchestra seating structure from a hierarchical-ranked structure to a randomized-rotating structure. This allowed him to provide individualized feedback to students as they rotated into the front row without issuing social sanctions. But this structural change also disrupted some of the students’ identities as musicians and the labels they used to position themselves in orchestra. Steve’s insistence that the student sitting in first-chair was the “leader for the day” continued an element of the hierarchical seating that conflicted with the students’ understandings of meritocracy and leadership. Additionally, by decoupling the students’ seating from the playing tests, Steve delegitimized his primary form of assessment. Based on my findings, I discuss implications for music education practice, and music teacher education.
Each time Steve assessed students and placed them within the orchestra’s seating hierarchy, he experienced a tension in his identity as a music teacher. To relieve this tension, Steve changed the orchestra seating structure from a hierarchical-ranked structure to a randomized-rotating structure. This allowed him to provide individualized feedback to students as they rotated into the front row without issuing social sanctions. But this structural change also disrupted some of the students’ identities as musicians and the labels they used to position themselves in orchestra. Steve’s insistence that the student sitting in first-chair was the “leader for the day” continued an element of the hierarchical seating that conflicted with the students’ understandings of meritocracy and leadership. Additionally, by decoupling the students’ seating from the playing tests, Steve delegitimized his primary form of assessment. Based on my findings, I discuss implications for music education practice, and music teacher education.
ContributorsNowak, Timothy E (Author) / Schmidt, Margaret (Thesis advisor) / Campbell, Mark Robin (Committee member) / Stauffer, Sandra (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this study was to explore Chinese preservice music teachers’music teacher role-identity. McCall and Simmons’ (1978) theory of identities and interactions served as the theoretical framework. Three research questions guided this study: How do Chinese preservice music teachers describe their music teacher role- identity, specifically, their imagined character and role as an occupant of a music teacher position? How do Chinese preservice music teachers construct their music teacher role- identity through secondary socialization? Where do Chinese preservice music teachers place their music teacher role-identity in their prominence and salience hierarchies? Twenty-five preservice music teachers from two conservatories in China participated; all had more than six months of teaching experience. Data were collected through focus groups and semi-structured individual interviews. Data were analyzed using qualitative content analysis. Findings revealed that each of the 25 Chinese preservice teachers constructed a music teacher role-identity as the occupant of an either group or private music teacher position. These preservice teachers’ imaginative views of self-as-teacher contained shared characters, including being respectful, responsible, and fair, and also shared roles, including acting professionally in music and in teaching. Each preservice teacher appeared to be an active agent, bringing their own idiosyncratic understandings to the characters and roles of specific music teacher positions, making them unique teachers. These preservice teachers constructed their music teacher role-identities through cognitive role-taking and role improvisation, and expressive role enactment and negotiations with important audiences. They consistently balanced the content of their music teacher role-identity, negotiating which characters and roles were and were not negotiable, to balance their own and others’ needs. While each preservice teacher constructed their own music teacher role-identity, not all considered it prominent. Only those who obtained desired rewards, particularly self-support and intrinsic rewards, from enacting their music teacher role-identity placed it higher in the prominence hierarchy of their identity-set. Findings suggested preservice teachers’ salient role-identities were not fixed, but changed, depending on their own interpretations of the situation, of themselves within the situation, and of the opportunities to obtain desired rewards from the situation. Implications for music teacher education policy and practice in China are discussed.
ContributorsLong, Chengcheng (Author) / Schmidt, Margaret (Thesis advisor) / Stauffer, Sandra (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2021