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- All Subjects: Teacher Education
- Creators: Buss, Ray R
- Creators: Carlson, David L.
- Creators: Jordan, Michelle
Description
First-year alternatively certified teachers face significant challenges as they attempt to address the complexities of classroom teaching, particularly when they are assigned to teach in urban school settings. As the number of alternatively certified teachers continues to increase, it is important to provide them with professional development opportunities that address the challenges that they encounter in their first year of teaching. This action research study was conducted to examine a professional development model designed to support the development of a small group of first-year alternatively certified teachers in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University. As first-year teachers within the Induction, Masters, and Certification (InMAC) program, their professional learning needs were unique. They had an immediate need to effectively acquire knowledge and apply it in their teaching practice as they concurrently completed coursework to obtain their master's degree and certification while serving as the teacher of record. This study provided the opportunity for five first-year alternatively certified teachers to participate in a project that provided professional development to meet their specific needs. This two-pronged professional development model included two components: (a) a mentoring component provided by a recently retired master teacher, and (b) a learning community that included opportunities for observation, collaboration, and reflection with National Board Certified teachers. This study was designed to improve teaching practices and increase teaching self-efficacy among the first-year alternatively certified teacher participants. Results from the mixed-method study provided evidence that the model benefited the participants by improving their teaching practices and increasing their teaching self-efficacy. In the discussion, the importance of non-evaluative feedback provided by the mentors was emphasized. Further, highly developed interpersonal relationships, effective communication processes, and helpful collaborative procedures were useful in understanding how alternatively certified teachers benefited from mentor feedback and guidance. Finally, implications for future practice and further research were offered.
ContributorsPreach, Deborah (Author) / Buss, Ray R (Thesis advisor) / Barnett, Joshua (Committee member) / Gasket, Karen (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this action research study was to examine the impact of cogenerative dialogues on instructor and student perceptions of rigor in a master's and certification program for alternatively certified teachers. Additionally, the study was designed to determine if these open dialogues would impact instructional decisions of college instructors in the program. The investigator used a mixed methods research model that included surveys, interviews, and video of the dialogues to measure the impact. The results of the study indicated that both sets of participants remained consistent in their identification and definition of the term rigor. The cogenerative dialogues did have an impact on instructor understanding of student definitions of rigor. Instructors began to change some instructional decisions as a result of the dialogues in small groups.
ContributorsDeSimone, Melissa (Author) / Carlson, David L. (Thesis advisor) / Jordan, Michelle (Committee member) / Cruz, Heather (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this action research study was to examine the effects the Six Seconds model on the emotional intelligence development of teacher candidates in a teacher education program described above. How would this focus impact a teacher candidate's ability navigate the emotional aspects of teaching, exercise optimism, and make daily choices based on a greater sense of purpose? A mixed-methods (QUAL-quant ) was employed to investigate this question and to gain a greater understanding of emotional intelligence in the teaching profession. The Six Seconds model of emotional intelligence was used as a foundation for the intervention and data collection. Data were collected through an emotional intelligence assessment, a teaching satisfaction survey, semi-structured interviews, observations, field notes, training transcripts, training artifacts, and a participant journal. The results from the study indicated that the Six Seconds model has the potential to positively impact emotional intelligence development in teacher candidates. Moreover, the study resulted in broader assertions about emotional intelligence development among future teachers. Emotional intelligence starts with a commitment to change. Second, teacher candidates must have the opportunity to continuously apply new learning in an environment conducive to EQ development. Finally, the pursuit of a noble goal is critical to the application of all other emotional intelligence competencies.
ContributorsRojas, Michelle (Author) / Carlson, David L. (Thesis advisor) / Heck, Thomas (Committee member) / Stafford, Catherine (Committee member) / Arizona State University (Publisher)
Created2012
Description
One of the major issues confronting education in Arizona and across the United States has been the consistent low performance of culturally and linguistically diverse (CLD) students in comparison to their peers as evidenced by the disparity of the achievement gap at every level in the educational pipeline. A contributing factor has been the lack of teacher preparation focused on teaching CLD students. Preparation focused on a culturally responsive curriculum about dispositions and pedagogical knowledge and skills as well as field experience placement with CLD students have been previously identified areas to consider when training preservice teachers (PSTs). Therefore, this study examined how a Culturally Responsive and Linguistic Teaching (CRLT) Framework would raise preservice teacher’s critical consciousness about teaching CLD students. The CRLT Framework focused on two specific areas; (a) a culturally responsive curriculum and (b) a team-based service-learning experience. The CRP curriculum included lessons designed to increase PSTs understanding about how their sociolinguist views influenced their pedagogical knowledge about teaching CLD students. In addition, the team-based service-learning approach, as a community of practice, provided experiences for PSTs to apply theory to practice. A mixed method analysis was employed to collect and analyze the quantitative data (surveys) and qualitative data (interviews and photovoice). Results from this study suggested increases in PSTs’ knowledge, self-efficacy, and perceptions of usefulness of CRP in their future practices. The team-based, service-learning component, which was based on a community of practice framework, enhanced the learning experience by allowing students to move from theory to practice and served as an important contributing factor to the overall results. Given the findings of this research study, it appeared that an introductory course focused on a culturally responsive and linguistic teaching influenced PSTs’ dispositions, knowledge, and skills. Thus, providing an introductory course, earlier rather than later, has the potential to change the trajectory of preparing PSTs so they were more prepared to teach CLD students as they continued through their program of study. Results showed effective work with CLD students was about so much more than ‘just good teaching.’
ContributorsAlsen, Beth Ann (Author) / Buss, Ray R (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Spink Strickland, Jennifer (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed-method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors' weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors' efficacy for teaching.
ContributorsLucas, Miguel (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Haas, Eric (Committee member) / Arizona State University (Publisher)
Created2014
Description
Mary Lou Fulton Teachers College at Arizona State University recently adopted a "technology infusion" approach to prepare teacher candidates (TC) to integrate technology into their instruction and meet the International Society for Technology in Education Standards for Teachers (ISTE Standards*T) by infusing technology integration approaches into methods courses. At the onset of the technology infusion approach, one important ISTE Standard-T was neglected in the curriculum--that is, digital citizenship (DC), i.e., the responsible, legal, and ethical use of technology. To address this problem of practice, a suite of teaching materials and support services was created, the Technology Infusion Support System (TISS), to help instructors effectively teach DC. The suite consisted of four online modules on essential DC topics including copyright/fair use, digital footprint/social media, acceptable use policies, and responsible student behavior. The support component consisted of ongoing just-in-time support from a technology integration specialist, an instructor's guide, and a resource folder.
This mixed methods action research study was conducted to examine: DC instruction by those who used the TISS and the influence of DC instruction on TC's intention to promote and model DC in their future classrooms. With respect to the second objective, the Theory of Planned Behavior (TPB) guided study efforts.
Participants included teacher education faculty members who taught DC in technology-infused methods courses, their students, and the technology infusion specialists who provided ongoing support to instructors throughout the duration of the study. Data gathered included survey data, observations, focus group interviews, instructor interviews, and researcher journal entries. Results suggested the TISS was a useful intervention in a college using a technology infusion approach. Course instructors provided consistent instruction on a topic outside of their area of expertise. Further, there was a significant increase in the students' intention to promote and model DC in their future classrooms. The discussion focuses on explaining: the effectiveness of DC instruction; how instruction in DC changes students' intentions to promote and model DC; and the usefulness of the TPB model in understanding how attitudes toward DC, and perceived behavioral control, i.e., efficacy, influence intention to promote and model DC.
This mixed methods action research study was conducted to examine: DC instruction by those who used the TISS and the influence of DC instruction on TC's intention to promote and model DC in their future classrooms. With respect to the second objective, the Theory of Planned Behavior (TPB) guided study efforts.
Participants included teacher education faculty members who taught DC in technology-infused methods courses, their students, and the technology infusion specialists who provided ongoing support to instructors throughout the duration of the study. Data gathered included survey data, observations, focus group interviews, instructor interviews, and researcher journal entries. Results suggested the TISS was a useful intervention in a college using a technology infusion approach. Course instructors provided consistent instruction on a topic outside of their area of expertise. Further, there was a significant increase in the students' intention to promote and model DC in their future classrooms. The discussion focuses on explaining: the effectiveness of DC instruction; how instruction in DC changes students' intentions to promote and model DC; and the usefulness of the TPB model in understanding how attitudes toward DC, and perceived behavioral control, i.e., efficacy, influence intention to promote and model DC.
ContributorsLindsey, LeeAnn (Author) / Buss, Ray R (Thesis advisor) / Zucker, Stanley (Committee member) / Fritschi, Jennifer (Committee member) / Arizona State University (Publisher)
Created2015
Description
This qualitative, design-based research study explored the design, implementation, and outcomes of a professional development for mid-career K-8 science and engineering teachers. The Responsive and Empowering Science and Engineering Teacher (RESET) professional development was designed to support teachers in developing role identities as culturally responsive teachers, change agents disrupting inequitable educational practices, and advocates of students’ equitable access to and participation in science and engineering disciplines. Four mid-career K-8 teachers participated in RESET, which was embedded in a five-week summer program focused on solar energy engineering. The teachers engaged in activities designed to increase their knowledge of and pedagogical strategies for culturally responsive teaching. After each key event, teachers reflected on their experiences in terms of their role identities, including their purposes and goals, self-perceptions, beliefs, and perceived action possibilities for that role. Teachers also engaged in critical discussions examining how the strategies and practices might contribute to more equitable science and engineering practices. An embedded case study design was used, with RESET as the focal case and the four teachers as embedded cases, to examine teachers’ experiences during RESET and actions during the school year. I analyzed teacher surveys, semi-structured interviews, written reflections, audio recordings of the critical discussions, and researcher memos from during RESET and school year observations to determine the influence of RESET on teachers’ role identity development and actions. I also analyzed a series of conjecture maps created to detail the design and adaptations of RESET to explore the extent to which RESET’s targeted enactment processes and outcomes had been achieved and design and process conjectures had been supported. Findings varied across participants, with all four participants at least somewhat achieving the targeted outcomes, indicating that all of the teachers’ role identities were influenced by RESET. Three of four teachers translated their learning into actions as culturally responsive science and engineering teachers during the school year. In terms of RESET’s design, several of the conjectures were supported or partially supported. Implications for the second iteration of RESET and for the general scholarship on professional development for mid-career K-8 science and engineering teachers are discussed.
ContributorsWakefield, Wendy (Author) / Jordan, Michelle (Thesis advisor) / Weinberg, Andrea (Thesis advisor) / Boveda, Mildred (Committee member) / Arizona State University (Publisher)
Created2021
Description
To address national technology standards for PK-12 educators and accreditation requirements, Mary Lou Fulton Teachers College has developed an approach to preparing its teacher candidates by infusing technological learning experiences in its preparation programs. Faculty members have been expected to teach with technology, model various levels of technology integration, and provide their students with appropriate learning to develop their digital pedagogy skills. Part-time faculty members have been responsible for teaching courses with these requirements but often lacked access to professional development opportunities and support. The lead technology strategist in the college determined these part-time instructors needed improved strategies for knowledge development, support, and networking. Thus, an online community of practice was created as a potential solution to this problem of practice. This mixed methods study examined how part-time instructors participated in an online community of practice (OCoP) housed in two digital platforms, Canvas and Slack. Elements of the OCoP included learning sessions and resources based upon the Teacher Educator Technology Competencies (TETCs), the Technological Pedagogical Content (TPACK) framework, and elements integral to communities of practice. The investigation included measuring the influence of the OCoP on participants’ technology knowledge, technology skills, technology use, and technological self-efficacy. Participants were part-time faculty members responsible for teaching courses in various teacher preparation programs in the college. Data from the study included survey data, Canvas and Slack analytics describing use, lesson analyses and observational notes, and interviews. Results suggested the OCoP was an effective intervention for the purpose of providing digital connections for part-time faculty to develop professionally with respect to teaching with technology. Participants displayed an increase in TPACK, TETC, and self-efficacy construct scores and demonstrated development in technology knowledge, technology skills, technology use, and technological self-efficacy. The discussion focused on describing the complementarity of the quantitative and qualitative data, explaining the findings in relation to the literature, and presenting limitations, implications for practice and research, lessons learned, and conclusions.
ContributorsDonner, Jodie (Author) / Buss, Ray R (Thesis advisor) / Henriksen, Danah (Committee member) / Lindsey, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2021
Description
Expansive framing is a promising approach to understanding transfer but little is known about how it might work in teacher professional development, an area that research suggests would be improved by the use of situative strategies. The Content, Person, Context framework (CPC) that has been developed in online learning contexts draws on the concept of expansive framing and further develops it through a focus on positioning content, person and context for value creation. However, little is known about how it promotes transfer. I studied how these two situative approaches, individually and together, illuminated near-transfer in the context of an online teacher professional development (PD) course. In this mixed methods study I adapted and created rubrics to analyze educators’ stories about how they intended to implement what they had learned in the course. I concluded that CPC and expansive framing support different understandings of authorship, with the former prioritizing immediate action planned for specific contexts and the latter emphasizing learner creation and ownership over time. These different views have consequences for how transfer is understood but can be used to create a model of how transfer can be fostered that is more robust than either framework taken on its own. Because this study is part of an evaluation phase of an ongoing design-based research project, I make recommendations for how expansive framing and CPC can be further used as tools for designing the next iteration of the PD module.
ContributorsJongewaard, Rebekah (Author) / Zuiker, Steven (Thesis advisor) / Barab, Sasha (Committee member) / Jordan, Michelle (Committee member) / Arizona State University (Publisher)
Created2021
Description
In this three-article dissertation, I explore what it means for teachers to be designers in three different ways. Each article can stand on its own, but taken together, they paint a rich and nuanced picture of the relationship between teachers and design. The first article is an analysis of a decade of literature on teachers and design seeking to answer the question, “What does it mean for a teacher to be described as a designer, or for the act of teaching to be considered an act of design?” The analysis combined an interpretive content analysis of central terms and constructs with a network analysis of co-authorship and citation practices. The results highlighted 10 strands of literature around teachers and design, each describing a different perspective on what, how, when, and why teachers design.
The second article focuses on a design-based professional development (PD) program I conducted with four teachers in a rural junior high school. The program was designed to support teachers in approaching problems of practice in designerly ways, including exploring problems using various epistemic perspectives. Using an embedded case analysis approach, I found that although each teacher interpreted the program differently, all described outcomes related to coming to know in new ways, developing a deeper understanding of students, and being impacted at a personal level. These outcomes could be interpreted as a type of sensemaking, where teachers came to re-interpret the past and present in ways that allowed them to shape the future. Sensemaking was supported through epistemic diversity and the acts of framing common in design practice.
The third article is a scholarly essay arguing that the PD program and its implementation suggest design is not only about creating things but is also about seeing and addressing the indeterminacy inherent in complex situations of practice. Designers interact with this indeterminacy through imposing a frame on the situation and interpreting the results. When teachers are designers, they are empowered to integrate their personal and professional selves with the design situation, all while maintaining a form of skeptical optimism within complex and shifting contexts.
ContributorsWarr, Melissa (Author) / Mishra, Punyashloke (Thesis advisor) / Anderson, Katherine (Committee member) / Jordan, Michelle (Committee member) / Arizona State University (Publisher)
Created2021