Browsing by Subject "professional development"
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Item A Study of the Effectiveness of Texas A&M AgriLife Extension Service's Program Excellence Academy for New Employees(2014-08-04) Kelm, Donald W.The purpose of the study was to determine if Texas A&M AgriLife Extension Service?s Program Excellence Academy for new employees increased the knowledge and changed the behavior of new employees related to program development. The Program Excellence Academy for Texas A&M AgriLife Extension Service is required professional development training focusing on program development for all new County Extension Agents. Additional purposes of the study included determining if the objectives set for the Program Excellence Academy were being met as well the three research objectives developed to determine the effectiveness of the Program Excellence Academy and identify improvements that could be made. Findings showed the Program Excellence Academy is an effective new agent training activity with some minor improvements in some areas to increase the effectiveness.Item A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms(2009-05-15) Hairrell, Angela R.Among the multiple dimensions of reading, vocabulary knowledge and strategies are essential to skilled reading. As a result, this two-part dissertation (a) systematically examines the vocabulary intervention research, in both content and methodology, published since 1999, and (b) documents the implementation of evidence-based vocabulary strategies in fourth grade social studies classrooms. Twenty-four studies were included in the systematic literature review. Results of this study corroborate findings of past studies that several vocabulary strategies have emerged that are effective for increasing students? vocabulary knowledge. Findings further reinforce the National Reading Panel?s recommendations regarding the context and magnitude of studies needed. Additionally, results of the analysis of the methodological characteristics of the 24 studies revealed mixed alignment of research methods with standards recommended by educational and research organizations. A study of 26 fourth grade social studies teachers? use of vocabulary strategies was conducted based on an existing data set acquired as part of a larger professional development study. In that study, teachers were randomly assigned to either a typical practice or professional development group. Analysis of teachers? instructional practice revealed that few of the vocabulary strategies identified in the literature are used in typical fourth grade social studies classrooms. Teachers who received professional development used a wider array of strategies. Controlling for teachers? preknowledge of vocabulary strategy instruction, results of a MANCOVA showed that the professional development group was statistically different from the typical practice group in terms of overall instructional quality, time allotted for vocabulary instruction, and variety of strategies. Additional analyses were conducted comparing the findings of Durkin?s study of comprehension in fourth grade social studies classrooms to the current practices of nine fourth grade social studies teachers. Findings showed little change in teachers? reading comprehension instruction even though the knowledge base of effective instruction has increased in the past 30 years.Item Comparative study of social economic differences in relation to technology competency expectations as perceived by business and educational leaders(Texas A&M University, 2007-04-25) Reyna, Janice MaeThis qualitative study investigated the urgent need for business and public schools to design a comprehensive system for preparing all students for a technological workplace, while giving them the necessary academic foundation for functioning effectively in a work environment. Businesses and communities need to participate with schools, regardless of where the schools are located. Schools, businesses and communities must explore and work together to create new methods for supporting technology in schools and in the workplace. The interviewees who participated in the study consisted of 21 teachers and administrators from four high schools located within four districts in San Antonio, Texas. Two of the high schools were located in southern San Antonio and were classified as lower socioeconomic institutions. The other two high schools were located in northern San Antonio and were classified as upper socioeconomic institutions. Also, seven business leaders were interviewed from (1) grocery, (2) San Antonio city government, (3) military, (4) large retail chain, (5) technology organization and business, (6) telecommunications, and (7) a youth-oriented organization. The major conclusions of the study were that businesses believe that a skill-deficient workplace hampers economic growth and productivity, and a knowledge-deficient high school graduate limits his or her opportunities for an extended academic experience. Few businesses in San Antonio supported or contributed to technology competencies in the selected schools in San Antonio by participating in curriculum development or as partnerships within the schools. All teachers had a high level of understanding about the importance of technology competencies for students. Furthermore, they believed that teachers and administrators must have a well-organized and fluid technology training program that will help integration of technology into the curriculum. Schools within the lower socioeconomic classification did not have many opportunities for training or access to technology; therefore, the teachers did not have the opportunity for building their competencies. In comparison, the schools located in northern San Antonio had more than adequate opportunities for training and access to technology. Educational, business, and community organizations must be concerned with all aspects of student learning and their ability to utilize technology. It is not enough to supply hardware and software to schools.Item Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students(2012-10-19) Ruebush, Laura ElizabethProfessional development (PD) is used as the primary means for ensuring the continued learning of teachers. PD opportunities and support vary in type and quality. Little is known about the participation in and support of PD for high school science teachers. The establishment of supportive professional cultures provides a means to support teachers' PD in addition to providing meaningful interactions between teachers to improve practices related to teaching, learning, and assessment. Even less is known about patterns of relationships between professional culture with high school science teachers and students. PD and professional culture have been reported to increase teacher retention and student achievement. The studies presented in this dissertation use mixed methods approaches to explore data collected by the Policy Research Initiative in Science Education Research Group during the 2007-2008 academic year. The first study assessed PD of high school science teachers from two perspectives: (1) teachers' participation in PD, and (2) schools' practices to support teachers' participation. Teachers' participation was determined using self-reported survey data. Schools' PD support was operationalized using data collected from administrative interviews. Descriptive statistics revealed little relationship between teachers' participation in PD, schools' PD support, and teacher retention. Descriptive statistics of schools' PD support indicated associations with student achievement. The second study operationalized school science professional culture with a rubric developed for the study. Elements within the rubric addressed many components mentioned in the literature as indicative of positive professional culture. School science professional culture had little relationship with either teacher retention or student achievement. Strong associations were found among the elements associated with school science professional culture. These results provide support for the inclusion of these elements in future studies of school science professional culture. The final chapter provides a summary of both studies. Recommendations are made for improving policies in place to support PD and professional cultures experienced by high school science teachers. Specific attention should be directed at the development of cohesive PD programs that address both schools' and teachers' needs. Additionally, more opportunities for in-depth communication regarding school practices for teaching, learning, and assessment need to be provided.Item Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students(2009-05-15) Mowen, Diana L.Improving student achievement is a major concern across the United States. One strategy being implemented to help students achieve in math and science is the partnering of teachers with professionals in math and science careers. One such program is the Fellows Integrate Math/Science in Rural Middle Schools program, from which this research stems. The intent of the program was to match middle school teachers with graduate students preparing for careers in science, technology, mathematics, or engineering fields. The graduate students spent ten hours a week in classrooms, interacting with teachers and students. Improved student performance in math and science, improved teacher content knowledge, and improved graduate student communication skills were expected program outcomes. This research assessed the impact of program participation on the teachers and graduate students involved. Data were collected from 33 middle school teachers and 33 graduate students over the course of two years of program participation. Questionnaires included a pre post measurement of knowledge, experience, and comfort level with education related groups and issues and summative program evaluations. Major findings of the research included: 1. Teacher knowledge, experience, and comfort levels with education related groups and issues did not change significantly because of participation in the program. 2. Graduate students experienced a decrease in knowledge, experience, and comfort level with several education related groups and issues from the beginning of the school year to the end. Knowledge decreases were noted with the following groups and issues: a. High school students b. Teaching college students c. Theories of learning d. Planning a project e. Following through on project tasks Experience level decreases were noted with the following groups and issues: a. Science education reform b. Current issues in K-12 education c. Teaching college students d. Theories of learning e. Assessing student learning Comfort level decreases were noted with the following groups and issues: a. Elementary school students b. University faculty engaged in K-12 education c. Science education reform d. Teaching college students e. Theories of learning f. Evaluating educational activities 3. Graduate student gender, race, and age were not found to be predictors of success in this partnership program.Item Increasing teacher efficacy and internalization of drama strategies in a teacher/teaching artist professional development partnership(2009-05) Wizig, Amira; Lazarus, Joan; Svinicki, Marilla D., 1946-; Dawson, KatieThis study focuses on an arts integration professional development approach for K-12 teachers that is collaborative, long-term, and sustainable. The question that drove this work is: What are the key elements in a professional development model for arts integration in a teacher/teaching artist partnership that best support growth in teacher efficacy and internalization of drama strategies? To answer this question, I modified an arts integration model that was long-term, used drama-based instruction in core subject areas, and involved the teacher in the execution of the lessons in addition to the teaching artist. The model for this project was implemented with two middle school math teachers, data was collected, results were analyzed and recommendations were developed.Item Mentors' perceptions of the effectiveness of the components and technological venues implemented in online teacher induction programs for novice teachers(Texas A&M University, 2007-04-25) Livengood, Kimberly K.This descriptive study provided a synthesis of the form, structure, activity and relationship components utilized by online teacher induction programs designed to support novice teachers. Mentors involved in online teacher induction programs responded to an online questionnaire. The perceptions of 51 mentors involved in 36 online teacher induction programs in 16 states and one country in addition to the United States were examined to determine the effectiveness of components incorporated. A synthesis of the technological venues utilized was provided through a statistical analysis of the mentors?????? responses. The mentors?????? perceptions of the effectiveness of incorporated technological venues were statistically examined. Additionally, their perceptions of professional development, emotional support, reflection, and formative observation components in relation to the program??????s characteristics were also examined through the analysis of their responses to the online questionnaire. Analysis of the mentors?????? perceptions appeared to indicate the effective implementation of professional development and emotional support components via technological venues to support novice teachers. The professional development component was perceived as effective regardless of the school districts?????? sizes, grade level taught or certification route of the novice teachers. To improve novice teachers?????? pedagogical knowledge, it is suggested that online teacher induction programs employ video streaming, videotapes, and websites to deliver the professional development component. Additionally, it appeared that mentors perceived electronic mail as most effective for providing emotional support. However, telephones, bulletin boards, video conferences, and chats were also effectively utilized to support novice teachers emotionally.Item Perception of principals in the southern, urban U.S. and eastern, urban China regarding the selection, preparation, and professional development of elementary principals(Texas A&M University, 2005-11-01) Lin, JieAn effective principal is the catalyst for an effective school. For this reason, it is imperative that education stakeholders all over the world become responsible for addressing the selection, preparation and development of principals. The purpose of this study is to explore the similarities and differences in the selection process, preparation programs and the professional development practices as perceived by elementary school principals in urban public schools in the southern U.S and urban public schools in eastern China. The naturalistic paradigm of inquiry was used to frame the study and acquire and analyze data. The sample consisted of fourteen elementary school principals in a southern, urban area in the U.S. and an eastern, urban area in China selected via a purposive sample. The researcher visited their campuses between September, 2004 and January, 2005. Intensive interviews and observations were used to gather information from principals in American and Chinese urban elementary schools. Data from interviews were unitized into categories. Some of the conclusions included: ?? The American respondents indicated that current admission criteria for entrance into educational leadership programs were not sufficient for identifying a candidate??s aptitude for being a successful principal. ?? The Chinese principals believed that most selected Chinese principals are successful school leaders. ?? The American principals were satisfied with the effectiveness of the university preparation programs. ?? The Chinese principals were not satisfied with the effectiveness of classroom instruction of preparation programs. ?? The American principals felt that their professional development programs were helpful for improving their practice and their schools. ?? The Chinese principals were not satisfied with the effectiveness of the professional development programs. ?? Similarities and differences exist between the American and Chinese respondents?? perceptions of selection, preparation, and professional development.Item Problems with Science Teaching and Learning for English Language Learners in One Diverse Elementary School(2012-10-19) Rodriguez, Karen MargaretThis qualitative study centered on science instruction and learning that occurred in a Title I elementary school in a suburban district in southeast Texas. Twelve teachers were interviewed in order to understand their perceptions of their classroom practices in terms of science instruction and learning for English Language Learners (ELL). This study also analyzed information gathered from teacher lesson plan and classroom observations. The participants' awareness of the instructional practices necessary for ELL student achievement in science was evident through analysis of interview transcripts. However, after observation of actual classroom instruction, it became apparent that the teaching and learning in most classrooms was not reflective of this awareness. This study proposes that this disconnect may be a result of a lack of quality professional development available to the teachers. The study also outlines and describes the characteristics of quality professional development and its relationship to focused instruction and continuous student improvement.Item Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help(2014-05-15) Perez Guarda, PaolaThis study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students. Therefore, it is necessary to provide opportunities for teachers to develop and grow professionally according to their professional context and needs. This study focuses on professional development of rural teachers in Chile. These teachers work in schools that present unique characteristics, which demand professional development to be supportive and related to teachers? practices in rural settings. Through a mixed method study implemented through an online survey and later interviews, rural teachers from Chile were asked about their preferences for topics to learn, the importance of participating in activities based on the adult learner paradigm, their preference for delivery methods, and their expectations of professional development for rural teachers. The study also explores the potential use of online systems and online learning communities, by asking teachers about their perceptions of the usefulness of online systems and the perceived benefits as well as obstacles to their implementation in rural areas. The findings of this study suggest that rural teachers tend to favor professional development that provides ongoing support for their teaching practices, foster collaboration, and reflection and addresses their rural context and needs. Technology is perceived as a tool to overcome isolation and to collaborate and reflect with peers; however, this study identified the lack or unstable access to Internet as an obstacle to the use of online systems in professional development. More research is needed to identify the design and learning principles that currently guide professional development for rural teachers. It is also recommended to identify the role of higher education in the integration of technology and education in the training of future teachers. Finally, it is suggested to research about the relationship between current professional development programs for teachers and students learning outcomes in rural areas.Item Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices(2013-04-11) Boriack, Anna ChristineThe purpose of this study is to examine teachers? perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. he first study investigated teachers? perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants? perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into academy activities. The results indicated that academy participants perceived effective academy activities along with a supportive school environment. Additionally, participants reported sometimes implementing technology in their classrooms. These findings suggest that several factors might influence the successful classroom implementation of professional development. The data which supports the conceptual framework shows that effective professional development may play a key role in successful classroom implementation. Future professional development activities should be designed around characteristics for effective professional development to increase the likelihood that classroom implementation might occur.Item The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions(Texas A&M University, 2004-11-15) Wu, ZhongheThis study examined teachers' learning and understanding of mathematical representation through the Middle School Mathematics Project (MSMP) professional development, investigated teachers' use of mathematics representations in teaching fractions and algebraic functions, and addressed patterns of teachers' changes in learning and using representation corresponding to Teachers' Zone of Proximal Development (TZPD). Using a qualitative research design, data were collected over a 2-year period, from eleven participating 6th and 7th grade mathematics teachers from four school districts in Texas in a research-designed professional development workshop that focused on helping teachers understand and use of mathematical representations. Teachers were given two questionnaires and had lessons videotaped before and after the workshop, a survey before the workshop, and learning and discussion videotapes during the workshop. In addition, ten teachers were interviewed to find out the patterns of their changes in learning and using mathematics representations. The results show that all teachers have levels of TZPD which can move to a higher level with the help of capable others. Teachers' knowledge growth is measurable and follows a sequential order of TZPD. Teachers will make transitions once they grasp the specific content and strategies in mathematics representation. The patterns of teacher change depend on their learning and use of mathematics representations and their beliefs about them. This study advocates teachers using mathematics representations as a tool in making connections between concrete and abstract understanding. Teachers should understand and be able to develop multiple representations to facilitate students' conceptual understanding without relying on any one particular representation. They must focus on the conceptual developmental transformation from one representation to another. They should also understand their students' appropriate development levels in mathematical representations. The findings suggest that TZPD can be used as an approach in professional development to design programs for effecting teacher changes. Professional developers should provide teachers with opportunities to interact with peers and reflect on their teaching. More importantly, teachers' differences in beliefs and backgrounds must be considered when designing professional development. In addition, professional development should focus on roles and strategies of representations, with ongoing and sustained support for teachers as they integrate representation strategies into their daily teaching.