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Title: Teacher Perceptions of Technology Integration Professional Development in a 1:1 Chromebook Environment.
Creator: Yankelevich, Eleonora, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: A variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration...
Show moreA variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration professional development (TIPD) experience of elementary teachers at a suburban, independent school. The TIPD was an ongoing, 40-minute class led by a technology specialist, taking place in teachers’ classrooms, engaging teachers and their students in a 1:1 Chromebook environment. Data collected were through classroom observations, teacher written reflections, school documents, and face-to-face interviews. The results of multiple cycles of coding wrought findings in regard to teachers’ perceptions of effective technology integration, technology class as professional development (PD), and technology class as enabling effective technology integration. The findings showed teachers perceived technology integration to be effective if it benefited the skills or productivity of themselves or their students and if it directly related to their curriculum. Teachers required the support of their colleagues, technology specialist, IT department, as well as traditional and alternative forms of PD to overcome internal and external barriers to integration. Five of the seven teachers explicitly conveyed the technology class to be effective TIPD and all seven learned about a technology tool or resource, technical knowledge or skills, or ideas for integration during the technology classes. Findings also showed the technology class enabled reflection, which led to ideas for integration; the class enabled integration when the content was related to or the tools were useful for their subject area; the class provided the collaboration necessary for integration to occur.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004968, http://purl.flvc.org/fau/fd/FA00004958
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Elementary school teachers--Training of., Educational technology., Professional development.
Format: Document (PDF)

Title: DEVELOPMENT AND EVALUATION OF A TRAINING MODEL IN THE USE OF ROLE PLAY BY COMMUNITY COLLEGE FACULTY (SIMULATION, INSTRUCTIONAL TECHNIQUES, EDUCATIONAL).
Creator: RENO, ERIC EUGENE, Florida Atlantic University
Abstract/Description: A training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who...
Show moreA training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who prepared and observed the activities, and instructors who designed the training model. In four subsequent classes the students were instructed in the use of role play through the training model. They were assigned to prepare role plays for the sixth class which were again videotaped and evaluated. Scores from the pre- and post-evaluation instruments were analyzed to determine the effectiveness of the training model. Four hypotheses were established. A t-test measured hypotheses one through three to determine if significant differences existed between pre- and post-training scores as measured by three evaluation instruments (Self, Peer, and Instructor). The three hypotheses were rejected, using an .05 level of significance. The training model appeared to significantly improve an instructor's ability to prepare and deliver a role play. A Pearson product-moment correlation was used to test hypothesis four, the correlation of self and peer post-training scores. The study failed to reject hypothesis four, using an .05 level of significance. They were not predictors of each other's ability to conduct a role play. Four questions addressing the relationships among demographic variables were also answered. Prior teaching experience and the higher the degree held appeared to have a positive effect on the use of the training model. Teaching level supported the advantage of previous teaching experience, and subject area provided no information due to the limited number of students in each area. It was recommended the study be replicated using larger numbers of students and that a follow-up study be done to determine if the participating students had incorporated role play into their teaching strategies.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11871
Subject Headings: Role playing--Evaluation, Teachers--Training of--Florida--Boca Raton
Format: Document (PDF)

Title: The Impact of a Museum-Based Science Methods Course on Early Childhood/Elementary Pre-Service Teachers' Self-Efficacy and Ability to Develop Curriculum Using a Constructivist Approach.
Creator: Templeton, Chelneca Kegley, Burnaford, Gail, Florida Atlantic University
Abstract/Description: The focus of this study was to discover what impact a museum-based science methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy and ability to develop curriculum using a constructivist approach. Data were gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test indicated there was significant change in the pre-service teachers ' self-efficacy pre-and post-museum course participation. The investigation also analyzed student...
Show moreThe focus of this study was to discover what impact a museum-based science methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy and ability to develop curriculum using a constructivist approach. Data were gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test indicated there was significant change in the pre-service teachers ' self-efficacy pre-and post-museum course participation. The investigation also analyzed student-created learning centers intended for use in the students' future classrooms. Students created two learning centers, one before interaction with exhibits in the museum and one at the end of the course. At the conclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t test showed increased ability to create constructivist-based materials. The third area of study involved a focus group comprised of the pre-service teachers. Researcher-designed questions focused on the change in self-efficacy beliefs of the pre-service teachers, from pre-to post-museum experience. Questions were designed to add depth to information gained from the quantitative data gained from the STEBI-B and the Framework for Assessing Excellence. Qualitative procedures were conducted to determine common themes and beliefs derived from written reflections and audiotaped focus group discussion. Students reported the museum context did increase their confidence, excitement, and ability to develop and use resources for science instruction.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000713
Subject Headings: Constructivism (Education), Educational innovations, Teachers--Training of, Interdisciplinary approach in education
Format: Document (PDF)

Title: TOWARD A FRAMEWORK FOR CREATIVE TEACHER PREPARATION.
Creator: Williams, Luke, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework,...
Show moreThis mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework, teacher candidates engaged in an eight-week seminar designed to improve their understanding of creative pedagogy and prepare them to implement creative teaching strategies during field-based learning. Employing an bb, the study consisted of two phases: an initial phase utilizing semi-structured interviews and field notes for data collection, followed by a final phase using a modified version of the Creativity Fostering Teacher Behaviors Index (CFTBIndex) (Soh, 2000). A control group was also observed to assess the statistical significance of the impact of the CTP framework, implemented through the eight-week seminar, on participants' creative teaching approaches.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014338
Subject Headings: Teachers--Training of, Creative teaching, Education--Study and teaching
Format: Document (PDF)

Title: EXPLORING TEACHERS’ PERCEPTIONS OF THE IMPACT OF DIGITAL GAME-BASED LEARNING ON STUDENT ENGAGEMENT, MOTIVATION, AND LEARNING OUTCOMES IN K-12 SOCIAL STUDIES.
Creator: Brown, Danielle R., Powers, Jillian, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential...
Show moreThis systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential benefits, they prioritize meeting learning objectives over new instructional strategies due to teaching demands and limited suitable digital games. Barriers such as time constraints and resource limitations hinder broader DGBL implementation. Overcoming these challenges requires collaboration among educators, administrators, and policymakers to leverage DGBL in K-12 social studies education fully.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014449
Subject Headings: Educational technology, Teachers--Training of, Instructional systems, Social Sciences--education
Format: Document (PDF)

Title: Beginning teachers' perceptions of support provided by mentors, school administrators, and district personnel.
Creator: Dangerfield, Leslie J., Florida Atlantic University, Shockley, Robert
Abstract/Description: Research suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys...
Show moreResearch suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys returned, resulting in a 41 response rate. The survey instrument asked participants to identify if a strategy was provided and indicate their perceived value of such strategy. The strategies include mentor assignment and support, school administrator support, and district-level support. Chi square and ANOVA tests were employed to compare the responses. Results show significant differences in responses by student teaching experience, years of experience, and teacher preparation. Descriptive analysis identified the strategies that were most frequently provided by mentors, administrators, and district personnel, including curriculum and emotional support. In addition to frequency of strategies, the perceived values of strategies are also reported. Results show significant differences in relation to student teaching experience(s), years of teaching experience, and types of teacher preparation.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12230
Subject Headings: Mentoring in education, Teachers--In-service training, First year teachers--Training of, First year teachers--Supervision of
Format: Document (PDF)

Title: The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
Creator: Helmick, Robert William, Florida Atlantic University, Hunt, John J.
Abstract/Description: The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12400
Subject Headings: Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
Format: Document (PDF)

Title: Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida.
Creator: Bingham, Amy A., Florida Atlantic University, Kumar, David D.
Abstract/Description: In Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of...
Show moreIn Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of teachers was conducted. Based on the information obtained from the literature review, the study examined a population of pre-service teachers in a new teacher preparation program in Florida. The research investigated relationships surrounding pre-service teachers' characteristics such as: ages, failed attempts on high-stakes math sub-tests, levels and grades earned in lower-division math courses, time elapsed between lower-division and upper-division math courses, and the grade earned in the math methods course, in relation to their efficacy beliefs about teaching math. Results from the study revealed that pre-service teachers' ages, levels and grades of lower-division math courses, and grades earned in the math methods courses, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The variables of failed attempts on high-stakes math tests, and the time elapsed between lower- and upper-division math courses, did not significantly correlate with pre-service teachers' MTEBI scores. Additionally, a multiple regression model including the previously mentioned variables did predict pre-service teachers' MTEBI scores greater than chance, although the model did not generalize to the greater population. The findings from this study can assist new teacher preparation programs, which may serve non-traditional students, in isolating variables that can identify pre-service teachers who are at risk for poor mathematical experiences and attitudes in the early stages of the program. If pre-service teachers are prone to negative beliefs about teaching math, then any information in assisting these students prior to their having an effect on math education for future students can be beneficial. While this study posits some avenues to pursue in fostering positive math beliefs and experiences in teacher preparation programs, recommendations for further research in this area also will be discussed.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12110
Format: Document (PDF)

Title: Impact of Collaborative Work Analysis Professional Development in Teacher Practice and Student Writing.
Creator: Shealy, Kristin L., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were...
Show moreThis qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004547, http://purl.flvc.org/fau/fd/FA00004547
Subject Headings: Academic achievement -- Evaluation, Action research in education, Educational tests and measurements, Effective teaching, Teachers, Training of -- Evaluation
Format: Document (PDF)

Title: The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
Creator: Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/227978
Subject Headings: Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
Format: Document (PDF)

Title: The Impact of iCoaching on Teacher-delivered Opportunities to Respond.
Creator: Randolph, Kathleen M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Employment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the...
Show moreEmployment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between professional development and student performance, and iCoaching can help to bridge the gap. Research shows that effective feedback is immediate, systematic, positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is a way to provide immediate feedback so correction can be made live, and errors are reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond (“Increasing Opportunities to Respond,” 2015) is a way to increase academic achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study utilized a multiple probe across participants design to investigate the effect of iCoaching on teacher-delivered OTR. Four teacher participants and their students participated in the study, where the teachers completed a teacher preparation session and live iCoaching sessions to increase their OTR. Data were collected on OTR (including the type of OTR), coaching comments, student responses, and student curricular performance. The results indicate that iCoaching was effective in increasing teacher-delivered OTR and increasing student responses and academic performance. Implications for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004881, http://purl.flvc.org/fau/fd/FA00004881
Subject Headings: Teachers--Training of., Teacher effectiveness., Feedback (Psychology), Interaction analysis in education., Behavior modification., Communication in education., Bluetooth technology.
Format: Document (PDF)

Title: Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University.
Creator: Pelaez, Gloria Maria., Florida Atlantic University, Crawley, Sharon J.
Abstract/Description: The purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop...
Show moreThe purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop the program? and, (3) What are the design features of an elementary education plus ESOL integrated program? The findings show that there is a great need for an Elementary Education/ESOL endorsement program in southeast Florida.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12008
Subject Headings: Elementary school teachers--Training of--Florida, English language--Study and teaching--Foreign speakers, Curriculum planning
Format: Document (PDF)

Title: Faculty development centers in higher education: Incorporating diversity and technology.
Creator: Torrey, Evelyn Jeanne, Florida Atlantic University, Decker, Larry E.
Abstract/Description: This descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical...
Show moreThis descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical training has always been an integral component of teacher education, disciplinary expertise has generally been the sole prerequisite for college teaching. Most universities offer travel support for faculty to attend professional conferences and provide sabbatical leave. Some academic units organize their own training activities. Consulting specialists may conduct specialized training. An individual or committee may voluntarily coordinate faculty development efforts. Since 1960, an increasing number of campuses have established faculty development centers with their own identities and reporting relationships, staff, budgets, and designated space, often with assistance from federal, state, or foundation funding. Centers focus on classroom instruction (instructional development), on faculty and their needs (faculty development), the overall needs of the institution (organizational development), and/or research. Of 185 respondents, 65 have faculty development centers, 5 have centers devoted to instructional technology, and 27 have active programs without formal centers; most belong to organizations or networks. Most centers have staff, budgets, and dedicated space. Centers are more likely found at large public institutions, report to the chief academic officer, and offer voluntary training to faculty, adjuncts, new faculty, and teaching assistants. Services focused more on andragogy and technology than on diversity. Most have Web sites, limited forms of evaluation, and expansion plans. Eight are women's colleges, 24 are Historically Black Colleges or Universities, and 9 are Hispanic Serving Institutions. Significant differences were found for enrollment, tuition, affiliation, and highest degree awarded and the scope of centers and programs. The study confirmed the value of faculty development centers and programs, the need to increase diversity and technology training, and the importance of evaluation and documentation of the contributions made by faculty development programs to the mission of the institution.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11987
Subject Headings: College teachers--Training of--United States, Multicultural education--United States, Educational technology--United States
Format: Document (PDF)

Title: An analysis of professional development in technology for elementary school teachers.
Creator: Meltzer, Sarah T., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers...
Show moreThe identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12217
Subject Headings: Elementary school teachers--Training of, Education, Elementary--Computer network resources, Educational technology, Computer-assisted instruction
Format: Document (PDF)

Title: Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology.
Creator: Goodman, Janet I., Florida Atlantic University, Brady, Michael P.
Abstract/Description: Preparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher...
Show morePreparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher education institutions face the challenges of preparing a greater quantity and higher quality of teachers, a teacher shortage continues to exist (SREB, 2001). Several researchers have focused on efficient and effective means of preparing teachers who can reach these higher standards and remain in the teaching profession. Coaching is a positive means of providing support to teachers while improving teachers' instructional effectiveness (Fieman-Nemser, 2001). Sheeler, McAfee, and Ruhl (2004) determined that teachers' instruction improved when a coach provided specific, immediate, corrective feedback. Giebelhaus (1994), Lindell (2001), and Scheeler and Lee (2002) demonstrated that "bug-in-ear" (BIE) technology permitted coaches to provide immediate, corrective feedback without interrupting instruction. The present study was designed to examine the effects of using BIE technology on novice teachers' rate and accuracy of Learn Unit delivery and to determine if improved rates continued when prompts were removed. Learn Units are a definable measure of teaching, and the smallest unit through which the act of teaching can be presented (Greer, 2002). In this study, using BIE technology the coach delivered immediate, corrective feedback to three teachers regarding delivery of Learn Units. A multiple-baseline design across teachers was used. Data were collected during baseline, intervention, fading, and maintenance phases. The independent variable was the prompts delivered by the coach, and the dependent variables were the rate and accuracy of Learn Units. The results showed that novice teachers did increase both their rate and accuracy of Learn Unit delivery during the intervention and these increases remained when prompts were faded or removed. This study extended Scheeler and Lee's (2002) research on Learn Units and immediate feedback through BIE technology, and demonstrated the efficacy of this coaching method with various individuals, groups of students, and instructional formats.
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Date Issued: 2005
PURL: http://purl.flvc.org/fau/fd/FADT12131
Subject Headings: Special education teachers--Training of, Classroom management, Teacher effectiveness--United States, School supervision--United States
Format: Document (PDF)

Title: Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.
Creator: Perez, Barbara., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality...
Show moreWith more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom. The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360970
Subject Headings: Mathematics, Study and teaching (Middle school), Educational tests and measurements, Teachers, Training of, Communication in mathematics
Format: Document (PDF)

Title: Teaching reading strategies through science to middle school below-level readers and its implications for staff development.
Creator: Centrone, Elena Marie, Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered...
Show moreThis study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered each spring. Four hundred and five students served as the experimental group and 406 students served as the control group. The control group received reading instruction in separate reading classes taught by certified reading teachers. There were 16 teachers from 10 middle schools who volunteered to be a part of this study. The 10 science teachers received 60 hours of staff development that included modeling, coaching, and feedback. There were four full days of training prior to school opening, after school seminars, on site assistance with lesson planning, modeling of lessons, coaching, and feedback. A 2X2 ANCOVA was used to determine statistical relationships between the method of instruction (reading taught through science and reading taught in separate classes) and the grade level of the students (seventh and eighth grades). Informal qualitative data was gathered on the teachers' knowledge base for teaching reading and teacher attitudes regarding their responsibility for teaching reading. A pre- and posttest of teacher knowledge and a pre- and post survey of teacher attitudes were administered to each teacher involved in this study. The results indicated that there was no significant difference in the reading achievement test scores of seventh and eighth grade below-level readers who received reading instruction in science and those who received reading in separate classes of reading taught by certified reading teachers. The informal data showed that the science teachers who were involved in the study did significantly increase their knowledge base about teaching reading through their content area. This was reflected in the difference between their pretest and posttest scores on the test of teacher knowledge. There was also a change in their attitudes about the responsibility for teaching reading. On the pre survey they indicated that the science content should be their main instructional responsibility. On the post survey they indicated that teaching reading should be a major focus of their instruction.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12478
Subject Headings: Reading (Middle school), Science--Study and teaching, Reading comprehension, Teachers--In-service training, Reading teachers--Training of
Format: Document (PDF)

Title: Using Computer Self-Efficacy Scale to measure the attitudes of Taiwan elementary preservice teachers toward computer technology.
Creator: Chao, Wan-Yu, Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The...
Show moreThe purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The sample was comprised of 200 preservice teachers enrolled in one elementary teacher training college in Taiwan during the 2000--2001 school year. The instrument utilized in this study, CSE scale, was distributed to 200 preservice teachers randomly selected from one elementary teacher training college in Taiwan. It consisted of 30 items with a 6-point Likert scale that measured student responses concerning their attitudes toward computers. Data were analyzed through statistical methods including descriptive analysis, unpaired t-test, Pearson product-moment correlation test, analysis of variance, and two-way analysis of variance. A general threshold for significance was at the .05 alpha level. Results indicated that there was no significant difference in CSE scores among preservice teachers who were enrolled in five major fields of study in one elementary teacher training college in Taiwan. Preservice teachers' CSE scores showed no significant difference when based on gender. Results of the Pearson product-moment correlation identified a significant correlation between the level of computer experience and CSE scores. Results of unpaired t-test indicated a significant difference between preservice teachers who have and those who have not attended a computer training course. Results of unpaired t-test revealed a significant difference between preservice teachers who owned a computer and those who did not. The knowledge of preservice teachers and their attitudes toward computer technology are assumed to be important for implementing computer-based technology in Taiwan's elementary teacher training programs. The use of a CSE scale to identify the attitudes of preservice teachers toward computer technology would provide Taiwan educators the ability to determine individual problems and concerns of preservice teachers that are associated with the use of computer-based learning systems in teacher training colleges.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11960
Subject Headings: Student teachers--Effect of technological innovations on
Format: Document (PDF)

Title: The impact of collegial peer coaching teacher training program upon Palm Beach County teachers' sense of self-efficacy.
Creator: Weil, Marion., Florida Atlantic University, Hunt, John J.
Abstract/Description: The Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy...
Show moreThe Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy requires practice and refinement in order for teachers to gain executive control over newly-learned strategies. No empirical evidence exists regarding the effects of collegial peer coaching on teacher behaviors. The Teacher Locus of Control Scale was administered in a two-group study to determine whether teachers' sense of self-efficacy was impacted significantly by involvement in collegial peer coaching, years of teaching experience, teaching grade level, or by geographic location (work site) in the District. The treatment group subjects (collegial peer coaches, n = 102) and control group subjects (teachers not involved in collegial peer coaching, n=102) were surveyed in a pre- and posttest application to test the hypotheses. Results of the study indicate that teachers' sense of self-efficacy is impacted significantly by collegial peer coaching and by geographic location within the District (p <.05). A significant interaction effect was found between collegial peer coaching status and teaching grade level (p <.05).
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12398
Subject Headings: Teachers--Training of--Florida--Palm Beach County, Mentoring in education--Florida--Palm Beach County, Teachers--Attitudes, Motivation in education--Florida--Palm Beach County
Format: Document (PDF)

Title: Sources of information and selected variables and their relationship to teachers' knowledge and attitudes regarding attention deficit hyperactivity disorder (ADHD).
Creator: Blume-D'Ausilio, Carole, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching...
Show moreThe purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching children with ADHD, personal experience with ADHD, and confidence teaching children with ADHD) were also investigated for their predictive value. The sample was comprised of 225 classroom teachers of grades K to 5 from seven elementary schools in Broward County, Florida. Teachers completed the ADHDKA which consisted of multiple choice, true and false, and open-ended statements about ADHD. Three research questions were posed before data were collected. Multiple regressions were run to determine the degree of association between each of the criterion variables (knowledge and attitude), and the 12 predictor variables investigated in this study. The degree of correlation between teacher knowledge and teacher attitude was examined using a Pearson product moment correlation. Qualitative analysis was used to uncover emerging themes from teacher responses to the open-ended statements. Major findings in the study were as follows: (a) Primary (K- 2) teachers have a higher level of knowledge about ADHD than do intermediate (3-5) teachers (-.159, p < .05); (b) teachers who have personal experience with ADHD have a higher level of knowledge about ADHD than do teachers with no personal experience with ADHD (.147, p < .05); (c) teachers with a high level of confidence about teaching children with ADHD have a higher level of knowledge about ADHD than do teachers with a low level of confidence (.280,p < .01); and (d) a predictive model can be developed to determine teacher knowledge about ADHD (R^2 = .139). The R-square indicates that 13.9% of the variance in teacher knowledge can be accounted for by the variation of the combined predictor variables. Although statistically significant (F [12, 188] = 2.521,p = .004), the correlation is less than the predetermined critical effect size of 25% and may be of limited practical significance (.139 < .25). Conclusions based on the fmdings from the study were: (a) Teachers do not have adequate information regarding strategies to accommodate behavioral and academic challenges for the child with ADHD; (b) teachers lack confidence teaching children with ADHD; and (c) teachers do not receive adequate district-level, or school-based, administrative support (i.e., availability of appropriate ADHD in-service, assistance with parent support, classroom management issues). Noteworthy recommendations for those in positions of educational leadership included the following: (a) more extensive ADHD training for pre-service teachers than is presently required; (b) a comprehensive choice of ADHD workshops offered by school districts to administrators, teachers, paraprofessionals, cafeteria staff, custodians, bus drivers, and any other school personnel who may interact with children; and (c) a districtlevel expert on ADHD for the specific purpose of advising administrators, teachers, and parents about practical solutions to everyday ADHD-related issues. Recommendations for future research included the following: (a) Investigate why teachers with high levels of knowledge about ADHD have negative attitudes toward the disorder; (b) employ a mixed between - within design assessing teacher knowledge and attitude before and after attendance at an ADHD in-service; and (c) investigate the connection between teaching position and teacher knowledge about ADHD.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12179
Subject Headings: Teacher-student relationships, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children--Education, Teachers--Training of, Classroom management
Format: Document (PDF)

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Student teachers--Taiwan--Attitudes (1)	+ -
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