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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 3 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 4 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 5 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 6 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 7 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 8 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 9 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 10 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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| 11 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 12 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 13 |
How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom
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In: Australian Journal of Teacher Education (2021)
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| 14 |
Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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Abstract:
Instructional Coaching (IC) is a strand of Professional Development (PD) during which an instructional coach provides individualized support and feedback to teachers, focused on instruction, generally within the context of the teacher’s classroom (Kraft et al., 2018). This fully integrated mixed method case study examined teacher experience with IC in order to understand which operational and emotional components of IC had the greatest perceived impact, in order to inform program improvement. Adult learning theory served as the conceptual framework for this study; the process of teaching adults is known as andragogy (Knowles, 1980). Andragogy indicates that teaching adults in a reflective and responsive manner may enable them to become self-directed and independent learners (Knowles, 1980). Therefore, this study was conducted based upon IC reflecting adult learning theory. I assessed teacher experience through both quantitative and qualitative methods, drawing from the population of teachers who had participated in IC at an urban high school in the Mid-Atlantic. Survey methodology was used to ascertain teacher experience broadly, and interviews were conducted with a nested sample of participants to understand teacher perceptions in greater depth. Dialectical pluralism served as the paradigm for this mixed method study, with the goal of encouraging a diversity of perspectives, connection between the researcher and participant, and understanding varying perceptions of reality (Creamer, 2018). Quantitative and qualitative results were analyzed together in order to create meta-inferences about teacher experience with IC.
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Keyword:
Adult and Continuing Education; adult learning theory; and Research; andragogy; Curriculum and Instruction; Educational Assessment; Educational Leadership; Educational Methods; Evaluation; instructional coaching; mixed methods; Other Teacher Education and Professional Development; Secondary Education and Teaching; teacher experience; urban education
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URL: https://scholarworks.arcadia.edu/cgi/viewcontent.cgi?article=1030&context=grad_etd
https://scholarworks.arcadia.edu/grad_etd/26
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| 15 |
Impact on Teacher Beliefs about Emergent Bilinguals’ Mathematical Learning
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In: Education Publications (2020)
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| 16 |
A Step Toward the Assessment of English as a Lingua Franca
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In: English Publications (2020)
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| 17 |
“This is why nobody knows who you are:” (Counter)Stories of Southeast Asian Americans in the Midwest
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In: Education Publications (2020)
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| 18 |
The Experience of Undergraduate Family Science Female Students: A Qualitative Study
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In: Southeastern Council on Family Relations Conference (2020)
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| 19 |
Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
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In: SoTL Commons Conference (2020)
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| 20 |
Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
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In: SoTL Commons Conference (2020)
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