Teachers -- Training of -- United States
Subject
Subject Source: Library of Congress Subject Headings
Found in 13 Collections and/or Records:
Developing a curriculum to support the first year of teaching in an alternative-route program, 2019
Item — Call number MU Thesis Rid
Identifier: b7929561
Scope and Contents
From the Collection:
The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.
During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the...
Dates:
2019
Examining the impact of cognates on teachers' classroom experiences and teaching emergent bilingual, 2022
Item — Call number MU Thesis Gua
Identifier: b7931102
Abstract
Emergent bilinguals are faced with three daunting tasks: acquiring a new language, building academic knowledge in various subject areas, and bridging social connections with peers and school faculty. The difficulty of these tasks has contributed to a large academic achievement gap between emergent bilingual students and their native English -speaking [sic] peers. This mixed methods study focuses on creating translanguaging spaces through the implementation...
Dates:
2022
Exploring beginning teachers' self-efficacy: developing a meaningful teacher induction program and mentoring system, 2020
Item — Call number MU Thesis Kur
Identifier: b7931124
Abstract
Beginning teachers face numerous challenges as they embark on their career path. Job-related stresses are well known in the teaching profession; lack of support, poor salaries, and student discipline issues are just some of the recurring themes that are often referenced as to why teachers exit the profession. What is rarely acknowledged by these teachers is their lack of confidence in the classroom. The beginning teachers’ sense of competency or level of efficacy is believed to play a...
Dates:
2020
Inclusive educational programs for students with disabilities : a comparison of language arts literacy performance by setting, and teacher perceptions, 2019
Item — Call number MU Thesis Too
Identifier: b7929562
Abstract
Research has shown a benefit to students with disabilities in inclusive settings. No studies conducted since the late 1970s have shown an academic advantage for students with intellectual and other developmental disabilities educated in a separate setting. The purpose of this study was to analyze the impact of a programmatic shift, in Language Arts Literacy (LAL), from pull out resource to inclusion for fourth-grade students with disabilities. Achievement scores in LAL for fourth-grade...
Dates:
2019
Learning-focused supervision : administrators' perception of their efficacy when fostering teacher reflection, 2020
Item — Call number MU Thesis Reg
Identifier: b7930246
Abstract
Reflection is a skill that is vital to the ongoing success of teachers. In order to accurately reflect on their ability, teachers must have a firm understanding of the nature of reflection. Instructional leaders skilled in the art of clinical supervision provide teachers with an opportunity to reflect in a manner that not only increases their capacity for reflection but also enhances their pedagogical skills. However, there is no current research that focuses on the use of...
Dates:
2020
Preparing middle school teachers for ESL instruction, 2021
Item — Call number MU Thesis Geo
Identifier: b7930735
Abstract
Emergent bilingual students, also known as English as a second language (ESL) students, are the fastest-growing population of students in the United States. The growth in the emergent bilingual student population has created a need for greater ESL teacher preparation and professional development. The demand for ESL teachers remains high, but many teachers are unprepared to support emergent bilingual students. The goal of this study is to examine effective ESL practices in order to...
Dates:
2021
Teacher growth through personalized professional development, 2020
Item — Call number MU Thesis McC
Identifier: b7930176
Abstract
Research has shown that almost no notable improvements in education occur without professional development (Guskey, 2000); however, nearly half of all American teachers surveyed in 2009 reported that they were dissatisfied with the professional development offerings made available to them (Wei, et al., 2009). In this study, a personalized approach to professional development is implemented among middle level educators, in order to measure its impact on teachers' attitudes towards...
Dates:
2020
Teacher perception of emotional intelligence, mindfulness and grit in professional practice and its impact on professional relationships : a study of introspection and reflection, 2021
Item — Call number MU Thesis Ans
Identifier: b7930365
Abstract
The purpose of this study was to examine how professional development in Mindfulness-Based Stress Reduction (MBSR) impacts teachers in professional practice. This study analyzed the effects that professional development had on expanding teacher's capacity for mindfulness and how teachers' perceptions of their own mindfulness influenced professional relationships. The cultivation of mindfulness, through MBSR training, positively influences emotional and physical health as well as prosocial...
Dates:
2021
The design and implementation of a culture to support the mentoring of pre-service teacher candidates, 2020
Item — Call number MU Thesis Fal
Identifier: b7930180
Abstract
As the research base for clinical teacher preparation continues to grow, several understudied areas remain. One such area, and the focus of this study, involves the growing need for high-quality mentors. The purpose of this qualitative research study is to examine the process for designing and implementing a culture to support the mentoring of pre-service teacher candidates. This study sets out to answer the following questions: (a) What do pre-service teacher mentors report as their role...
Dates:
2020
The impact of detracked curriculum and teachers' perceptions of differentiated instruction in mathematics, 2022
Item — Call number MU Thesis And
Identifier: b7931448
Abstract
To ensure that our students can compete in a global economy, successful teaching and learning of mathematics must become a priority within our schools. However, schools continue to track or group students by ability, which, in turn, systematically leaves students behind. Detracking will create a school system that provides both equity and excellence in mathematics education. Detracking encompasses more than just minor curriculum or school structure adjustment. Done correctly, detracking...
Dates:
2022