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Rachael A. Cody; Gregory T. Boldt; E. Jean Gubbins – Journal of Advanced Academics, 2024
This study used a mixed-methods design to examine teachers' responses to professional learning on mathematics differentiation. Grade 3 classroom teachers (N = 28) attended four 2-h professional learning sessions and an additional 2 h individually on differentiation and completed pre- and post-surveys with quantitative and short response items…
Descriptors: Decision Making, Faculty Development, Grade 3, Mathematics Instruction
Francis, Janice – ProQuest LLC, 2023
The current study examined teachers' perceptions with regard to the Guided Reading (GR) approach in elementary level education. Specifically, this study examined the following research questions: a) What are Alberta teachers' perceptions about the GR approach? b) What are Alberta teachers' perceptions about how they enact GR in the classroom? and…
Descriptors: Teacher Attitudes, Reading Instruction, Teaching Methods, Elementary School Teachers
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Luz Valoyes-Chávez; Lisa Darragh – Educational Studies in Mathematics, 2024
As increasing numbers of Black immigrant students attend schools in Chile, we examine classroom practices to consider the limits of the mathematics education equity promise for this student population. We focus on the practices of a third-grade teacher who participated in professional development for enhancing reform-based mathematics teaching in…
Descriptors: Foreign Countries, Blacks, Immigrants, Grade 3
Brenna Lloyd – ProQuest LLC, 2024
Technology's rapid development is changing how educators plan lessons and incorporate these digital resources into classrooms with the expectation of impacting student academic performance. The problem is that teachers need professional development related to blended learning implementation to improve student achievement in elementary (An, 2021;…
Descriptors: Teacher Attitudes, Blended Learning, Academic Achievement, Faculty Development
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Hector H. Rivera; Jui-Teng Li; Huan Meng – TESOL Journal, 2025
This study examined (a) the effects of professional development (PD) intervention on third- to fifth-grade teachers' knowledge and skills of teaching practice for multilingual learners (MLs), and (b) the relationship between teachers' enhanced knowledge and skills, MLs' self-efficacy in learning, and MLs' academic performance. The sample consisted…
Descriptors: Correlation, Pedagogical Content Knowledge, Multilingualism, Faculty Development
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Downton, Ann; Giumelli, Kerry; McHugh, Barbara; Stenning, Paul – Mathematics Education Research Journal, 2023
The shift from additive to multiplicative thinking is challenging for students. A professional learning program was developed that focused on an identified area of need by teachers, namely multiplicative thinking. Program content focused on concepts underpinning multiplicative thinking, pedagogical approaches, challenging tasks, and application to…
Descriptors: Faculty Development, Program Effectiveness, Multiplication, Thinking Skills
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Kilinc, Sultan; Marley, Scott C.; Kelley, Michael F.; Millinger, Jenny – International Journal of Education & the Arts, 2023
This study examined a professional development (PD) intervention that provided kindergarten-through third-grade teachers with drama-based pedagogy to improve student reading achievement. The PD consisted of collaboration between teaching artists and teachers to integrate drama into English language arts instruction for a school year. Twenty-six…
Descriptors: Elementary School Teachers, Faculty Development, Drama, Teaching Methods
Kwanza L. Atkinson – ProQuest LLC, 2023
Since 2016, third to fifth-grade students at a Title I elementary school have not met adequate yearly progress because 70% of students have not scored proficient on the end-of-grade mathematics assessment. The purpose of this qualitative case study was to explore the instructional approaches that elementary school teachers use to teach mathematics…
Descriptors: Elementary School Teachers, Elementary School Mathematics, Elementary School Students, At Risk Students
Shari Y. Ehly – ProQuest LLC, 2024
In 2019, declines in reading achievement across Texas motivated changes for teacher recertification, which required 60-hour professional development in the science of teaching reading (STR). The problem this study addressed was the challenges K-Grade 3 reading teachers encountered when implementing the recently adopted Reading Academy content at a…
Descriptors: Kindergarten, Grade 1, Grade 2, Grade 3
Cara Nicole Scales-Judkowitz – ProQuest LLC, 2022
An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students' zone of proximal development (ZPD). Vygotsky's ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting…
Descriptors: Teacher Attitudes, English Language Learners, Faculty Development, Teaching Methods
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Melissa J. Luna; Malayna Bernstein; Janet D. K. Walkoe – School Science and Mathematics, 2023
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a…
Descriptors: Mathematics Education, Equal Education, Culturally Relevant Education, Teacher Behavior
Kelly Julanne Dennis – ProQuest LLC, 2022
Students face daily academic challenges when trying to learn new content in school, and these challenges can make it increasingly difficult for students to continue to work when frustrated. Students who put forth extended effort into their learning are said to have a growth mindset. Teachers heavily influence students by the way they present…
Descriptors: Elementary School Students, Student Attitudes, Student Motivation, Positive Attitudes
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McKenzie Rabenn; Pamela Beck – Learning Professional, 2024
Many teachers have strong beliefs about the way literacy should be taught, despite what the research shows about how students learn best. If an educator's existing beliefs about literacy clash with updated instructional understandings and methods about the science of reading, there's a likelihood that teachers may resist embracing change and…
Descriptors: Online Courses, Professional Autonomy, Literacy Education, Teacher Participation
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Park Rogers, Meredith; Hmelo-Silver, Cindy; Nicholas, Celeste; Francis, Dionne Cross; Danish, Joshua – Science and Children, 2023
Representation in science is anything that stands for something else--drawings, pictures, graphs, or other representational forms (Danish et al. 2020). Representations serve as public displays of phenomena that make aspects of those phenomena explicit (Gilbert 2008). They can serve to make the invisible visible, communicate ideas, display…
Descriptors: Science Instruction, Teaching Methods, Visual Aids, Freehand Drawing
Andrew C. Houser – ProQuest LLC, 2021
The purpose of this quantitative causal-comparative study was to determine if there were statistically significant differences between 3rd-, 4th-, and 5th-grade reading teachers in the Northeast Unites States, defined as participants and nonparticipants in the LETRS® professional development, in terms of teachers' self-efficacy in student…
Descriptors: Faculty Development, Reading Instruction, Self Efficacy, Grade 3
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