Building upon the ideas of social constructivists work in dialogic instruction (Bakhtin, 1981; Vygotsky, 1978) and self-efficacy theory (Bandura, 1977), this study sought to answer: How does teacher participation in a book club impact teacher disposition to dialogic practices in the classroom? And how does teacher participation in a book club…

This quantitative research study investigates the relationship between teachers' evaluation rating and their classroom-based assessment practices using a survey approach. Four middle schools consisting of 39 (grades six through eight) teachers in the Southwestern U.S. participated in the study. Research has shown that when teachers regularly use a…

Self-Regulated Learning (SRL) is widely acknowledged as essential for educational achievement and fostering continuous learning skills (Taranto & Buchanan, 2020). As a result, there has been a marked escalation in embedding SRL criteria within academic curriculums, including primary education (De Smul et al., 2020; Heirweg et al., 2021).…

School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn…

This explanatory mixed methods study explores rural Oklahoma STEM subjects and STEM elective teachers' professional experiences, including professional development and certification pathways. Participants completed the Teacher Beliefs and Attitudes Toward STEM Survey (T-STEM Survey, Friday Institute for Education Innovation, 2012) for teachers and…

Purpose: This study aims to understand the impact of a pilot of the actions against racism (AAR) intervention, aimed at enhancing educators' multicultural efficacy and attitudes in a mid-Atlantic K-8 charter school. Design/methodology/approach: AAR included eight sessions delivered over one school year. Experienced facilitators led these sessions,…

Geometry is a complex subject to teach and learn at all levels in education. Poor performance in geometry in Bermuda has raised concerns about whether teachers are fully prepared to deliver content effectively. The purpose of this research was to examine teachers' efficacy in the geometry classroom using a basic qualitative study design. The study…

The purpose of this two-phase, sequential explanatory mixed-methods research study was to examine the correlation between kindergarten through fifth-grade teachers' self-efficacy and the impact on literacy achievement to determine how professional development (PD) positively impacted teachers with high self-efficacy. The study was conducted in a…

This research investigated the impact of a professional development program on enhancing fifth-grade environmental science teacher efficacy through place-based education (PBE) practices--the Meaningful Watershed Educational Experiences (MWEE) Professional Development Training aimed to promote teacher engagement and increase pedagogical content…

This study explored correlations between Virginia K-8 teachers' confidence in computer science (CS) teaching and their confidence in technology teaching using a quantitative, nonexperimental, explanatory research design. Two constructs of the Teacher Efficacy and Attitudes Toward STEM Survey (Friday Institute for Educational Innovation, 2012b)…

This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers' classroom practices visible in an effort to establish a shared language and…

This applied dissertation was designed to study the relationship between the participation of teachers in a collaborative professional development program, Lesson Study, and their self-efficacy and job satisfaction. Lack of structure and time to effectively implement and reflect upon collaborative professional development programs create a sense…

Early mathematics achievement is a strong predictor of later mathematics achievement, and student competence in fractions and division may be the strongest predictor of success in secondary-level algebra. We used a multisite cluster-randomized trial to estimate the impact of a mathematics teacher professional development (PD) program on student…

This Mixed-Method Action Research study aimed to implement an extended Project-Based Learning professional development series with middle school science teachers. The professional development series took place during the teachers' Communities of Practice, offering them high-quality support, active participation, and content-specific conversations.…

Research has shown that teacher evaluation feedback has not positively impacted teachers' practice or instruction. An average of 53% of U.S. Virgin Island teachers disagreed or strongly disagreed on the value of the feedback they received from administrators on the evaluation system. The purpose of this basic qualitative study was to explore the…