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Rachel Shanalea Atchison – ProQuest LLC, 2024
New teachers enter the classroom with high hopes and expectations, only to feel defeated by the end of their first few years of teaching. There can be many variables that affect a teacher's self-efficacy. This study aimed to determine if the teachers' self-efficacy correlates with new teachers' emotional competency. This quantitative study…
Descriptors: Beginning Teachers, Self Efficacy, Correlation, Emotional Response
Seese, Laura Elizabeth – ProQuest LLC, 2023
Implementing culturally responsive pedagogy (CRP) or culturally responsive teaching strategies in K-12 classroom settings helps educators mitigate systemic inequities within education systems. The purpose of this curriculum is to transform teacher pedagogy in a school district through a culturally responsive teaching lens. The content of this…
Descriptors: Culturally Relevant Education, Faculty Development, Secondary School Teachers, Experiential Learning
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Kristin C. Scott; Mitchell Adrian; Jiun-Shiu Chen; Grace C. Su – International Journal of Information and Communication Technology Education, 2023
Two-year public colleges educate more than 50% of all U.S. undergraduates, yet graduation rates (29%) fall far below their 4-year counterparts (63%). It is critical for students of 2-year public institutions that their faculty have the appropriate knowledge, skills, and abilities (KSAs) to effectively guide students toward graduation. This study…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Two Year Colleges, Public Colleges
Anushi I. Seneviratne – ProQuest LLC, 2023
Early childhood educators play a significant role in attending to the whole child by nurturing, caring, educating, and molding the young minds in their care. To be effective educators, early childhood educators must be well-rounded with the knowledge to attend to the children with utmost care and consideration. Early childhood teachers must be…
Descriptors: Early Childhood Teachers, Teacher Competencies, Social Justice, Child Development
Heidi Harju-Luukkainen, Editor; Susanne Garvis, Editor; Jonna Kangas, Editor; João Marôco, Editor; Minna Maunula, Editor; Minna Maunumäki, Editor – Springer, 2025
This book examines policies and practices within higher education, particularly in the field of teacher education, that foster sustainability from a variety of viewpoints. It sheds light on both common facilitators and obstacles across 18 research-oriented chapters. It scrutinizes global research, policies, and practices, and delves into the…
Descriptors: Sustainability, Teacher Education, Educational Change, Transformative Learning
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Santibañez, Lucrecia; Snyder, Christine; Centeno, Danielle – Journal of Teacher Education, 2022
English Learner-classified (ELC) students are one of the nation's most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers' EL-specific teaching knowledge and skills. Through a…
Descriptors: School Policy, English Language Learners, Classification, Beginning Teacher Induction
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Kordrostami, Melika; Seitz, Victoria – Marketing Education Review, 2022
This research aims to address the gap in the literature about instructor's role in increasing students' affective engagement (with their peers and instructor) in an online class. Since marketing students will eventually fulfill roles that engage consumers with the firm's communication mediums, it is important to understand the impact of student…
Descriptors: Teacher Competencies, Web Based Instruction, Learner Engagement, Affective Behavior
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Christina Hewko – Pedagogies: An International Journal, 2025
This study explores factors that influence teachers' development of culturally sustaining pedagogical practices. The research is guided by the question: How do teachers perceive their development of culturally sustaining pedagogical practices? Data collection occurred during the fall 2020 semester and involved five high school teachers. Given…
Descriptors: Culturally Relevant Education, Teacher Competencies, Teacher Attitudes, High School Teachers
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Santagata, Rossella; Sandholtz, Judith Haymore – Journal of Teacher Education, 2019
This exploratory study examines the relationship between preservice teachers' performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance…
Descriptors: Preservice Teachers, Teacher Competencies, Teacher Competency Testing, Pedagogical Content Knowledge
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Julian R. Betts; Andrew C. Zau; Karen Volz Bachofer; Dina Polichar – Journal of Research on Educational Effectiveness, 2024
The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students' areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four comparison schools by matching based on achievement…
Descriptors: Mathematics Achievement, Middle School Students, Intervention, Mathematics Instruction
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Firestone, Allison R.; Cruz, Rebecca A.; Massey, Darcie – Journal of Teacher Education, 2023
Equity-centered preparation builds novice teachers' capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators' development of…
Descriptors: Preservice Teacher Education, Equal Education, Educational Practices, Communities of Practice
Elizabeth McGhee Hassrick; Jessica Suhrheinrich; Patricia Schetter; Allison Nahmias; Melina Melgarejo; Jennica Li; Jonas Ventimiglia; Yue Yu; Aubyn Stahmer – Grantee Submission, 2021
Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism…
Descriptors: Faculty Development, Autism Spectrum Disorders, Students with Disabilities, Social Networks
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Martinez, Martha I.; Meadvin, Joanna; Diaz, Adriana; Skibbins, Heather; Hurwitz, Anya; Sapien, Corina – NABE Journal of Research and Practice, 2022
In 2016, California voters approved state Proposition 58, repealing an almost 20-year ban on bilingual education for English Learners (ELs), who represent nearly 20% of the state's public school students. The state's reversal on bilingual education reflects a national trend of promoting bilingualism and expanding bilingual (also referred to as…
Descriptors: Equal Education, Bilingual Education, English Language Learners, State Legislation
Lavadenz, Magaly; Kaminski, Linda; Armas, Elvira G. – Policy Analysis for California Education, PACE, 2023
This case study identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. This report was developed through a partnership between the Policy Analysis…
Descriptors: School Districts, Immigrants, Cultural Capital, Educational Finance
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Gimino, Amy – International Journal of Teacher Leadership, 2022
Since the pandemic, the United States has faced tremendous teacher shortages (Riser-Kositsky, 2021) and national organizations have called for measures to address barriers related to teacher hiring and retention (NEA, 2022a., b; White House, 2022). Many states -- including California -- require pre-service teachers to pass state performance…
Descriptors: Preservice Teachers, Performance Based Assessment, Teacher Evaluation, Teacher Competencies
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