This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working…

This study was conducted to determine if there were significant differences between the self-efficacy and responsibility beliefs among those who had received instructional coaching and those who had not. This mixed-methods study used the Teacher Responsibility Scale (TRS) to measure both self-efficacy and responsibility beliefs as well as…

Utilizing a qualitative single case study approach, this study was designed to examine how teachers in an elementary school that engages in professional learning communities describe the role of reflection in their own professional learning and practice. Relying on two semi-structured interviews, this study examines teachers' perceptions…

This research seeks to better understand the attitudes and dispositions of advanced-level English Language Arts students toward the activities of academic research and writing, and to explore the ways that critical pedagogies focused on authentic inquiry and composition interact with these attitudes. The project draws upon research in student…

Standardization has been part of teaching and learning in the United States since the late 19th century. This technocratic approach has gained more traction in the past two decades beginning with the passage of the landmark No Child Left Behind law in 2001 and continuing through the recent standardization movement to restrict content and…

Teacher professional learning communities (PLCs) are a valuable tool that increase teacher collaboration to enhance student learning. These adult learning environments are dynamic in that they are places where adults are able to work within a community of practice (CoP) to address work-related challenges and lend support in semi-structured…

The wide range of learning needs in elementary and secondary general education classrooms presents both a challenge and an opportunity for general and special education teachers. It is critical for teacher self-efficacy and student success that teachers believe they are equipped with the knowledge and instructional strategies to plan and implement…

Schools are becoming increasingly diverse; yet, most elementary teachers are White, middle-class females (NCES, 2021; Urrieta, 2009). Principals are charged with support all students' literacy instruction, not just those whose cultural background aligns with school leaders and teaching staff. In this study, an elementary principal designed a…

Historically, college and university professors have been known as experts in their respective disciplines but lack training in pedagogy or andragogy. This problem can be particularly impactful at very small colleges where resources for faculty professional development are scarce. Faculty development which creates learning communities encourages…

The aim of this action research study is to link research to action in order to meet individual learner needs through the creation of collaborative inquiry based teams that seek to provide equitable learning experiences through differentiated instructional practices. Key findings include the results of the primary goal of this study, which was…

The aim of this qualitative phenomenological action research was to explore the viewpoints of educators participating in a community of practice that integrates the Universal Design for Learning (UDL) framework with culturally responsive teaching and personalized learning. The study involved six teachers from a competitive public school district…

For my dissertation requirement, I conducted two research projects, collaborating with my dissertation advisor on both projects. In my first project, I employed a phenomenology methodology to investigate how teachers' professional needs, practices, and motivations align with the goals of the professional learning community to enhance teacher…

The purpose of this study was to explore how Responsive Classroom's Morning Meetings led by trained teachers (N = 9) improved students' (N = 85) sense of belonging in their classrooms in a public K-5 elementary school in New York State. This eight-week mixed methods study, conducted during the COVID-19 pandemic, used improvement science in two…

School turnaround initiatives are top-down in nature and tend to relegate students and teachers to passive roles rather than empowering them as central change agents in school improvement. The purpose of this qualitative Action Research study was to investigate and deepen the use of student feedback to improve teaching and learning experiences and…

This dissertation focuses on support for faculty teacher professional learning at a research university. This study brings new perspectives and direct data reporting to the field of higher education faculty professionalism. My conceptual perspective offers approaches to developing robust faculty teacher professional learning structures that are…