The National Center for Educational Statistics' [NCES] 2021 annual report indicates that there are currently over five million English Language Learners (ELLs) in U.S. schools. Of additional importance to this statistic is that the growing wave of diversity is no longer primarily settling in the larger metropolitan areas, but ELLs and their…

There are inconsistent completion rates of professional development among elementary school teachers in a school district in the rural southeast. The purpose of this basic qualitative study was to explore elementary teachers' perceptions of the value of professional development to improve teaching and what motivates them to complete the…

In this empirical paper, we discuss teachers' capabilities in implementing inclusive education. The background to this paper is that teachers have challenges in implementing inclusive education in South African primary schools. The study is underpinned by critical emancipatory research (CER), which advocates for peace, hope, equality, freedom, and…

This dissertation served as a case study that examined the impact of a districtwide system of support drawn from existing literature and organizational structure and management. The identified framework, the Limelight County College and Career Readiness Intervention (LCRI) Framework, utilized the Plan, Do, Study, Act (PDSA) cycle of improvement…

This quantitative research study of first-grade students in two rural school districts sought to understand the difference, if any, between teachers' professional development training in the science of reading and student achievement. The study also examined the statistical relationship between the science of reading professional development and…

Scholars have called for considering professional learning (PL) through the lens of complexity. One lens for operating amidst complexity is design. Designers thrive in complexity because of the responsive nature of their work; a designer develops their practice in response to a particular situation, adapting as it changes. Thus, a design lens is…

Noncore subject teachers often experience marginalization due to perceptions that their work is undervalued. Social and emotional skill-focused continuous professional development can help teachers address the stress associated with marginalization. Purpose: Grounded in the integrative model for teacher change, this study examined the ways in…

High teacher turnover rates and less students entering into the teacher preparation programs has increased the need to better prepare and retain beginning teachers. The purpose of this mixed methods inquiry is to focus on the effect of Culturally Responsive Teaching professional development on beginning teacher self-efficacy relative to African…

The purpose of this quantitative study was to examine whether perceived usefulness and perceived ease of use of technology influence the integration of technology in rural south Texas teachers' classrooms. To investigate possible relationships, the researcher collected data through an online survey tool. The sample size for the study was 115…

For nearly three decades, mathematics research has indicated the need for high-quality mathematics instruction including both ambitious and equitable practices, as well as continuous, innovative learning opportunities for educators. Teaching practices and standards for mathematical practice have been identified to provide guidance. While research…

The purposes of this study were (1) to examine the components and indicators for promoting the professional development abilities of psychology teachers in rural primary schools within Guangxi Province; (2) to investigate the current state, the desirable state, and the necessity for promoting professional development abilities among psychology…

During a two-year span, a cohort of K-8 science teachers undertook the task of creating formative assessments aligned with the Next-Generation Science Standards for their individual classrooms. Practice-based professional development was utilized to support teachers in a cyclical manner as they cooperatively developed, administered, and reflected…

Many kindergarten teachers are feeling the effects of standard-based education. The problem is that it is unknown whether teachers implement mandated state standards in a developmentally appropriate way. The purpose of this basic qualitative study was to investigate kindergarten teachers' perspectives on implementing standards in a developmentally…

The problem addressed in this study was that teachers feel ill-equipped to handle students who have been impacted by trauma. The purpose of this study was to examine the teachers' experiences in implementing a trauma informed schools (TIS) approach to classroom management in rural Tennessee. The theoretical framework used is Bronfenbrenner's…

Career Technical Education (CTE), including Career Technical Agricultural Education (CTAE) in Georgia, are experiencing difficulty retaining quality teachers. This problem is exacerbated in rural communities, which have a smaller workforce pool and fewer nearby colleges to certify CTE/CTAE teachers (Morton, 2021). A potential solution to offset…