Teacher and Staff Research
This research project will look at how learning rhetoric can help build confidence in high school students. Data will be gathered through the Rosenberg's Self-Esteem questionnaire. This questionnaire will be administered three times throughout the Spring 2016 semester to college speech courses.
(2015/2016) Collaborative STEM Classroom Impact on Motivation, Problem Solving, and Critical Thinking- Kellie Taylor (Gallileo STEM Academy)
This research project will attempt to answer the following questions: Can guided classroom discussions within robotics projects facilitate a collaborative classroom environment that impact students’ learning motivation, problem solving, and critical thinking? Can an engineering notebook used during collaborative robotics projects assist in developing students’ learning motivation, problem solving, and critical thinking?
(2014/2015) Understanding the Relationship between Project Based Learning and English Learners within Content Areas by Rayme Jones- Centennial High School
Students who do not speak English as a first language are often placed in general
education content classes. These students have often very recently moved to the United States and vary in educational background. While some may be literate in their first language, others often are not. One method of instruction, Project Based Learning, was used to implement a History unit in an English Learners classroom. The benefits discovered throughout the unit by observation showed there might be some usefulness in implementing more inquiry based instruction in the English Learner content classes.
(2014/2015) An investigation of the relationship between English learner teacher collaboration and self-efficacy by Olivia Tate- District Service Center
Many school districts embed teacher collaboration, organized by grade or content-area, into their schedules. Teachers, isolated from peers because of their subject(s) or the size of their school district, may be unable to collaborate with other professionals fulfilling the same role. Isolated teachers miss out on the benefits of such collaboration, such as increased efficacy or a teachers’ belief in their ability to meet student needs. Analysis of the data found a statistically significant correlation between teacher self-efficacy and collaboration between EL teachers working in the same school
New teaching standards require a paradigm shift in professional development where teachers can audit their own practice and study classroom strategies which build skills necessary for success. Due to time and budget constraints, traditional professional development (PD) models offer limited opportunity for teachers to develop relevant, on-going support that is easy to access and builds a community of learners. This research focused on self-directed professional development models, including online models for continuing education, and sought to determine whether self-directed models of professional development are an effective method for increasing instructional capacity.
Teacher and Staff Full Research Reports
(November, 2013) As states work toward implementing the Common Core State Standards and adopting next-generation assessments from the Smarter Balanced Assessment Consortium (SBAC) and Partnership for Assessment of Readiness for College and Careers (PARCC), educational leaders will benefit from understanding levels of teacher preparedness and resource needs. To what extent are teachers prepared to create instructional contexts and classroom assessments compatible with the Common Core and next-generation assessments? What resources do educators need to make this transition? A district-level survey of teachers revealed levels of preparedness, areas of concern, and specific resource needs. The implementation recommendations presented are based upon the results of the survey and a school-level action plan.
(November, 2013). Initial findings and results from a survey of educator preparedness and recommendations for implementation.