Browsing by Author "Sebald, Ann, advisor"
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Item Open Access Dispositions of teacher leaders in high impact roles(Colorado State University. Libraries, 2019) Lopez, Tonia, author; Sebald, Ann, advisor; Glockner, Gene, committee member; Frederiksen, Heidi, committee member; Pendergast, Seth, committee memberThis study aims to illustrate the dispositions of Teacher Leaders in High Impact Roles. This dissertation is motivated by overarching research questions: What themes emerge from analyzing Grant's Zones and Roles (2008) with Katzenmeyer's dispositions (2009) amongst and between teacher leaders in one school district? A convergent parallel mixed methods study design was used to determine the dispositions of high impact teacher leaders. Qualitative survey questions were coded for the Zones and Roles that teacher leaders were acting in as well as the themes around the dispositions were explored. Quantitative survey questions were examined\ using both descriptive statistics as well as a correlation coefficient to identify if there were any relationships between the Zones and Roles that teacher leaders were in and the dispositions. The study found that teacher leaders demonstrated the dispositions of communication, self-assessment, and instructional knowledge. The research underlined a need to identify how to support teacher leaders who are working closer to classrooms.Item Open Access Motives and success factors in co-teaching relationships: a qualitative case study(Colorado State University. Libraries, 2021) Hammel, Samuel "Kelley", author; Sebald, Ann, advisor; Chavez, Ernie, committee member; Chermack, Tom, committee member; Makela, Carole, committee memberThe purposes of this research were to understand what factors contributed to the success of highly rated co-teaching experiences and understanding to what extent those success factors are related to measured human motive constructs within the context of the acquired needs theory of motivation. The purpose included understanding the motives and success factors within the context of the global Covid-19 pandemic. To achieve these overall objectives, the following research questions guided this study: 1. What do the Teacher Candidate (TC) and Mentor Teacher (MT) believe are the top five reasons why this specific co-teaching experience was successful (Success Factors)? 2. Are there any common Success Factors among the MT/TC teams studied? 3. Are any of the Success Factors related to the three motivation constructs being studied, being the affiliation motive, achievement motive, and power motive of the TC or MT? 4. What do the TC and MT believe about how their own measured motives contributed to the success of the co-teaching experience? 5. What do the TC and MT believe about how the Covid-19 pandemic impacted the success of the co-teaching experience? Four co-teaching teams from four different northern Colorado elementary schools were selected for a total of seven individuals (four teacher candidates and three mentor teachers). All seven participants were interviewed after completing thematic apperception tests measuring the relative strength of the achievement, affiliation, and power motives of each individual. Themes emerging from the data included: (1) the importance of relationship and communication in co-teaching teams, (2) the importance of resourceful power in co-teaching teams, and (3) the importance of co-teaching during the pandemic or other emergencies. Recommendations for teacher educators and school administrators are provided based on each of these emergent themes. Given the findings, this study recommends further investigation of complementary motive patterns of successful co-teaching teams and the presence or absence of resourceful power within successful co-teaching teams.Item Open Access The stories of how two different student teaching models impacted teacher identity: six narratives of beginning teachers(Colorado State University. Libraries, 2023) Pike, Elizabeth, author; Sebald, Ann, advisor; Tschida, Christina, committee member; Jennings, Louise, committee member; Reid, Louann, committee memberThis study looks beyond the student teaching experience into the world of six beginning teachers and how their capstone experience impacted their thinking, practice, and professional identity. Three of the teachers participated in a coteaching during student teaching model (CTDST) and the other three participated in a traditional student teaching placement (TST). A collective case study research design was used to gain an understanding of the complex process of constructing a professional identity. Within-case analysis and between-case analysis found that although the six research participants shared budding teacher identities, growth mindsets, and courage, there were differences between the TST participants and the CTDST participants. The two groups differed in the accuracy of their assessment of their classroom management skills and in the timing and placement of the first time they recognized themselves as teachers. Moreover, the experiences of participants in effective CTDST placements supported previous research findings that extensive collaboration with mentor teachers was beneficial for beginning teachers and strengthened their teacher identity.