# data[].attributes.headline
Improving teacher education in the Netherlands: data team as learning team?

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Improving teacher education in the Netherlands: data team as learning team?

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Purpose: Investigate the learning that takes place on a data team of teachers to improve the education of student teachers.

Method: Qualitative using interviews and observations

Result: Data teams provided context for learning, achieved higher level of inquiry at meetings, a focus on teaching and learning (not so much their own) and conversations were around informed data.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=117855884&site=ehost-live&scope=site

Reference:
Bolhuis, E. D., Schildkamp, K., & Voogt, J. M. (2016). Improving teacher education in the Netherlands: data team as learning team? European Journal of Teacher Education, 39(3), 320–339. https://doi-org.ezproxy.bethel.edu/10.1080/02619768.2016.1171313

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LEADERSHIP'S INFLUENCE: A CASE STUDY OF AN ELEMENTARY PRINCIPAL'S INDIRECT IMPACT ON STUDENT ACHIEVEMENT.

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LEADERSHIP'S INFLUENCE: A CASE STUDY OF AN ELEMENTARY PRINCIPAL'S INDIRECT IMPACT ON STUDENT ACHIEVEMENT.

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Purpose: Identify leadership strategies that could be replicated at other schools

Method: Qualitative study using interviews and document analysis

Result: Principal provided supports around curriculum alignment to standards, data driven instruction, development of common assessments, professional learning communities, parent teacher organization facilitation, behavior program budgeting and a schedule.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=118494321&site=ehost-live&scope=site

Reference:
BROWN III, G. (2016). Leadership’s Influence: A Case Study of an Elementary Principal’s Indirect Impact on Student Achievement. Education, 137(1), 101–115.

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Urban Education and Professional Learning Communities.

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Urban Education and Professional Learning Communities.

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Purpose: To determine if urban reading achievement increased due to collaboration among teachers.

Method: Qualitative Study with the use of focus-group interview questions.

Result: Statistically significant growth rates (p<.05) occurred after PLCs were established.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=84586891&site=ehost-live&scope=site

Reference:
Williams, D. J. (2012). Urban Education and Professional Learning Communities. Delta Kappa Gamma Bulletin, 79(2), 31–39.

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Interactions between Professional Learning Communities and the Educational Culture Where They Are Employed: Comparative Research across Beijing and Ontario Schools.

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Interactions between Professional Learning Communities and the Educational Culture Where They Are Employed: Comparative Research across Beijing and Ontario Schools.

# data[].attributes.body
Purpose: Compare and Contrast implementations of PLC's

Method: Qualitative Design to compare two schools (China & Canada)

Result: Different educational systems as well as testing systems.

Link:
https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=114122440&site=ehost-live&scope=site

Reference:
Yi Chen, & Mitchell, C. (2015). Interactions between Professional Learning Communities and the Educational Culture Where They Are Employed: Comparative Research across Beijing and Ontario Schools. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 43(2), 39–52.

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The professional learning community as perceived by Israeli school superintendents, principals and teachers.

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The professional learning community as perceived by Israeli school superintendents, principals and teachers.

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Purpose: "Examine Israeli teachers', principals', and superintendents' perceptions of inhibiting and fostering factors of the PLC."

Method: Qualitative Study using topic-oriented study & face-to-face interviews of 15 teachers, 15 principals & 15 superintendents.

Result: Themes noticed there was a lack of resources grounded on PLC from principals and teachers and superintendents saw principals leadership style in the PLC varied.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=85715550&site=ehost-live&scope=site

Reference:
Schechter, C. (2012). The professional learning community as perceived by Israeli school superintendents, principals and teachers. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 58(6), 717–734. https://doi-org.ezproxy.bethel.edu/10.1007/s11159-012-9327-z

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Team Teaching and Learning: A Model of Effective Professional Development for Teachers.

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Team Teaching and Learning: A Model of Effective Professional Development for Teachers.

# data[].attributes.body
Purpose: Investigated the impact on teacher participants of using a lab approach to professional development

Method: Qualitative Study using 24 teachers and walking them through a two year pilot study.

Results: High implementation of professional development which was sustained over the two years.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=147144255&site=ehost-live&scope=site

Reference:
Smith, R., Ralston, N. C., Naegele, Z., & Waggoner, J. (2020). Team Teaching and Learning: A Model of Effective Professional Development for Teachers. Professional Educator, 43(1), 80–90.

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Reculturing for Collaboration and Leadership.

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Reculturing for Collaboration and Leadership.

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Purpose: Identify primary motivators for the redesign of PLC in schools.

Method: Qualitative Study- with the use of survey questionnaires.

Result: Findings showed the use of an assistant principal role in re-culturing the schools to benefit the collaboration design.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=1709473&site=ehost-live&scope=site

Reference:
Leonard, L. J., & Leonard, P. E. (1999). Reculturing for Collaboration and Leadership. Journal of Educational Research, 92(4), 237–242. https://doi-org.ezproxy.bethel.edu/10.1080/00220679909597601

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Perceptions of Culturally Responsive Pedagogy in Teaching SEL

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Perceptions of Culturally Responsive Pedagogy in Teaching SEL

# data[].attributes.body
Purpose: Examine Educators beliefs around using Culturally Responsive Practices in an SEL intervention

Method: Qualitative (Focus groups & analyzing responses)

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1209873&site=ehost-live&scope=site

Reference:
Barnes, T. N., & McCallops, K. (2019). Perceptions of Culturally Responsive Pedagogy in Teaching SEL. Journal for Multicultural Education, 13(1), 70–81.

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The Link between Responsive Classroom Training and Student-Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation

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The Link between Responsive Classroom Training and Student-Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation

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Purpose: To examine how close a student-teacher relationship can be

Method: Qualitative study with 387 students & 20 schools

Link:
https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1141957&site=ehost-live&scope=site

Reference:
Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2014). The Link between Responsive Classroom Training and Student-Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation. School Psychology Review, 43(1), 69–85.

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A Critical Approach to Social Emotional Learning Instruction through Community-Based Service Learning

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A Critical Approach to Social Emotional Learning Instruction through Community-Based Service Learning

# data[].attributes.body
Purpose: Hearing the impact on SEL with the use of Community-based services from Students

Method: Content Analysis

Link:
https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1077215&site=ehost-live&scope=site

Reference:
McKay-Jackson, C. (2014). A Critical Approach to Social Emotional Learning Instruction through Community-Based Service Learning. Journal of Transformative Education, 12(3), 292–312.

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Using Blended Project-Based Learning for Students' Behavioral Intention to Use and Academic Achievement in Higher Education

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Using Blended Project-Based Learning for Students' Behavioral Intention to Use and Academic Achievement in Higher Education

# data[].attributes.body
Purpose: To see if project based learning had an effect on SEL/Behavioral needs

Method: Quantitative Research and Structural equation Modeling (SEM)

Result: Positive correlation between using Project-based learning and its effect on students' behaviors around social and emotional growth.

Link: https://files.eric.ed.gov/fulltext/EJ1297213.pdf

Reference:
Alamri, M. M. (2021). Using Blended Project-Based Learning for Students’ Behavioral Intention

to Use and Academic Achievement in Higher Education. Education Sciences, 11.

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Ensuring Access to Online Learning for All Students Through Universal Design for Learning.

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Ensuring Access to Online Learning for All Students Through Universal Design for Learning.

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Purpose: Overview of UDL and the ways that instruction could be used online
Method: Academic Journal
Result: No result, suggestions for what to use

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=151525237&site=ehost-live&scope=site

Reference: Flanagan, S., & Morgan, J. J. (2021). Ensuring Access to Online Learning for All Students Through Universal Design for Learning. Teaching Exceptional Children, 53(6), 459–462. https://doi-org.ezproxy.bethel.edu/10.1177/00400599211010174

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Exploring online learning modules for teaching universal design for learning (UDL): preservice teachers' lesson plan development and implementation.

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Exploring online learning modules for teaching universal design for learning (UDL): preservice teachers' lesson plan development and implementation.

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Purpose: To improve and learn about using UDL for students online

Method: Qualitative

Result: Teachers had a strong will to continue implementing the UDL in an online learning environment.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=150638842&site=ehost-live&scope=site

Reference:
Lee, A., & Griffin, C. C. (2021). Exploring online learning modules for teaching universal design for learning (UDL): preservice teachers’ lesson plan development and implementation. Journal of Education for Teaching, 47(3), 411–425. https://doi-org.ezproxy.bethel.edu/10.1080/02607476.2021.1884494

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Universal Design for Learning: Guidelines for Accessible Online Instruction.

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Universal Design for Learning: Guidelines for Accessible Online Instruction.

# data[].attributes.body
Purpose: The History and Philosophy of UDL is discussed along with an explanation for how its principles were used to improve online learning

Method: Theory

Result: N/A

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=127711528&site=ehost-live&scope=site

Reference:
Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20–31. https://doi-org.ezproxy.bethel.edu/10.1177/1045159517735530

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K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy.

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K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy.

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Purpose: 478 math, science and world history lessons were taken from Khan Academy to measure the alignment to the UDL principles.

Method: Mixed Method

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=101516931&site=ehost-live&scope=site

Reference:
Smith, S. J., & Harvey, E. E. (2014). K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy. Open Learning, 29(3), 222–242. https://doi-org.ezproxy.bethel.edu/10.1080/02680513.2014.992402

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INCREASE ONLINE STUDENT RETENTION WITH UNIVERSAL DESIGN FOR LEARNING.

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INCREASE ONLINE STUDENT RETENTION WITH UNIVERSAL DESIGN FOR LEARNING.

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Purpose: Ways to adopt UDL in order to create online course content.
Method: Journal Article
Result: The 5 ways.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=99851957&site=ehost-live&scope=site

Reference: Tobin, T. J. (2014). Increase Online Student Retention with Universal Design for Learning. Quarterly Review of Distance Education, 15(3), 13–24.

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Addressing Learning Disabilities With UDL and Technology: Strategic Reader.

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Addressing Learning Disabilities With UDL and Technology: Strategic Reader.

# data[].attributes.body
Purpose: To look at students in a reading service who were using UDL for instruction in an online and offline learning environment.

Method: Mixed Method

Result: Both online and offline provide promising paths and continued/future research to be conducted. However, online proceeded to have greater success with comprehension than offline.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=101812116&site=ehost-live&scope=site

Reference: Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing Learning Disabilities With UDL and Technology: Strategic Reader. Learning Disability Quarterly, 38(2), 72–83. https://doi-org.ezproxy.bethel.edu/10.1177/0731948714544375

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Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities.

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Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities.

# data[].attributes.body
Purpose: To see to what extent students with IDD can use an online UDL literacy instruction and how they perceived it.

Method: Qualitative Study

Result: Correlation between higher student engagement and socialization occurred with using UDL in online literacy instruction. However it is warranted how the literacy was affected for these students.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=121227296&site=ehost-live&scope=site

Reference: Coyne, P., Evans, M., & Karger, J. (2017). Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities. Intellectual & Developmental Disabilities, 55(1), 4–14. https://doi-org.ezproxy.bethel.edu/10.1352/1934-9556-55.1.4

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Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015

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Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015

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Purpose: This study aims to analyse the content of a set of peer-reviewed papers published from 2012 to 2015, where UDL framework was applied.

Method: Meta-Analysis

Result: UDL and the use of it in the USA in online learning looks to be promising

Link: https://scholarworks.iu.edu/journals/index.php/josotl/article/view/19295

Reference:
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A content analysis of peer reviewed journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39-56.

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Needs of elementary and middle school teachers developing online courses for a virtual school.

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Needs of elementary and middle school teachers developing online courses for a virtual school.

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Purpose: Identify the common needs of these non-traditional courses.

Method: Qualitative Study of eight teams of Elementary & Middle School teachers (used focus groups & follow up surveys)

Result: Virtual schools can be more of a support by providing technical expertise, regular feedback and clear expectations.

Link: https://ezproxy.bethel.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=49459725&site=ehost-live&scope=site

Reference:
Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle school teachers developing online courses for a virtual school. Distance Education, 31(1), 55–75. https://doi-org.ezproxy.bethel.edu/10.1080/01587911003725022