Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Education (64)
- Educational Administration and Supervision (29)
- Teacher Education and Professional Development (27)
- Arts and Humanities (18)
- Other Education (17)
-
- Reading and Language (17)
- Elementary and Middle and Secondary Education Administration (15)
- Elementary Education and Teaching (10)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (9)
- Social and Behavioral Sciences (6)
- Curriculum and Instruction (5)
- Bilingual, Multilingual, and Multicultural Education (4)
- Educational Assessment, Evaluation, and Research (4)
- Liberal Studies (4)
- Psychology (4)
- Junior High, Intermediate, Middle School Education and Teaching (3)
- Secondary Education and Teaching (2)
- Special Education Administration (2)
- Special Education and Teaching (2)
- Adult and Continuing Education Administration (1)
- Adult and Continuing Education and Teaching (1)
- Clinical Psychology (1)
- Education Policy (1)
- Educational Methods (1)
- Educational Psychology (1)
- Feminist, Gender, and Sexuality Studies (1)
- Instructional Media Design (1)
- Music (1)
- Music Pedagogy (1)
- Public Affairs, Public Policy and Public Administration (1)
Articles 1 - 30 of 72
Full-Text Articles in Entire DC Network
Exploring The Experiences And Practices Of Midwestern High School English Teachers, Melea Shimkus
Exploring The Experiences And Practices Of Midwestern High School English Teachers, Melea Shimkus
Walden Dissertations and Doctoral Studies
The problem under study was that in a state in the midwestern United States, there was a disparity in reading scores between secondary schools of similar demographics. The purpose of this basic qualitative study was to explore the strategies and approaches used by secondary teachers whose students’ reading achievements exceeded those of other students. Shulman’s pedagogical content knowledge and Bandura’s theory of self-efficacy were used as the conceptual framework for the study. Data were collected from one-on-one interviews with 10 participants and analyzed with open coding. The findings indicated how to combine content and pedagogy; feeling efficacious about teaching had …
Novice Kindergarten Through Second-Grade Teachers’ Perspectives Of Their Preparedness To Teach Students To Read, Shanell Lee-Angry
Novice Kindergarten Through Second-Grade Teachers’ Perspectives Of Their Preparedness To Teach Students To Read, Shanell Lee-Angry
Walden Dissertations and Doctoral Studies
The majority of U.S fourth graders are not proficient in reading. With lawmakers in some U.S. states enacting “Read by Grade 3” laws, it is important for teachers to be well prepared to teach reading to their students. The purpose of this study was to explore novice kindergarten through second grade (K–2) teachers’ perspectives of their preparedness to teach students to read and their beliefs about what they needed to improve their strategies to teach reading. The conceptual framework was based on self-efficacy theory. The research questions addressed K–2 teachers’ perspectives on their preparedness to teach students to read and …
Teachers’ Perceptions Of Practices That May Contribute To Reading Proficiency In Massachusetts Elementary Schools, Melinda Bentley
Teachers’ Perceptions Of Practices That May Contribute To Reading Proficiency In Massachusetts Elementary Schools, Melinda Bentley
Walden Dissertations and Doctoral Studies
Sixty-eight percent of fourth-grade public school students in the United States performed below the National Assessment of Educational Progress proficient level on the 2022 reading assessment, yet Massachusetts fourth-grade students demonstrated better reading outcomes. The problem addressed through this study was a lack of knowledge regarding the practices used by third- and fourth-grade teachers that they perceive to improve reading proficiency in Massachusetts elementary students. The purpose of this basic qualitative study was to describe the practices perceived by third- and fourth-grade teachers to improve the reading proficiency of Massachusetts elementary students. Vygotsky’s sociocultural theory framed the study because it …
Teachers' And Coaches' Perspectives On The Challenges In Implementing A Literacy Coaching Program, Lucia West
Teachers' And Coaches' Perspectives On The Challenges In Implementing A Literacy Coaching Program, Lucia West
Walden Dissertations and Doctoral Studies
The problem in a local school district in the Southwest region of the United States was the lack of improvement in reading achievement scores in Grades 3 through 5 despite the implementation of a literacy coaching program during the previous 3 years. This lack of improvement in reading achievement has an impact on students’ subsequent academic performance and outcomes. The purpose of this basic qualitative study was to explore the perspectives of teachers and literacy coaches in the local setting regarding the challenges in implementing the literacy coaching program. The conceptual framework of the study was Vygotsky's third space theory. …
Teachers' And Coaches' Perspectives On The Challenges In Implementing A Literacy Coaching Program, Lucia West
Teachers' And Coaches' Perspectives On The Challenges In Implementing A Literacy Coaching Program, Lucia West
Walden Dissertations and Doctoral Studies
The problem in a local school district in the Southwest region of the United States was the lack of improvement in reading achievement scores in Grades 3 through 5 despite the implementation of a literacy coaching program during the previous 3 years. This lack of improvement in reading achievement has an impact on students’ subsequent academic performance and outcomes. The purpose of this basic qualitative study was to explore the perspectives of teachers and literacy coaches in the local setting regarding the challenges in implementing the literacy coaching program. The conceptual framework of the study was Vygotsky's third space theory. …
Kindergarten Through Second Grade Teachers’ Collaboration On Reading Instruction Through Virtual Communities Of Practice, Nakaydria Johnson
Kindergarten Through Second Grade Teachers’ Collaboration On Reading Instruction Through Virtual Communities Of Practice, Nakaydria Johnson
Walden Dissertations and Doctoral Studies
Kindergarten through second grade (K–2) teachers have different experiences with support when teaching beginning reading. However, there is a problem with K–2 teachers having access to virtual collaboration to support beginning reading instruction. The purpose of this qualitative study was to understand the experiences and perceptions of K–2 teachers collaborating virtually on Google Platforms to support beginning reading instruction within a community of practice (CoP). The research questions were used to understand the interaction and accountability of K–2 teachers collaborating within a CoP. The conceptual framework was constructed from elements of CoPs and the social theory of learning because of …
Exploring Teachers’ Use Of Instructional Technology During Reading For English Language Learners, Phyllis Ingram
Exploring Teachers’ Use Of Instructional Technology During Reading For English Language Learners, Phyllis Ingram
Walden Dissertations and Doctoral Studies
In the southeastern United States, many local school districts have mandated an increased use of instructional technology to address low reading proficiency among English language learners (ELLs). However, local district leaders and stakeholders concurred that additional research was needed to explore how teachers were using technology in their instructional practices for the academic content proficiency of ELLs. The purpose of this qualitative multisite case study was to explore Grade 3–5 teachers’ perceptions of and experiences using instructional technology during reading instruction with ELLs; consequently, the research questions addressed these perceptions and experiences. The substitution, augmentation, redefinition, and modification (SAMR) model …
Kindergarten Through Second Grade Teachers’ Collaboration On Reading Instruction Through Virtual Communities Of Practice, Nakaydria Johnson
Kindergarten Through Second Grade Teachers’ Collaboration On Reading Instruction Through Virtual Communities Of Practice, Nakaydria Johnson
Walden Dissertations and Doctoral Studies
Kindergarten through second grade (K–2) teachers have different experiences with support when teaching beginning reading. However, there is a problem with K–2 teachers having access to virtual collaboration to support beginning reading instruction. The purpose of this qualitative study was to understand the experiences and perceptions of K–2 teachers collaborating virtually on Google Platforms to support beginning reading instruction within a community of practice (CoP). The research questions were used to understand the interaction and accountability of K–2 teachers collaborating within a CoP. The conceptual framework was constructed from elements of CoPs and the social theory of learning because of …
Elementary Reading Teachers’ Perceptions Of Implementation Of Differentiated Reading Instruction, Elizabeth Curlee Mclemore
Elementary Reading Teachers’ Perceptions Of Implementation Of Differentiated Reading Instruction, Elizabeth Curlee Mclemore
Walden Dissertations and Doctoral Studies
Reading researchers have suggested that teachers struggle with implementing differentiated instruction (DI) in the reading classroom; however, researchers have found that differentiation improves student reading achievement. The purpose of this basic qualitative study was to examine reading teachers’ perceptions of implementing DI in the reading classroom and the support needed for the improved use of DI. The conceptual framework supporting this study comprised Tomlinson’s DI model and Vygotsky’s social learning theory. The research questions focused on the reading teachers’ perceptions of using DI and the support needed for the improved use of DI. Semistructured interviews were used to gather the …
Fourth Grade Teacher Perspectives Of Instructional Practices To Support Students With Reading Deficits, Juanita Carter Robbins
Fourth Grade Teacher Perspectives Of Instructional Practices To Support Students With Reading Deficits, Juanita Carter Robbins
Walden Dissertations and Doctoral Studies
The problem that was the focus of this study was that only 30% of fourth grade students in the United States read at or above grade-level proficiency. Lack of reading proficiency affects fourth-grade students’ ability to master content presented in subjects across the curriculum and may limit their educational attainment. The purpose of this basic qualitative study was to explore fourth-grade teachers’ perspectives of instructional practices to support students with reading deficits, the challenges teachers encounter, and the resources teachers need to meet those challenges. The conceptual framework comprised Tomlinson’s model of differentiated instruction. Three research questions explored the instructional …
Upper Elementary School Teachers’ Perceptions Of Using Audiobooks For Reluctant Readers, Richard Michael Joseph
Upper Elementary School Teachers’ Perceptions Of Using Audiobooks For Reluctant Readers, Richard Michael Joseph
Walden Dissertations and Doctoral Studies
The problem that prompted this study was that educators’ perceptions were unknown regarding the use of audiobooks in classroom settings to help reluctant readers develop independent reading habits at a suburban elementary school in Southeast Michigan. This lack of awareness represents a gap in practice that reflects a potential need for increased understanding about how the use of audiobooks in classroom settings may help reluctant readers develop independent reading habits. The purpose of this basic qualitative project study was to examine third through fifth grade educators’ perceptions on the use of audiobooks in classroom settings to help reluctant readers develop …
Upper Elementary School Teachers’ Perceptions Of Using Audiobooks For Reluctant Readers, Richard Michael Joseph
Upper Elementary School Teachers’ Perceptions Of Using Audiobooks For Reluctant Readers, Richard Michael Joseph
Walden Dissertations and Doctoral Studies
The problem that prompted this study was that educators’ perceptions were unknown regarding the use of audiobooks in classroom settings to help reluctant readers develop independent reading habits at a suburban elementary school in Southeast Michigan. This lack of awareness represents a gap in practice that reflects a potential need for increased understanding about how the use of audiobooks in classroom settings may help reluctant readers develop independent reading habits. The purpose of this basic qualitative project study was to examine third through fifth grade educators’ perceptions on the use of audiobooks in classroom settings to help reluctant readers develop …
Fourth Grade Teacher Perspectives Of Instructional Practices To Support Students With Reading Deficits, Juanita Carter Robbins
Fourth Grade Teacher Perspectives Of Instructional Practices To Support Students With Reading Deficits, Juanita Carter Robbins
Walden Dissertations and Doctoral Studies
The problem that was the focus of this study was that only 30% of fourth grade students in the United States read at or above grade-level proficiency. Lack of reading proficiency affects fourth-grade students’ ability to master content presented in subjects across the curriculum and may limit their educational attainment. The purpose of this basic qualitative study was to explore fourth-grade teachers’ perspectives of instructional practices to support students with reading deficits, the challenges teachers encounter, and the resources teachers need to meet those challenges. The conceptual framework comprised Tomlinson’s model of differentiated instruction. Three research questions explored the instructional …
Literacy Score Gains In Grades K-2 In A Response To Intervention Program, Diana Dawn Thill
Literacy Score Gains In Grades K-2 In A Response To Intervention Program, Diana Dawn Thill
Walden Dissertations and Doctoral Studies
Fewer than half of students demonstrated proficiency on Michigan state-administered summative assessments at the end of third grade at a rural, Title I school in Michigan. The purpose of this quantitative study was to compare reading fluency gains between grade levels (i.e., kindergarten, first, and second grades) in an effort to better understand which grade level demonstrates the most growth. The framework for this research study was the constructs of the variability of learning disabilities. Using a sample of 260 cases, this ex post facto pre-post quantitative study investigated the measurable fluency gains between grade levels in the Dynamic Indicators …
Influence Of An Afterschool Reading Program On Elementary Student Reading Achievement, Chapple Osborne-Arnold
Influence Of An Afterschool Reading Program On Elementary Student Reading Achievement, Chapple Osborne-Arnold
Walden Dissertations and Doctoral Studies
AbstractMany elementary school students require and may benefit from supplemental reading support and interventions that can be provided by afterschool programs. The problem addressed in this study was that it was not known if third grade students benefited from an afterschool reading program in one East Tennessee District. The purpose of this quantitative study was to compare end of year scale scores on the Standardized Test for the Assessment of Reading (STAR) of third grade students who attended the afterschool reading program for 30 or more days and those who did not attend the afterschool reading program while controlling for …
General Education Teachers’ Use Of Reading Strategy Interventions To Support Low-Scoring Sixth-Grade Readers, Ayesha Wallace
General Education Teachers’ Use Of Reading Strategy Interventions To Support Low-Scoring Sixth-Grade Readers, Ayesha Wallace
Walden Dissertations and Doctoral Studies
More than 50% of sixth-grade students at an urban middle school in the Southeastern United States scored below the 50th percentile (B50PR) of expected student outcomes on the Measures of Academic Progress (MAP) Growth reading assessment. The problem to addressed in this study was that many sixth-grade students in the United States lack proficiency in reading. The purpose of this basic qualitative study was to explore sixth-grade teachers’ perspectives regarding cognitive reading strategies used in support of students who score B50PR on the MAP Growth reading assessment. Resnick's cognitive theory of instruction was the conceptual framework for this study and …
Third-Grade Content Area Teachers Instructing Students With Dyslexia, Jennifer Waxman
Third-Grade Content Area Teachers Instructing Students With Dyslexia, Jennifer Waxman
Walden Dissertations and Doctoral Studies
AbstractResearchers have found that teachers do not always understand how to educate students with dyslexia. The research problem addressed in this study was this gap in knowledge leading to a gap in practice regarding teaching students with dyslexia. The purpose of this basic qualitative study was to examine how and if third-grade general education content area teachers were providing interventions and instruction to meet the needs of third-grade students with dyslexia. The fundamental intervention with the strongest causal model in improving phonological abilities and reading development is the Orton-Gillingham methodology, which served as the conceptual framework for this study. This …
Fidelity Of Implementation Of A Balanced Literacy Program In The Elementary Classroom, Shalonda Young
Fidelity Of Implementation Of A Balanced Literacy Program In The Elementary Classroom, Shalonda Young
Walden Dissertations and Doctoral Studies
AbstractThe local problem is that literacy in the target school district continues to rank below the state average and the fidelity of implementation (FOI) of balanced literacy (BL) has not been addressed since BL was initiated in 2014 to address student literacy achievement. Teachers reported limited professional development (PD) and lack of motivation to implement BL as designed. The purpose of this basic qualitative research study was to explore elementary English language arts (ELA) teachers’ and support staff personnel’s perceptions of the FOI of a BL program in the target school district ELA classrooms to determine in what ways the …
Teachers’ Perceptions Of Strategies For Parents To Improve Reading Development, Chiekara Shaniecious Grace Waters-Jackson
Teachers’ Perceptions Of Strategies For Parents To Improve Reading Development, Chiekara Shaniecious Grace Waters-Jackson
Walden Dissertations and Doctoral Studies
The problem addressed in the study is the significant numbers of elementary school students who fail to demonstrate proficiency in reading/language arts as determined by the Georgia Milestones English Language Arts Test. The purpose of this basic qualitative study was to investigate teachers’ perceptions of effective research-based parental involvement strategies, materials, and training programs that may enable parents to help their children develop grade-level reading skills. Bronfenbrenner's ecological theory and Epstein's parental involvement model are the conceptual frameworks that guided this study. The research questions addressed effective strategies, materials, and training programs for academic success. Data were collected from individual …
Exploring Novice Elementary Teachers' Use Of Academic Language In Planning, Teaching, And Assessment, Lori Teegarden
Exploring Novice Elementary Teachers' Use Of Academic Language In Planning, Teaching, And Assessment, Lori Teegarden
Walden Dissertations and Doctoral Studies
Academic language is the key that promotes disciplinary reading, writing, speaking, and thinking. The novice teacher may not be prepared with the knowledge, skills, and strategies to effectively plan, teach, and assess for academic language achievement. The purpose of this basic qualitative study was to understand the novice teacher’s experiences and perspectives of academic language development. The research questions focused on the novice elementary teacher’s practice of addressing academic language demands in teaching. The conceptual framework that guided the study comprised Bruner’s education theory that places teaching and learning within the culture and society and Rumelhart’s theory focused on vocabulary …
Metacognitive Strategies Used For Reading Comprehension Among Adult Postsecondary Learners, Mary Lukes
Metacognitive Strategies Used For Reading Comprehension Among Adult Postsecondary Learners, Mary Lukes
Walden Dissertations and Doctoral Studies
AbstractA significant positive correlation between higher metacognitive strategy use and better reading comprehension among native English-speaking children and adult learners of English as an additional language, consistently presented in the literature, has not been consistently or directly found among native English-speaking adult high school graduates who enroll in postsecondary learning programs such as university programs. Consequences for adult learners with lower reading comprehension scores at college entry include significantly lower earnings over their lifespan due in part to greater risk for not completing a postsecondary program. This nonexperimental cross-sectional study was guided by two theoretical frameworks, one for adult reading …
Teachers’ Perspectives Of Instructing Elementary Students In Reading, Catrina Cooper
Teachers’ Perspectives Of Instructing Elementary Students In Reading, Catrina Cooper
Walden Dissertations and Doctoral Studies
In a Midwestern, urban, elementary school, a problem is teachers are struggling to support the instructional needs of the students with limited resources and training opportunities. The purpose of this basic qualitative study was to examine the perspectives of reading teachers in Grades 3 to 5 about the challenges with meeting the instructional needs of the elementary students at the target site. Gagne’s theory of the conditions for learning and Tomlinson’s theory of differentiated instruction comprised the conceptual framework. Data for this study were collected from semistructured interviews with 10 teachers in Grades 3 to 5 who currently teach or …
Teachers’ Perceptions Of Response-To-Intervention Reading Strategies In Middle Schools, Judy Bernadette Collins
Teachers’ Perceptions Of Response-To-Intervention Reading Strategies In Middle Schools, Judy Bernadette Collins
Walden Dissertations and Doctoral Studies
As students enter middle school, many lack literacy skills, especially English language learners (ELLs). The purpose of this basic qualitative study was to examine what supports middle school teachers perceived they needed to be effective using response to intervention (RTI) strategies with ELLs. This basic qualitative study was framed by the RTI framework as described in the Individual with Disabilities Education Act and by Hall and Hord’s concerns-based adoption model. Interviews were conducted with eight teachers with a minimum of 3 years of service who used RTI practices in their classrooms in middle schools in school districts from the Northeast …
Teacher Perceptions Of Junior High Student Reading Motivation When Using Authentic Audiences, Cynthia Wise Jones
Teacher Perceptions Of Junior High Student Reading Motivation When Using Authentic Audiences, Cynthia Wise Jones
Walden Dissertations and Doctoral Studies
Reading achievement at the junior high level continues to be a concern in the United States and research has indicated that decreased reading motivation is one possible reason. Researchers have established that the use of authentic audiences leads to increased motivation and achievement at the elementary, high school, and college levels but have yet to demonstrate the same findings at the junior high level. The purpose of this basic qualitative study was to explore teacher perceptions of how the use of authentic audiences influences the reading motivation, autonomy, and feelings of relatedness of junior high students. The conceptual framework for …
The Relationship Between At-Home Reading Literacy Activities And Reading Literacy Scores Of Beginning Kindergarteners, Shera Chantel Caviness
The Relationship Between At-Home Reading Literacy Activities And Reading Literacy Scores Of Beginning Kindergarteners, Shera Chantel Caviness
Walden Dissertations and Doctoral Studies
Approximately 33% of U.S. prekindergartners have trouble recognizing the English alphabet and their associated sounds. To compete and succeed globally today, children start early with English alphabet recognition and phonics instruction to develop fluent reading skills. The purpose of this study was to investigate the relationship between parental recollection of at-home reading literacy activities of prekindergartners and beginning kindergartenersâ reading literacy scores. Vygotskyâs theory of social interaction and Piagetâs theory of child development provided the theoretical basis for this study. The key research question focused on the relationship between parental recollection of at-home reading literacy activities of prekindergarteners and beginning …
Understanding Teachers’ Experiences Implementing An Innovative Early Literacy Program, Stephanie Callaway
Understanding Teachers’ Experiences Implementing An Innovative Early Literacy Program, Stephanie Callaway
Walden Dissertations and Doctoral Studies
The problem addressed in this study was the lack of effective literacy interventions for the development of reading skills for primary students who are at-risk for dropping out of high school. The purpose of this study was to examine early literacy instruction by exploring the insights and perspectives of primary educators who participated in a literacy intervention program known as the supporting literacy model. The conceptual framework was based on sociocultural learning theory and self-efficacy theory. The main research question for this qualitative multiple case study addressed the experiences of teachers and instructional coaches who implemented the supporting literacy model. …
Relationship Between Computer-Assisted Instruction And Student Achievement In Elementary Schools, Kelly Denise Speed
Relationship Between Computer-Assisted Instruction And Student Achievement In Elementary Schools, Kelly Denise Speed
Walden Dissertations and Doctoral Studies
Previous studies indicated that computer-assisted instruction (CAI) is a valuable educational tool at all school levels. However, in a school district located in northern New Jersey, educators do not know which aspect of student engagement in CAI is relevant for students’ reading achievement. The purpose of this study was to determine which aspect of the students’ engagement in CAI improved reading achievement of 4th- and 5th-grade students. This study was guided by the engagement theory because it is an adequate framework for technology-based instruction and learning. Student engagement was operationalized as “time on task’, ‘number of CAI assignments’, and ‘average …
Investigating Active Learning In Inclusion And Resource Language Arts Classrooms, Haley Cooper
Investigating Active Learning In Inclusion And Resource Language Arts Classrooms, Haley Cooper
Walden Dissertations and Doctoral Studies
At the study site, middle school students with disabilities continue to demonstrate reading deficits. Because the lack of growth in the reading skills of students with disabilities has negative consequences for the students and for the school, it was paramount to investigate if the instructional design decisions made by teachers influence the reading growth of these students. The central purpose of this qualitative case study was to use the interactive-constructive-active-passive (ICAP) framework to analyze if teachers are assigning learning activities that compel students with disabilities to engage in active learning during reading instruction. Three research questions guided the investigation of …
Predictive Nature Of Teacher Traits On Academic Achievement Of African-American Students, Lacoñia Rayelle Nelson
Predictive Nature Of Teacher Traits On Academic Achievement Of African-American Students, Lacoñia Rayelle Nelson
Walden Dissertations and Doctoral Studies
Historically, biases, a lack of cultural diversity in teacher and administrative staff and misunderstanding about methods for teaching low socioeconomic students have related to the underperformance of African-American students when compared with their European American peers. Therefore, this quantitative, cross-sectional study was conducted to explore the impact of teachers' ethnicity, years of experience, and motives of hope and fear on the academic success of African-American students in reading and math. Data were collected from 55 7th- and 8th-grade teachers from a charter school system (25 reading teachers and 30 math teachers) using a survey and the Multi Motive Grid. Forward …
English Teachers' Perceptions Of Vocabulary Instruction In English Language Learners' Classrooms, Karima S. Ezzair
English Teachers' Perceptions Of Vocabulary Instruction In English Language Learners' Classrooms, Karima S. Ezzair
Walden Dissertations and Doctoral Studies
English language learners (ELLs) from an urban high school in the southeastern United States struggled to achieve reading proficiency on the federally mandated reading assessments. The purpose of this case study was to gain an understanding of ELL teachers' perceptions about how using effective vocabulary pedagogies affected the reading comprehension of high school ELLs. Guided by Vygotsky's theory of development, the research questions of this study addressed ELL teachers' perceptions of vocabulary instruction and its effect on reading comprehension. The purposeful sampling included 5 high school teachers, an administrator, and an English for students of other languages compliance specialist, who …