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High School Teachers’ Perceptions Of Culturally Responsive Pedagogy, Jeffrey Allen Hinton
High School Teachers’ Perceptions Of Culturally Responsive Pedagogy, Jeffrey Allen Hinton
Walden Dissertations and Doctoral Studies
The problem at the local site was a gap in practice in that teachers were not using culturally responsive pedagogy (CRP) in their delivery of lessons, which may have contributed to an achievement gap between European American and Asian American students and African American and Latinx students. This problem was important because local ACT results indicated that a significant achievement gap existed between these student populations. The purpose of this study was to investigate teachers’ use of CRP, which may serve to mitigate the achievement gap. The conceptual framework for this study was self-determination theory. The research questions focused on …
Teacher Perspectives Of Project-Based Learning Implementation In Middle-Grade Classrooms, Lyndria Regina Bland
Teacher Perspectives Of Project-Based Learning Implementation In Middle-Grade Classrooms, Lyndria Regina Bland
Walden Dissertations and Doctoral Studies
Teachers at a middle school in a Southeastern U.S. state were not implementing project-based learning (PBL) as mandated by the district. The purpose of this qualitative case study was to examine the perspectives of teachers concerning PBL implementation and how their self-efficacy shaped their perspectives. Bandura’s self-efficacy theory provided the framework for the study. Data were collected through interviews with 11 participants and examination of PBL artifacts. Data were analyzed using thematic, open and axial coding to discover patterns and themes. Findings indicated that teachers shaped their perspectives regarding PBL through their experiences while implementing PBL, collaboration among teachers is …
A Program Evaluation Of A Community College’S New Faculty Seminar, Kari Mclean Proft
A Program Evaluation Of A Community College’S New Faculty Seminar, Kari Mclean Proft
Walden Dissertations and Doctoral Studies
A community college (CC) in the midwestern United States launched a New Faculty Seminar (NFS) in 1999 for new tenure-track faculty. The problem that prompted this project study is that the NFS has been implemented yearly since 1999 without a formal evaluation. Without an evaluation plan, college leadership cannot determine whether the program is meeting stated goals. The purpose of this program evaluation was to explore how faculty described the NFS inputs and processes they experienced and how they perceived the outcomes and impact of the NFS on their understanding of the CC environment and the development of their instructional …