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Articles 1 - 6 of 6
Full-Text Articles in Education
Teacher Perceptions Of Reading Aloud Informational Texts To K-2 Students, Kim Cooper
Teacher Perceptions Of Reading Aloud Informational Texts To K-2 Students, Kim Cooper
Ed.D. Dissertations
Beginning in the 1950s, learning to read was a major focus in elementary schools. Children typically began their reading journey with listening skills. Hearing sounds for letters, then words, come to life from the pages of a book were engaging to children. One way teachers engaged students in learning to read was to read aloud to them in their classrooms. Typically, teachers in Kindergarten through 2nd grade (K-2) read aloud fiction storybooks. I conducted this basic qualitative interpretive study to research teachers’ perceptions of reading aloud informational texts to students in their K-2 classrooms. There was a gap in the …
Using Controversial Or Difficult Topics In The Classroom As A Means For Civil Discourse: Are Pre-Service Teachers In Tennessee And Three Of Its Neighboring States Prepared And Confident?, Stacie Shanks
Ed.D. Dissertations
Sixty percent of college freshmen entering American colleges and universities were unprepared for college level discussion and analytical skills. Though the many researchers I detailed in the literature review showed how effective the use of controversial or difficult topics in the classroom as a means for civil discourse was for imparting the missing skills, they also found teachers largely avoided them. The purpose of this basic interpretive qualitative study was to investigate if pre-service teachers training at public colleges in Tennessee, Alabama, Kentucky, and North Carolina were given the opportunity to learn the pedagogy of and practice using controversial or …
Elementary School Educators’ Perceptions Of Discipline Policies And The Overrepresentation Of Discipline Outcomes In Urban Settings, William Casey Cooper
Elementary School Educators’ Perceptions Of Discipline Policies And The Overrepresentation Of Discipline Outcomes In Urban Settings, William Casey Cooper
Ed.D. Dissertations
Since the formation of schools, schools have developed ways of understanding discipline and ensuring a safe and orderly environment. Governmental personnel began to influence local school policies beginning in 1989, with United States President Ronald Reagan’s War on Drugs campaign. This led to the creation and development of zero-tolerance policies. School districts implemented zero-tolerance policies, which helped lead to the overrepresentation of discipline outcomes (i.e., punishment) among certain demographics. Following the Critical Race Theory theoretical framework, I interviewed 12 participants to determine their perceptions of discipline policies and the overrepresentation of discipline outcomes in urban settings. My participants included elementary …
Teachers’ Perceptions Of Policies And Practices Of Lgbtq-Inclusive Curriculum In Rural Appalachian High School English Language Arts Classes, Dawn J. Viles
Ed.D. Dissertations
Lesbian, Gay, Bisexual, Transgender, Queer students were a vulnerable population in rural Appalachian high schools. Minority high school students, specifically those who identified as Lesbian, Gay, Bisexual, Transgender, Queer, who saw themselves reflected in practices and curriculum increased their academic performance, felt safe, and developed stronger empathy for others. Traditionally, English Language Arts teachers had power to select literary works and supplemental materials they deemed important for their students; however, local, district, and state stakeholders and policymakers influenced curricular choices in English Language Arts classrooms more directly than had occurred in the past. Further marginalizing Lesbian, Gay, Bisexual, Transgender, Queer …
Investigating Evidence-Based Practices And Interventions Using Multifaceted Learning Theory For Students In A Special Education Self-Contained Classroom, Adam Maitland
Ed.D. Dissertations
Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were researched in clinical settings with one to three student participants and without a common evaluation tool. The purpose of this qualitative case study was to use the Tennessee Educator Acceleration Model General Educator Rubric to investigate how experienced teachers used multifaceted learning theory when implementing evidence-based practices and interventions in a diverse special education self-contained classroom to …
Tennessee Rural Middle School Teachers' Perceptions Of Academic Goal Setting For Students, Amy Woolum
Tennessee Rural Middle School Teachers' Perceptions Of Academic Goal Setting For Students, Amy Woolum
Ed.D. Dissertations
Since the 1960s, business leaders and educators used the idea of goal setting theory as a guide to success. Teachers who implemented goal setting strategies contributed to student success and achievement. During my study, I found little existing literature focused on academic goal setting implementation for students in Tennessee rural middle schools containing grades six through eight. The purpose of this qualitative interpretive study was to investigate Tennessee rural middle school teachers’ perceptions about implementing academic goal setting for students. I sent an online Google Forms questionnaire to 117 certified and licensed teachers in varying Tennessee rural middle schools. After …