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Articles 91 - 103 of 103
Full-Text Articles in Education
Characteristics Necessary For Teacher Success In A Classroom For Students With Emotional Disabilities, Cheryl Bowers
Characteristics Necessary For Teacher Success In A Classroom For Students With Emotional Disabilities, Cheryl Bowers
Doctoral Dissertations and Projects
The purpose of this collective case study was to describe the characteristics necessary for teacher success in a classroom for students with emotional disabilities (ED) through the perceptions of teachers of students with ED, administrators, and behavior specialists in South District. Albert Bandura’s social cognitive theory guided this study as it explains the mutual influence among cognitive, environment, and behavior factors for teachers. A rich description of the perceived characteristics necessary for teacher success in an ED classroom was created thereby answering the central question of the study: What characteristics does a person need to be a successful teacher in …
Comparing Active Duty And Transitional Military Veteran Students' Evaluation Of Online Distance Higher Education Learning Environments, Sherry Crissman
Comparing Active Duty And Transitional Military Veteran Students' Evaluation Of Online Distance Higher Education Learning Environments, Sherry Crissman
Doctoral Dissertations and Projects
Active duty service members’ participation in non-traditional higher education designed for veterans and other non-traditional adults can be uniquely impacted by their unpredictable military schedules, geographic instability, and frequently limited access to technology needed to complete course requirements while in remote areas. The purpose of this study was to examine whether active duty undergraduates differed significantly regarding their attitudes toward distance learning and their perceptions of the distance learning environment compared to veterans and non-traditional adults. This causal comparative study examined adult students’ perceptions after participating in 200-level undergraduate education delivered online at a private four-year institution based on their …
Academic Achievement With Cooperative Learning Using Homogeneous And Heterogeneous Groups, Patricia Wyman
Academic Achievement With Cooperative Learning Using Homogeneous And Heterogeneous Groups, Patricia Wyman
Doctoral Dissertations and Projects
Cooperative learning is a proven teaching strategy that teachers have been using for over 40 years. Teachers often group students heterogeneously so that students that are lower achieving are learning from higher achieving students and higher achieving students support and solidify their learning by restating and re-teaching to their lower achieving partners. The purpose of this study was to test homogeneous and heterogeneous grouping while using cooperative learning teaching structure. This dissertation aimed to answer the question, should students be grouped homogeneously or heterogeneously while participating in cooperative learning. The research design for this study was quantitative, quasi-experimental. A convenience …
High Academic Achievement For Adolescents In Blended And Stepfamilies: A Heuristic Inquiry, Vernette Gilbreath
High Academic Achievement For Adolescents In Blended And Stepfamilies: A Heuristic Inquiry, Vernette Gilbreath
Doctoral Dissertations and Projects
The purpose of this heuristic study is to understand the lived experiences (i.e., values, attitudes, and practices) of 10 biological parents in blended and stepfamilies in which at least one child experienced high academic achievement at the middle school and high school level. Building on dynamic systems theory and educational resilience theory as theoretical underpinnings, this qualitative study seeks to answer the following central research question: What are the values, practices, and attitudes experienced by biological parents in blended and stepfamily units that contribute to high academic achievement for adolescents in these families? Participants living in the Southeastern area of …
A Phenomenological Study Of African American College Students' Experiences With College Readiness, Rachel Strang
A Phenomenological Study Of African American College Students' Experiences With College Readiness, Rachel Strang
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenology was to understand how African American college students at mid-Atlantic 4-year public universities experience college readiness their freshman year. Using Schlossberg’s (1981) transition theory, this study has attempted to answer the central research question: How do African American students in mid-Atlantic 4-year institutions describe their college readiness experiences? Sub-questions sought to address the students’ experiences moving in to their freshman year and continued through the stages of the transition theory. These questions explored how they were able to successfully transition into their second year based upon their individual situation, self, supports, and strategies, also …
Understanding The Lived Experiences Of University Students Who Self-Identify As Cyberbullies: A Phenomenological Study, Christine Osborne
Understanding The Lived Experiences Of University Students Who Self-Identify As Cyberbullies: A Phenomenological Study, Christine Osborne
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to understand the experiences of university students, aged 18 to 50, in a suburban Atlanta university who have self-identified as perpetrators of cyberbullying. The three research questions that guided this study sought to determine how students perceive their cyberbullying behavior impacts their peers, how students explain their motivation to cyberbully their peers, and how their experiences led to perpetrating acts of cyberbullying. Experiences were examined that may be contributing factors for cyberbullying. Bandura’s social cognitive theory and the concept of moral disengagement of cyberbullies was examined through the research questions as well. …
Factors That Contribute To Job Satisfaction And Teacher Retention In Title I Versus Non-Title I Elementary Schools, Janice Tolliver
Factors That Contribute To Job Satisfaction And Teacher Retention In Title I Versus Non-Title I Elementary Schools, Janice Tolliver
Doctoral Dissertations and Projects
The public school systems in the United States are facing a major teacher shortage in the near future due to the fact that teachers are leaving the profession by the thousands each year. It is imperative that this trend is stopped and reversed to ensure that quality teachers remain in schools. The current study employed a causal-comparative design to determine if working conditions in Title I schools versus non-Title I schools were associated with teacher job satisfaction and teacher retention using the North Carolina Teacher Working Conditions (NC TWC) Survey. The qualifications of the selected participants were that they were …
Effect Of School Level On Teacher Perceptions Of Sst/Rti Effectiveness (K-12), Within A Northwest Georgia School System, Susan R. Tolbert
Effect Of School Level On Teacher Perceptions Of Sst/Rti Effectiveness (K-12), Within A Northwest Georgia School System, Susan R. Tolbert
Doctoral Dissertations and Projects
The purpose of this causal-comparative study is to evaluate the effect of school level (primary, elementary, middle, and high school) on teacher perceptions of Student Support Team and Response to Intervention within a Northwest Georgia school system. Understanding these differences in perceptions will allow educational leaders to create meaningful staff development for mandated programs for all certified staff. This study will utilize demographic information, 21 survey questions, and two multiple-choice questions to analyze the differences in perceptions among primary, elementary, middle, and high school certified staff in regards to SST and RTI. Analysis will involve the use of an ANOVA …
The Effect Of Two-Way Immersion On Students' Attitudes Toward Education, Other Cultures, And Self-Esteem, Jonathan Pedrone
The Effect Of Two-Way Immersion On Students' Attitudes Toward Education, Other Cultures, And Self-Esteem, Jonathan Pedrone
Doctoral Dissertations and Projects
This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was a statistically significant difference in their perceptions of: (a) education, (b) attitudes towards other cultures, and (c) self-esteem. The purpose of this quantitative causal-comparative study was to identify the differences in attitudes toward education, other cultures, and self-esteem between students enrolled in a two-way French/English immersion program and those enrolled in a traditional English-only program to test the theory of linguistic interdependence. This study is important because English language learners are the fastest growing subpopulation …
Evaluating A Reading Response To Intervention Model: A Case Study Of Elementary Educators, Jeremy Brumfield
Evaluating A Reading Response To Intervention Model: A Case Study Of Elementary Educators, Jeremy Brumfield
Doctoral Dissertations and Projects
This case study sought to explore the perceptions of classroom teachers and an instructional support team regarding the effectiveness of an established reading Response to Intervention model. It compared the perceptions of both groups regarding the model’s effectiveness, focusing on its strengths and weaknesses. The similarities and differences between the two participant groups’ perceptions that emerged from the individual interviews and focus groups were identified and discussed. This research also compared the perceptions of the participants to the success rates of students in the school in terms of the Response to Intervention measures of reading and standardized student achievement on …
Secondary Teachers' Perceptions And Self-Efficacy Regarding Technology Integration: A Phenomenological Study, Christopher Brantley
Secondary Teachers' Perceptions And Self-Efficacy Regarding Technology Integration: A Phenomenological Study, Christopher Brantley
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to examine how teachers from various levels of technology self-efficacy perceive and implement technology within their specific classroom. Using a qualitative approach, I explored four public schools from a medium to large-sized school district in the Southeastern United States. The Technology Integration Confidence Scale (TICS) was used to purposively select 10 secondary teachers from the west side of Beach County (a pseudonym). The secondary teachers were placed into three groups based upon their individual self-efficacy level towards technology integration: (a) low, (b) average, and (c) high. Data was collected through the following methods: …
The Mind As A Weapon: A Phenomenological Exploration Of How Elementary Teachers Use Mental Imagery To Prepare For Active Shooter Events, Aaron Wheeler
The Mind As A Weapon: A Phenomenological Exploration Of How Elementary Teachers Use Mental Imagery To Prepare For Active Shooter Events, Aaron Wheeler
Doctoral Dissertations and Projects
The purpose of this transcendental, phenomenological study was to understand how teachers use aspects of mental imagery as a preparatory stress inoculation tool for potentially confronting active shooters at Truman Elementary School (pseudonym). The theory guiding this study was self-efficacy theory as theorized by Albert Bandura; self-efficacy theory rationalizes the way one views oneself will be the source of motivation in subsequent performance. In the context of this study, if teachers saw themselves as successful, then they were successful. Mental imagery was generally defined as visualization techniques that prepared teachers to mentally condition themselves to deal with active shooter events. …
Middle School Student Perception And Understanding Of Differentiated Instruction: A Phenomenological Study, Zoie Park
Doctoral Dissertations and Projects
Lack of published research on student perception and understanding of differentiated learning hinders educators attempting to diversify learning for individual students. The purpose of this phenomenological study was to investigate the perception and understanding of differentiated instruction of middle school students in a charter middle school in central Florida, as a review of literature reveals limited research conducted from a student perspective. The study will broaden existing educational practices in relation to individualized student differentiated instruction and suggest a relationship between differentiated instruction and student understanding of educational material. The brain-based theories guiding this study are Piaget’s theory of cognitive …