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Articles 1 - 6 of 6
Full-Text Articles in Education
Adolescent Reading Improvement: A Phenomenology Of High School Students’ Perspectives, Anne Poplin
Adolescent Reading Improvement: A Phenomenology Of High School Students’ Perspectives, Anne Poplin
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to explore the experience of improvement in reading comprehension of adolescent readers who have made gains greater than what might be predicted based on previous growth in reading comprehension measures. These research questions guided this study: What influences have impacted the lived experiences of these improving readers? What barriers to reading improvement existed for these students? In addition, what school-related reading experiences, if any, hold meaning for these readers? What characteristics are shared among adolescent readers who have experienced better-than-expected growth? Interviews, story chart artifacts created by participants, and observations of students’ process …
Science Instruction In A Culture Of High-Stakes Assessment: A Transcendental Phenomenological Study Into The Experiences Of Missouri Elementary School Teachers In A Non-Assessed Grade Level, April Williams
Doctoral Dissertations and Projects
The purpose of the transcendental qualitative phenomenological research is to describe the characteristics and strategies of teachers who share the same experiences in teaching science, a non-assessed content, in a high-stakes assessment environment at the third and fourth grade levels. Teacher curriculum choices are dictated by the need to prepare students to take content area standardized assessments in the grade level taught. Science instruction that focuses on scientific reasoning may lead to Science, Technology, Engineering, and Math (STEM) careers for students. Teachers who elect to teach science at the elementary level in a manner that develops scientific reasoning are an …
A Phenomenological Study Of Elementary General Education Teachers' Experiences Teaching Students With Autism Spectrum Disorder, Patricia Massengale
A Phenomenological Study Of Elementary General Education Teachers' Experiences Teaching Students With Autism Spectrum Disorder, Patricia Massengale
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the experiences of elementary general education teachers instructing students diagnosed with Autism Spectrum Disorder (ASD) in a suburban North Georgia inclusion setting. The four research questions that guided this study included (a) How do elementary general education teachers describe their experiences teaching students with ASD in their classrooms? (b) In what ways do teachers describe how the presence of students with ASD influence their beliefs regarding inclusion? (c) How do teachers describe the challenges they faced with students with ASD in the inclusion setting? and (d) How do teachers describe the …
The Pedagogical Influences Of A Value-Added Model Evaluation System From The Perspectives Of Elementary School Teachers In North Georgia: A Phenomenological Study, Kyle Shugart
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the pedagogical influences of the value-added model of evaluation as experienced by elementary school teachers in a North Georgia suburban school district. A transcendental phenomenological design was used to provide a voice to (N = 12) elementary school teachers evaluated with a value-added model evaluation system through the lens of Bronfenbrenner’s (1976) social ecological model of the educational environment and Bandura’s (1977) social cognitive theory as it related to mastery experiences of the teacher. Data collection methods included interviews, a focus group, and evaluation documentation. The data were analyzed according to …
Elementary Teachers' Participation In Edmodo As A Community Of Practice: A Phenomenology, Cynthia Reasoner
Elementary Teachers' Participation In Edmodo As A Community Of Practice: A Phenomenology, Cynthia Reasoner
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the shared, lived experience of elementary teachers’ participation in Edmodo as a community of practice. The theoretical framework guiding this research included Lave and Wenger’s (1991) community of practice theory and Bandura’s social learning theory (1977, 1984) which explained how learning through participation and observation occurs among teachers involved in learning communities. Social constructivism (Bruner, 1996; Piaget, 1971; Vygotsky, 1978) and adult learning theories (Mezirow, 1991, 1995; Knowles, 1984) also provided understanding as to how adults learn and create knowledge. This study described the lived experience of 10 elementary teachers and …
Teachers' Experiences With Integrating Play-Based Learning Into Standards-Driven Curriculum: A Phenomenological Study, Mary Nugent
Teachers' Experiences With Integrating Play-Based Learning Into Standards-Driven Curriculum: A Phenomenological Study, Mary Nugent
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe kindergarten teachers’ experiences with integrating play-based learning into standards-based academic curriculum in a school district in South Carolina. Play–based learning experiences were defined as instances which allow children to engage in active, social learning experiences in classrooms. This study explored the question of how kindergarten teachers describe their experiences with integrating play-based learning experiences in their classrooms, the value of play in their classrooms, their role as the adult during play experiences, and the difficulties that they face in making instructional decisions. The theories guiding this study were Froebel’s early childhood …