Education Commons^™

K-5 Elementary Alternative Program: A Case Study, William E. Scheuer Iv

Electronic Theses and Dissertations

The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. …

Early Childhood Teachers' Perspectives Of Their Relationships With Students With Emotional Behavioral Disorders, Tyesha Greene

Walden Dissertations and Doctoral Studies

Abstract

General education early childhood (EC) teachers may find it challenging to build positive teacher-student relationships (TSRs) with students with emotional behavioral disorders (EBD). There is a gap in practice regarding general education EC teachers’ TSRs with students with EBD and the support they need when teaching these students. The purpose of this basic qualitative study was to explore the perspectives of general education EC teachers regarding their TSRs and the support they need when teaching students with EBD. The conceptual framework was Bronfenbrenner’s ecological systems theory of human development. Participants were nine general education EC teachers who were currently …

How Teachers Promote Academic Success Of Primary Grade Students In Rural Schools By Supporting Their Resilience, Miranda Kay Teston

Walden Dissertations and Doctoral Studies

Low levels of academic success for primary grade students attending rural schools located in the southern region of the United States may be related to student resilience. Researchers have found that educators can support the development of students’ resilience, which can result in improved academic success, but little is known about how teachers in rural schools promote their students’ academic success by supporting the development of their resilience. Guided by a conceptual framework that combined ecological systems theory with resilience theory, this basic qualitative study explored how rural-school teachers promoted the academic success of primary grade students by supporting the …

Teacher Interactions, Teacher Bias And Child Behavioral Health, Ellen E. Edge

Doctoral Dissertations

TEACHER INTERACTIONS, TEACHER BIAS AND CHILD BEHAVIORAL HEALTH SEPTEMBER 2020 ELLEN ELLSBERG EDGE, BFA, THE COOPER UNION SCHOOL OF ART Post BA, UNIVERSITY OF MASSACHUSETTS AMHERST M.ED, UNIVERSITY OF MASSACHUSETTS AMHERST Ph. D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Claire Hamilton This study utilized a mixed methods study design to gain a clearer understanding of the thoughts and feelings of Lead teachers in Head Start programs who work with children with perceived behavioral health challenges. Utilizing a semi-structured interview, 11 teachers employed in a New England Head Start program were asked about their views associated with child behavioral health, …

An Interpretive Phenomenological Analysis Of Teachers' Perspectives Of Differentiated Instruction In K-3 Inclusion Classrooms, Julie Franklin

Walden Dissertations and Doctoral Studies

Researchers have addressed teachers' perspectives of differentiated instruction or teachers' perspectives on inclusion classrooms, but there was limited research on the combined topics of teachers' perspectives of differentiated instruction in inclusion classrooms. This interpretative phenomenological analysis used one to one interviews and reflective journals to explore nine teachers' perspectives of differentiated instruction in K-3 inclusion classrooms. The study's conceptual framework was comprised of Vygotsky's social constructivist theory and Piaget's theory of cognitive development. The research question and sub-questions asked about the challenges and successes teachers encountered in planning and implementing differentiated instruction in K-3 inclusion classrooms, and what teachers believed …