Education Commons^™

Head Start Teachers’ Perspectives On The Implementation Of Head Start Program Performance Standard 1302.17, Leslie Shumate Floyd

Walden Dissertations and Doctoral Studies

Federal Head Start Program Performance Standards (HSPPS) were revised in 2016 to strengthen and improve the quality of all Head Start (HS) programs. The problem addressed in this basic qualitative study is that teachers in a local urban HS program in the southwestern region of Virginia have decreased levels of job satisfaction and cannot support the social-emotional development of their students due to difficulty implementing the standard HSPPS 1302.17. The purpose of this basic qualitative study was to investigate the perspectives of HS teachers regarding their job satisfaction while supporting the implementation of HSPPS 1302.17. Lacey’s theory of social strategies …

Teachers Of General Education: Perceptions And Experiences Teaching Inclusion In U.S. Schools, Ann C. Sander

Teacher Education, Educational Leadership & Policy ETDs

This phenomenological qualitative study explored the perceptions and experiences of a group of U.S. public schools, kindergarten through fifth grade teachers, certified in general education with experience teaching inclusion--a federally mandated practice requiring schools to educate students both with and without disabilities in the same classroom. Much of the literature surrounding inclusion focuses on the perceived benefits of the program and children with disabilities' legal rights. The literature has a limited number of references describing the perceptions and experiences of teachers who are required to provide the educational services necessary for inclusion in the classroom.

In this study, 35 participants …

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 …

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …

Preschool Teachers’ Perspectives On Engaging Fathers In Their Child’S Education, Jawan Marquis Burwell

Walden Dissertations and Doctoral Studies

Preschool environments set the educational foundation for children in the early years. Despite the positive effects that preschool environments have on children and families, previous studies have shown that preschool teachers are challenged to engage fathers in their child’s education. The purpose of this basic qualitative study was to investigate preschool teachers’ perspectives on engaging fathers in their child’s education. The conceptual framework was based upon Bronfenbrenner’s ecological systems theory. The research question focused on the challenges that teachers encounter in engaging fathers in their child’s education. This qualitative study included individual one-on-one interviews with 12 teachers using an open-ended …

Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella

The Advocate

On a typical day, pre-COVID 19, educators are pulled in many directions, making hundreds, if not thousands, of quick decisions. Today those dynamics are heightened with varied and additional competing needs. However, what has not changed is the essential role of an educator. Caring for students in a time of such uncertainty seems critical. However, while there is serious and necessary demand for caring for the students and families, one population that is gravely being overlooked are the helpers. The educators. Less emphasis is being placed on the wellness and self-care of those who are offering those needed social-emotional supports. …

Transforming Professional Development For Today's Educational Environment, Amy L. Geurkink-Coats, Richard A. Regina

Dissertations

Professional development is vital to education. It provides an opportunity for continued growth and learning for educators throughout their career. While teachers earn credentials and certification through a university, professional development is intended to hone skills and help teachers evolve in an ever-changing landscape. The changing landscape may involve technology, generational needs, or broader societal interests. This research is an analysis of the implementation of transformational professional development in one large suburban Midwestern school district and one large Midwestern high school in another district. It analyzes data regarding professional development and examines literature that studies teacher participation, attitudes, and transfer …

Building Teachers’ Emotional Competence: A Transactional Training Model, Caroline Fulton

Dissertations, 2014-2019

Classrooms are complex entities, where the emotions of students and teachers interact to influence learning, relationships, and students’ social emotional development. Teachers’ understanding of emotional processes within the classroom is critical to effective teaching, promotion of healthy child development, and attaining desired learning outcomes. Further, emotions have powerful consequences for teachers themselves. They affect teachers’ well-being, self-efficacy, and ultimately whether teachers remain in the profession or not. Therefore, teachers need skills to recognize and respond to emotional experiences in the classroom. In the present research project a set of emotional competences relevant to educational practices were developed. These competencies include …

Parent And Teacher Perceptions About What Leads To Mastery In Reading At Classical Charter Schools In Texas, Brittany Kretz

CUP Ed.D. Dissertations

Throughout the United States and in the State of Texas there are high percentages of students who are not reading at grade level. This study looked at the activities done at home by families of students who scored above grade level on the Third Grade Reading STAAR from classical charter schools. In this quantitative study, a survey was given to the parents of fourth-grade students and the teachers of elementary students. The families used in the study were from classical charter schools located in Texas. The literature review discusses the curriculum used in classical schools and how reading is taught. …

Author Chris Crutcher: Speaking Out On Teachers’ Role In Aiding Children Of Trauma, Lori Goodson

Educational Considerations

Nationally known young adult author Chris Crutcher shares his thoughts on how teachers can help students who are dealing with trauma in their lives.

Educating Early Childhood Preservice Teachers About Dual Language Theory And Practice, Ana T. Solano-Campos, Maria Acevedo-Aquino, Patricia Paugh

Early Childhood and Elementary Education Faculty Publications

The article discusses Educating Early Childhood Preservice Teachers about Dual Language Theory and Practices. It mentions that many teachers are fearful or unsure about how to include literacy instruction in their curricula to affirm their students' multiple languages. It informs that Massachusetts had been one of the few states in the country that had eliminated, or highly restricted, bilingual education by law.

Putting Educational Reform Into Practice: The Impact Of The No Child Left Behind Act On Students, Teachers, And Schools, Timothy Song

CMC Senior Theses

This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending …

The Attack On Social Studies Teachers And Teaching In 1970s And 1980s Hollywood Movies, Robert Dahlgren

The Councilor: A National Journal of the Social Studies

This proposed article explores the dramatic shift in the image of social studies teachers, as represented in popular films of the 1970s and 1980s. It is based on a survey of 40 movies created during this period that feature significant interactions between social studies teachers and their students. This study employed a textual analysis method involving viewing the films alongside original script material, which reveals that the narratives involving public high schools during the 1970s and 1980s are distinct from those involving other types of schools or eras. Rather than the romantic figures of earlier portraits, such as Eve Arden’s …

Workforce Well-Being: Personal And Workplace Contributions To Early Educators' Depression Across Settings, Amy M. Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma Iruka, Susan Sarver

Buffet Early Childhood Institute Reports and Publications

Building on research demonstrating the importance of teachers' well-being, this study examined personal and contextual factors related to early childhood educators' (n =1640) depressive symptoms across licensed child care homes, centers, and schools. Aspects of teachers' beliefs, economic status, and work-related stress were explored, and components of each emerged as significant in an OLS regression. After controlling for demographics and setting, teachers with more adult-centered beliefs, lower wages, multiple jobs, no health insurance, more workplace demands, and fewer work-related resources, had more depressive symptoms. Adult-centered beliefs were more closely associated with depression for teachers working in home-based settings compared …

An Examination Of Concepts Of School Readiness Among Parents And Educators In Ireland, Maire Mhic Mhathuna, Emer Ring, Noirin Hayes, Patsy Stafford, Siobhan Keegan, Cathy Kelleher, Martina Ozonyia, Mary Moloney, Deirdre Breathnach, Des Carswell, Des Mccafferty, Anne O'Keefe, Aisling Leavy, Ruth Madden

Reports

The Department of Children and Youth Affairs commissioned research through the Irish Research Council (IRC) to examine concepts of school readiness as they are understood by early years educators and managers, primary school principals, junior infant teachers and parents of children participating in the first Free Preschool Year in Ireland. A mixed-methods approach was adopted, involving interviews, an online survey and “draw and tell” sessions with children. Representative samples of FPSY settings and primary schools were selected and an online survey based on the findings of the qualitative phase was sent to 500 pre-primary settings and 500 primary schools. In …

Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley

Dr Paul Weldon

This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from K to 12. This is the tenth in the series of such reports, the first of which was released in 2001. Unlike previous reports, this one includes a section on Early Childhood and has more extensive analysis of the future demand for teachers in the state.

Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley

School and system improvement

This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from K to 12. This is the tenth in the series of such reports, the first of which was released in 2001. Unlike previous reports, this one includes a section on Early Childhood and has more extensive analysis of the future demand for teachers in the state.

How To Con Your Teacher, Bernice M. Wilson

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.

The Master Teacher: A Personal Reflection, Carol Hillman

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.

The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.

Nutrition Education Resources In North Carolina–Based Head Start Preschool Programs: Administrator And Teacher Perceptions Of Availability And Use, Sarah Lisson, L. Suzanne Goodell, Dipti A. Dev, Kristi Wilkerson,, Archana V. Hegde, Virginia C. Stage

Department of Child, Youth, and Family Studies: Faculty Publications

Objective: The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions.

Methods: In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina–based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes.

Results: Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and …

How Do We Know A Good Teacher (1948), Barbara Biber, Agnes Snyder

Bank Street Thinkers

In engagingly simple language, the authors illustrate the many facets of personality and knowledge that make up good teachers and good teaching. They also detail the many reasons why evaluating good teaching is so difficult.

Reflections Of Parents And Teachers On The Process Of Daily Transitions Into Infant-Toddler Child Care, Linda Carol Traum

Doctoral Dissertations

This qualitative study considered seven parents’ and three teachers’ values, beliefs, perspectives and meanings of within the context of daily home-to-child care transitions in one infant-toddler center in a Southeastern land-grant university early childhood laboratory school. Sociocultural and attachment theories anchored the study and the developmental niche conceptual framework informed the methodology. Primary methodologies included naturalistic observations, video tapes of transitions and parent and teacher interviews using the video stimulated recall interview (VSRI) method. Data were analyzed using the constant comparative method, creating vignettes, and ensuring trustworthiness through the creation of thick descriptions, triangulation of data, and reflective journaling. Findings …

Classroom Factors, Student Engagement, And Self-Motivation In Reading, Anna M. Carlson

Honors Program Projects

The goal of this research was to determine how teachers most effectively produce engaged, self-motivated readers. The answer to this question was determined by preliminary research and survey results from 3^rd, 4^th, and 5^th grade teachers. Based on the findings of the preliminary research, the following hypothesis was formed:

It is predicted that there is a relationship between implementing the following factors in the classroom and producing engaged, self-motivated readers:

1. 1. Providing time in class for independent reading
2. 2. Providing an appropriate environment for reading
3. 3. Allowing students to select books according to their interests …

Utah Kindergarten Teachers' Challenges And Concerns About Teaching Kindergarten, Ruth Jane Liebschutz Moore

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This qualitative study was an exploration of 55 Utah kindergarten teachers' perceptions of challenges in teaching. It investigated written concerns teachers expressed in a statewide survey of kindergarten teachers. Study findings indicated that two main issues were communicated by teachers: a disparity between their developmentally appropriate beliefs and practices in the classroom, and concerns about children's kindergarten readiness and transition to school. About 56% of teachers felt a struggle in implementing their developmentally appropriate beliefs about education, for a variety of reasons: large class sizes, district and state mandates, and lack of resources, particularly time. Furthermore, 53% of educators conveyed …

Status Of Kindergarten Teachers In The State Of Washington, Charlotte Yost Mccartney

All Master's Theses

The purpose of this study was to determine the educational background of teachers currently teaching kindergarten in the State of Washington.

Some Silent Teachers, Elizabeth Harrison

Elizabeth Harrison’s Writings

So kind and sympathetic a reception has been given my " Study of Child-Nature", wherein I treat of the value of understanding and wisely training the INHERETED INSTINCTS of the children, that I have ventured in this book to put forth some suggestions concerning the use of ENVIRONMENT in education. I hope to treat SELF-ACTIVITY and its importance in a third volume, thus completing the trilogy, the outline of which is given in the introduction to this. Thanking a generous public for its past interest, I make no other apology for putting it before the book.

- Elizabeth Harrison