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Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Educators’ Perspectives Regarding Challenges Implementing The Highscope Curriculum And Support Needed, Charmaine Christopher
Educators’ Perspectives Regarding Challenges Implementing The Highscope Curriculum And Support Needed, Charmaine Christopher
Walden Dissertations and Doctoral Studies
AbstractSince 2008, the Ministry of Education in Grenada, where this study took place, started curriculum reform with the implementation of the HighScope curriculum in preschools. The problem is that many teachers faced challenges implementing the HighScope curriculum. The purpose of this basic qualitative study was to explore the perspectives of early childhood educators about challenges when implementing the HighScope curriculum, which involves balancing child-initiated and teacher-directed activities, and the support they need for executing the curriculum effectively. The conceptual frameworks that guided the study were Vygotsky’s sociocultural theory and Piaget’s theory of cognitive development. Both theories reinforce the need for …
Teacher Perceptions Of Instruction As An Expeditionary Learning Core Practice, Jamie M. Kociuba
Teacher Perceptions Of Instruction As An Expeditionary Learning Core Practice, Jamie M. Kociuba
Walden Dissertations and Doctoral Studies
In an urban, low-achieving district in the northeastern United States, a small school has adopted the Expeditionary Learning (EL) philosophy and pedagogical approaches to instruction. Between the academic years of 2012-2016 state-assessed student achievement scores were less than proficient and implementation reviews revealed that the school made little to no improvement in the core practice category of instruction over 4 years of EL implementation. The purpose of this qualitative case study was to answer guiding questions by examining 12 teachers' perceptions regarding EL instruction as a core practice and element of the annual implementation review, and the impact of EL …
Progression Of Elementary Teachers In Implementing Language Arts Common Core State Standards, Holly Franks Boffy
Progression Of Elementary Teachers In Implementing Language Arts Common Core State Standards, Holly Franks Boffy
Walden Dissertations and Doctoral Studies
The challenges of implementing the Common Core State Standards at the classroom level resulted in political pushback to the reform initiative after the local media covered poor implementation decisions. This study explored how elementary school teachers and instructional leaders described teachers' progress along the implementation continuum for the standards. The concerns-based adoption model served as the conceptual framework for this study. This multicase study design consisted of 16 interviews of teachers and instructional leaders from 4 schools. Data were analyzed through a process that began with open coding followed by axial coding to identify themes. Teacher collaboration driving implementation progress …