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Full-Text Articles in Education
Preschool Teachers’ Perspectives Of Professional Development Related To The Management Of Challenging Behaviors, Obioma Ijeoma Uche
Preschool Teachers’ Perspectives Of Professional Development Related To The Management Of Challenging Behaviors, Obioma Ijeoma Uche
Walden Dissertations and Doctoral Studies
AbstractMany young children enter preschool programs exhibiting challenging behaviors and are suspended from preschool at a rate 3 times more than K–12 students. Many preschool students who need help are instead suspended or expelled. The purpose of this basic qualitative study was to explore private preschool teachers’ perspectives on past or existing professional development opportunities related to children with challenging behaviors and the resources/professional development needed to support these students. Knowles’ theory of andragogy served as the conceptual lens for this study. Interview questions were developed to elicit in-depth participant responses to answer the two research questions on preschool teachers’ …
Intermediate Schoolteachers’ Perceptions Of The Impact Of Professional Development On Their Classroom Instruction, Gwendolyn Adams Lockett
Intermediate Schoolteachers’ Perceptions Of The Impact Of Professional Development On Their Classroom Instruction, Gwendolyn Adams Lockett
Walden Dissertations and Doctoral Studies
Despite increased district-provided professional development (PD) opportunities for teachers to improve classroom instruction, there has been a steady decline of academic achievement at an intermediate school in a large urban school district in the southwestern United States. One of the factors campus administrators attributed the lack of student success to was that the district does not provide PD that is effective in changing in intermediate schoolteachers’ instructional practices. The purpose of this qualitative study was to explore intermediate schoolteachers’ perceptions of the impact PD provided by the district has on their classroom instruction, as well as the impact these trainings …
Perspectives Of Online Cda Recipients Regarding Development Of Expertise Without Apprenticeship, Victoria Lynn Long-Coleman
Perspectives Of Online Cda Recipients Regarding Development Of Expertise Without Apprenticeship, Victoria Lynn Long-Coleman
Walden Dissertations and Doctoral Studies
Little was known about how online Child Development Associate (CDA) credential recipients developed practical expertise in early childhood education (ECE) without the benefit of an apprenticeship. Learning the practice of teaching from a qualified more knowledgeable other (MKO) through an apprenticeship is a feature of teacher preparation in public school contexts but is missing in preparation for child care teachers. The purpose of this basic qualitative study was to explore how online CDA recipients developed practical expertise in ECE without a supervised apprenticeship. Vygotsky’s social construction of knowledge was the conceptual framework of the study. The research question addressed how …