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Articles 1 - 5 of 5
Full-Text Articles in Education
Returning To School After A Pandemic And The Lived Experiences Of Rural High School Mathematics Teachers On Student Success, Joshua Saúl Silva
Returning To School After A Pandemic And The Lived Experiences Of Rural High School Mathematics Teachers On Student Success, Joshua Saúl Silva
Dissertations
Purpose: The purpose of this qualitative phenomenological methodology investigation was to examine and describe rural mathematics teachers’ lived experiences on the effects of the COVID-19 global pandemic on freshman students returning to school after being online for 2 years through the lens of Bandura’s theory of self-efficacy and serves as part of a thematic dissertation with each researcher focusing on different educators in the K-12 school system.
Methodology: Through qualitative methodology utilizing one-on-one interviews of nine rural high school freshman mathematics teachers with 5 or more years of experience before, during, and after the COVID-19 global pandemic, data was analyzed …
Teachers Attitudes Regarding Adverse Childhood Experiences, Trauma-Informed Educational Practices, And Student Resiliency, Alyson Reynolds Kohl
Teachers Attitudes Regarding Adverse Childhood Experiences, Trauma-Informed Educational Practices, And Student Resiliency, Alyson Reynolds Kohl
Dissertations
Purpose: The purpose of this convergent parallel design mixed methods case study was to determine how training on Adverse Childhood Experiences and Trauma-Informed Educational Practice affected the attitudes of teachers, in Shasta County’s Enterprise Elementary School District (EESD), regarding students who had experienced Adverse Childhood Experiences (ACE). A further purpose of this study was to understand if teachers in EESD perceived training in ACE and Trauma-Informed Educational Practices (TIEP) was effective in changing their classroom practices to support the resiliency of students who had experienced ACEs.
Methodology: The methods for this research included: an online survey, The Attitudes Regarding Trauma-Informed …
Culturally Responsive Classroom Management Techniques And Former Riverside County And San Bernardino County Teachers Of The Year: A Phenomenological Study, Brian Redmond
Dissertations
Purpose: The purpose of this phenomenological study was to determine what former County Teachers of the Year understand and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally Responsive Factors (developing personal relationships, creating caring learning communities, establishing a business-like learning environment, establishing congruent communication processes and, teaching with assertiveness and clearly stating expectations).
Methodology: This qualitative study used a phenomenological design to discover what former County Teachers of the Year do to identify and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally …
Supporting A Growth Mindset In High School Classroom Teachers, Peter Abboud
Supporting A Growth Mindset In High School Classroom Teachers, Peter Abboud
Dissertations
Purpose. The purpose of this qualitative case study was to identify and describe the strategies that California public high school principals utilized to develop a growth mindset in classroom teachers.
Methodology. This qualitative case study used interviews from 12 high school principals to gain an understanding for how they supported a growth mindset in their classroom teachers. The population for the case study was northern California high school principals, and the sample included high school principals from Napa, Sonoma, Solano, Marin, Alameda, and Contra Costa counties. To participate in the study, principals needed to be serving in at …
Exploring The Lived Experiences Of Exemplary National Blue Ribbon Elementary School Teachers In Improving Student Learning Through Effective Coaching Conversations With Their Principals: A Phenomenological Study, Kristin Watson
Dissertations
Purpose: The purpose of this study was to discover and describe how exemplary National Blue Ribbon Elementary School teachers improve student learning through effective coaching conversations with their principals. A second purpose was to explore the barriers they encountered to holding these conversations and actions they took to overcome barriers. The theoretical framework for this study was grounded in Lev Vygotsky’s sociohistorical viewpoints of development which relies on social interaction as an ingredient in the process of learning.
Methodology: This study employed a qualitative methodology utilizing in-depth and semi-structured interviews of 12 participants. Participants were identified in collaboration with the …