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The Power Of Play: An Action Research Study Examining Teachers’ Use Of Gamified Learning Practices To Develop Habits Of Mind In Elementary Students, Christina Clark
The Power Of Play: An Action Research Study Examining Teachers’ Use Of Gamified Learning Practices To Develop Habits Of Mind In Elementary Students, Christina Clark
CUP Ed.D. Dissertations
The development of specific habits and skills is critical to students’ academic success. Costa and Kallick (2008, 2009) created a framework of these habits over their 25 yearslong collaboration called habits of mind. In this framework, Costa and Kallick detail the habits that students need to develop to be successful in school and beyond. An action research study was conducted to determine the influence of gamified learning practices to help students develop habits of mind in elementary students. The study participants were elementary teachers from upper elementary school in a large, suburban school district. Over eight weeks, five participants spiraled …
Fifth Grade High Suspension Rates And Classroom Behavior Management: An Action Research Study, Yvonne M. Bell
Fifth Grade High Suspension Rates And Classroom Behavior Management: An Action Research Study, Yvonne M. Bell
CUP Ed.D. Dissertations
This action research study was designed to understand the causes of behavioral problems that led to an excessive number of teacher office referrals and school suspensions at a public school in North Carolina and identify behavior techniques and effective modern-day classroom management methods that could be utilized in the classroom to reduce this problem. The sample was formed by a total of 60 fifth-grade students between the ages of 10 and 11 years and six teachers. Data was gathered using parent and teacher questionnaires, school suspension records, teacher write-ups, office referrals, classroom observations, and video conferencing or face-to-face interviews. Based …
Changing Perceptions About Professional Development: An Action Research Study Using Andragogy For Educators’ Professional Development, Cynthia L. Pina
Changing Perceptions About Professional Development: An Action Research Study Using Andragogy For Educators’ Professional Development, Cynthia L. Pina
CUP Ed.D. Dissertations
Traditional professional development for teachers provides time to gain knowledge about classroom content, skills to effectively teach, and the possibility to improve student learning. The problem is teachers’ dissatisfaction with the design of professional development. Research indicates that teachers participate in professional development, but it is ineffective, irrelevant, and makes teachers feel undervalued as professionals. The purpose of this study is to improve teachers’ perceptions about traditional professional development. This study is based on seminal research by Malcolm Knowles’ andragogy, an adult learning framework. This study is driven by three research questions to determine how the andragogy framework improved teachers’ …
An Action Research Investigation Into An Early Childhood Digital, Storytelling-Based Solution, Jessica Smith
An Action Research Investigation Into An Early Childhood Digital, Storytelling-Based Solution, Jessica Smith
CUP Ed.D. Dissertations
The development of literacy skills prior to the classroom has been established as essential for future school and life successes. However, the present achievement gap between lower-socioeconomic neighborhoods and their higher-income counterparts illustrate vast dissimilarities in early childhood provisions for quality reading materials and instructional aides. In an effort to bridge the educational breach, a collaborative, storytelling-based program entitled Kid Forward was introduced to five nationwide families as a means of assistance for early childhood literacy development. Through the use of demographic surveys, interviews completed before and after the program implementation, and exit surveys, the action research study examined early …
Teacher Experiences Regarding A Trauma-Informed Care Model In A Residential Facility School, Tammy Allen
Teacher Experiences Regarding A Trauma-Informed Care Model In A Residential Facility School, Tammy Allen
CUP Ed.D. Dissertations
This action research study examined the experiences of 12 teachers in a residential facility school in southern Colorado regarding the implementation of a trauma-informed care model. The analysis of the data provided evidence that the teachers’ experiences during the study transformed their perceptions concerning trauma-informed care. The study was guided by Herr and Anderson’s (2015) Action Research Cycle involving four phases: Develop, Act, Observe, Reflect. Participants were actively engaged in a focus group during the study. The focus group was guided by Schmuck’s (2006) Steps of Responsive Action Research. Using this cyclical action research approach, participants learned about trauma-informed care …