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Full-Text Articles in Education
Overcoming Second-Order Barriers To Technology Integration In K–5 Schools, Lisa Durff, Maryfriend Carter
Overcoming Second-Order Barriers To Technology Integration In K–5 Schools, Lisa Durff, Maryfriend Carter
Journal of Educational Research and Practice
The use of technology engages students and increases academic achievement, as Tamin, Bernard, Brookhovski, Abrami, and Schmid (2011) found in a study summarizing 40 years of research on this topic. Educators face attitudinal, sociocultural, and pedagogical barriers to technology integration in spite of its positive impact on academic achievement. In this qualitative multicase study, three groups of educators were interviewed to determine how some teachers successfully overcame barriers to technology integration. Each case contained two or three teachers, one administrator, and one technology support person in each of three schools in a rural northeastern school district. The findings showed that …
A Consensual Inquiry Of Teachers’ Responses To Classroom Situations: Implications For School Counselors, Jeffrey M. Warren, Gretchen G. Robinson
A Consensual Inquiry Of Teachers’ Responses To Classroom Situations: Implications For School Counselors, Jeffrey M. Warren, Gretchen G. Robinson
Journal of Educational Research and Practice
Although often overlooked by school leaders, teacher emotions are key factors that impact classroom climate and therefore educational outcomes and student success. We use a framework grounded in rational emotive behavior therapy and social cognitive theory to explore teachers’ perceived thoughts, emotions, and behaviors in response to common classroom situations. The consensual qualitative research methodology was used to analyze data collected from 21 elementary school teachers. Findings suggest that psychosocial barriers exist among teachers who undermine effective instruction and classroom climate. Implications for school counselor practice are discussed.
The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan
The Influence Of A Reform-Based Mathematics Methods Course On Preservice Teachers’ Beliefs, Brian R. Evans, Jacqueline Leonard, Kathleen Krier, Steve Ryan
Journal of Educational Research and Practice
Beliefs about teaching mathematics and urban students’ ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers’ beliefs about teaching mathematics to urban students were changed after teachers taught brief sample lessons to their peers and watched video episodes of quality teaching. These findings suggest preservice teacher beliefs can be positively changed after taking reform-based mathematics methods courses. Additional studies are needed to determine if these changes can be sustained during teacher induction.