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Teachers' Experiences In Implementing Technology-Rich Curriculum For Student Achievement: A Phenomenological Study, Dorrothe Jean
Teachers' Experiences In Implementing Technology-Rich Curriculum For Student Achievement: A Phenomenological Study, Dorrothe Jean
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to describe how premillennial teachers at East Orange Public School (EOPS, a pseudonym) respond to technology-rich curriculum. Twelve elementary school premillennial teachers will participate in the study focused on one central research question and three sub-questions: (a) What is the lived experience of elementary teachers implementing technology-rich mathematics curriculum? (b)How do elementary school teachers perceive their preparedness for teaching in a classroom where technology-rich math curriculum has been implemented? (c)How do elementary school teachers describe their transitions from a premillennial curriculum to a millennial curriculum where it has been implemented? (d) How do …
The Experiences Of Educators In Low-Income New York City Middle Schools Navigating Classroom Instruction And Decisions For Homeless Students: A Phenomenological Study, Peta G. Henry
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to develop a composite description of the experiences and instructional decisions of classroom teachers across two low-income public middle schools in New York City, specifically toward homeless students. Using purposeful and criterion sampling to select participants, the study examined the experiences of 12 certified classroom teachers who were aware of students experiencing homelessness. The theories guiding this study were Maslow’s (1970) hierarchy of needs theory and Bronfenbrenner’s (1979) ecological systems theory. Research questions focused on how classroom teachers described their experiences with homeless students and examined their instructional decisions and perceptions of …