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Articles 1 - 16 of 16
Full-Text Articles in Education
Teacher Perceptions Regarding The Purpose Of K-12 Education, Peter M. Grostic
Teacher Perceptions Regarding The Purpose Of K-12 Education, Peter M. Grostic
Dissertations
This study explored the perceptions of teachers regarding the purposes of K-12 education and the influence of belief sources on their perceptions. Purposes of K-12 education and the ways in which they have changed over time are topics for which researchers are concerned (Carpenter, 2005; Labaree, 2013). Addressing this concern, there is existing literature focused on understanding purposes through K-12 school mission statements (Schafft & Biddle, 2014; Stemler & Bebell, 2012), and a multitude of reflections regarding what K-12 education purposes should be (Biesta, 2015; Macallister, 2016; Robinson & Aronica, 2014). Less is known regarding what frontline K-12 education practitioners …
Career And Technical Education Teachers’ Beliefs About Developing Students’ Motivation To Write, Katie Graham
Career And Technical Education Teachers’ Beliefs About Developing Students’ Motivation To Write, Katie Graham
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Students in the U.S. write poorly. Although postsecondary and workplace writing expectations continue to rise, writing instruction has largely remained unchanged over time. As a result, student writing outcomes continue to fall below expectations from both an assessment and hirable proficiency standpoint. Career and Technical Education (CTE) provides a unique opportunity to motivate students who are otherwise disengaged in writing (ACTE, 2009). The benefits of helping students develop their writing-self efficacy has well-documented support (Bruning & Horn, 2009; Bandura, 1997; Pajares 2003; Pajares & Valiante, 2006). However, little is known about the writing opportunities provided in CTE classes or CTE …
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
Theses and Dissertations
Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who …
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
Theses and Dissertations
Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who …
Head Start Preschool Teachers’ Perceptions Of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study, Tara Terry Voit
Head Start Preschool Teachers’ Perceptions Of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study, Tara Terry Voit
Electronic Theses and Dissertations
The Reggio Emilia Approach (REA) and Head Start (HS) value high-quality early education, support for families, and community partnerships according to the literature. Exploring principles of REA in relation to the HS program model may reveal alignment that will inform high-quality developmentally appropriate practices that are meaningful and enhance learning outcomes. This multiple case study explores the REA in alignment within three Head Start programs in New Mexico, Massachusetts, and Tennessee. Participant groups include one education director, one education leader, and four teachers in each of the three locations. In New Mexico, the HS program was located on a Native …
Beliefs About Effective Instructional Practices Among Middle Grades Teachers Of Mathematics, Lauren A. Dale
Beliefs About Effective Instructional Practices Among Middle Grades Teachers Of Mathematics, Lauren A. Dale
Boise State University Theses and Dissertations
This study explores beliefs about effective mathematics instruction among middle grades teachers of mathematics. Using prior syntheses of research on instructional practices linked to students’ mathematics achievement, the conceptual framework draws on features and strategies associated with Explicit Attention to Concepts (EAC) and Student Opportunities to Struggle (SOS). Data sources include mathematics teachers’ self-reported priorities, comfort, and frequency of implementing EAC and SOS strategies, as well as the participants’ teaching context and school demographics. Participants include 98 full-time Grades 6-8 mathematics teachers from 22 districts, and 34 schools in southwest and central Idaho. Findings include positive correlations among EAC and …
The Relationship Between Teacher Beliefs, Adult Attachment, & Teacher Sensitivity, Jeanette Bankston
The Relationship Between Teacher Beliefs, Adult Attachment, & Teacher Sensitivity, Jeanette Bankston
LSU Master's Theses
Young children spend most of their waking hours in childcare. Therefore, the care and education received in childcare is an important factor in young children's development. Research has revealed that a child’s first three years of life are a period of rapid brain development and teacher education level is associated with increased outcomes for young children. However, the educational requirements to work in childcare remain low. In the absence of formal training and education, early childhood teachers are likely to rely on their beliefs about young children, which can impact the ways teachers care for young children. This research intends …
Self-Regulated Learning Instruction’S Relationships With Teacher Subject Area, Teacher Beliefs, And Teacher Efficacy, Jeffrey Coggin
Self-Regulated Learning Instruction’S Relationships With Teacher Subject Area, Teacher Beliefs, And Teacher Efficacy, Jeffrey Coggin
Dissertations
Self-regulated learning (SRL) instruction develops essential competencies required in the classroom and the workplace (Johnson, 2002; Yan, 2017). SRL instruction helps learners develop the proficiency required for successful self-directed, life-long learning. Furthermore, SRL instruction produces the skills needed to plan, monitor, and achieve learning goals. However, SRL instructional techniques are difficult to implement in the classroom or workplace because educators must transfer learning responsibilities and outcomes to the learner. This study examined the relationships of teacher subject area, teacher beliefs, and teacher efficacy on the use of SRL instruction. The participants included PK-12 teachers from a public-school district in Alabama. …
Exploring Teacher Beliefs Of Adolescent Developmental Needs Through Positive Student Comments Of Their Teachers, Elizabeth Bowers Hinchcliff
Exploring Teacher Beliefs Of Adolescent Developmental Needs Through Positive Student Comments Of Their Teachers, Elizabeth Bowers Hinchcliff
Theses and Dissertations
This study seeks to qualitatively examine the intersection between teachers' practical reasoning and beliefs, adolescent developmental needs, and positive teacher-student relationships. Positive comments about middle school teachers were gathered anonymously from middle school students (grades 6-8; ages 11-14) and coded according to four developmental domains: physical, social, emotional, and physical. Chi square analysis was used to determine statistical significance of which domains students alluded to most often when describing their teachers. The six middle school teachers who were mentioned most frequently in the student comments participated in semi-structured, open-ended interviews in which they were asked about the developmental needs of …
Culturally Responsive Strategies For Effective Teaching, Dr. Regina C. Watts Lewis, Elizabeth K. Arnold
Culturally Responsive Strategies For Effective Teaching, Dr. Regina C. Watts Lewis, Elizabeth K. Arnold
National Youth Advocacy and Resilience Conference
Our proposal presents information regarding beliefs about diversity, implicit bias, ESSA, equality, equity, cultural disconnect, and culturally responsive teaching strategies. Our objective is to provide participants with research-based strategies and tools, knowledge, and understanding of culturally responsive strategies designed to raise the bar and close the gap for underserved student groups as identified in the ESSA.
An Investigation Of California Classroom Teachers' Beliefs And Ratings Of Creativity In Dance, Patricia R. Reedy
An Investigation Of California Classroom Teachers' Beliefs And Ratings Of Creativity In Dance, Patricia R. Reedy
Doctoral Dissertations
Creativity is a fundamental aim of art education. Because classroom teachers are responsible for teaching the arts at the elementary-school level, how they perceive and recognize creativity effects the quality of art education their students receive. This study investigated California teachers' beliefs about creativity in dance and the relationship of their beliefs to their ratings of student dance compositions. It also investigated the extent of agreement in creativity ratings across teachers and between teachers and dance experts. Classroom teachers’ beliefs were collected through a research-constructed questionnaire, and classroom teachers (n=74) and dance experts (n=35) rated students’ creative-dance products using a …
Professional Learning In Reading Instruction: The Influence Of Context On Engagement And Enactment, Susan Main, Deslea Konza, Mark Hackling, Graeme Lock
Professional Learning In Reading Instruction: The Influence Of Context On Engagement And Enactment, Susan Main, Deslea Konza, Mark Hackling, Graeme Lock
Australian Journal of Teacher Education
Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers’ engagement with a continuing professional learning (CPL) program intended to improve teachers’ knowledge and practice in reading instruction. Six case study subjects, self-selected from 10 schools participating in a year‑long CPL program, provided the opportunity to explore what teachers enacted from the professional learning. This research highlighted the significance of contextual factors on how teachers engaged with and enacted …
Collaborative Professional Learning In Early Literacy: The Impact On Teacher Knowledge, Actions, And Beliefs, Jaime Henderson Dawson
Collaborative Professional Learning In Early Literacy: The Impact On Teacher Knowledge, Actions, And Beliefs, Jaime Henderson Dawson
Doctor of Education Dissertations
Literacy is the foundation for individual success and economic independence. Early literacy development is an area of importance; thus, professional learning in early literacy is critical and significant. This study examined the impact of a collaborative professional learning model in early literacy on teacher knowledge, actions, and efficacy and how learning transfer resulted in changes to instructional practices. The study utilized an explanatory sequential mixed methods design. Data were collected from participants in a specific collaborative professional learning model, the Early Literacy Professional Development (ELPD) model. Quantitative data were collected through surveys to identify professional learning topics perceived as having …
Teacher As “Team Player”: An Early Career Teacher’S Refinement Of Critical Pedagogical Discourses, Keisha-Moraé Hopkins Kibler
Teacher As “Team Player”: An Early Career Teacher’S Refinement Of Critical Pedagogical Discourses, Keisha-Moraé Hopkins Kibler
Graduate Theses, Dissertations, and Problem Reports
This study centers on one early-career English language arts (ELA) teacher’s development of his critical pedagogical discourses (CPD) within the contextual discourses of collaboration and data informed instruction. These contextual discourses circulated assumptions of teaching and learning that are privileged by the political ideologies of the neo-liberal agenda, which can erode the democratic purposes of education. Data is drawn from an eight-month interpretive qualitative case study that included classroom observations and semi-structured interviews. The two research objectives for this study included: to come to understand the range of ways an early-career ELA teacher navigated the tensions between his belief and …
An Examination Of The Use Of Computer-Based Formative Assessments, Patrick D. Sullivan
An Examination Of The Use Of Computer-Based Formative Assessments, Patrick D. Sullivan
Electronic Theses and Dissertations
In one-to-one computing settings, the teacher's own internal beliefs and attitudes will primarily determine how often and in what ways they will use technology with their students. Although a great deal of literature addresses the barriers that teachers face when utilizing technology, the majority of these studies investigated technology use very broadly. The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of 414 core academic teachers within a one-to-one computing environment in a mid-sized suburban school district to better understand the relationships between CBFA usage rates of teachers and their background and perceptions …
Secondary English As A Foreign Language Teachers And Teaching: Cultural Practices, Products, And Perspectives, Tammy Johnson
Secondary English As A Foreign Language Teachers And Teaching: Cultural Practices, Products, And Perspectives, Tammy Johnson
CGU Theses & Dissertations
Learning English is a global phenomenon, if not a necessity, for economic and political reasons in the world today. However, effective instruction of English as a foreign language (EFL) has differing views on how culture and language should be taught. Developed by the author, the study uses the Cultural Teaching Model, which emphasizes that effective cultural instruction should incorporate practices, products, and perspectives. Based on 35 interviews with secondary English foreign language teachers from 19 different developing countries, the study explored the importance of culture, teachers’ beliefs, and effective instructional practices in teaching English in diverse classrooms. This study’s findings …