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Full-Text Articles in Education
A Formative Process Evaluation Study Of Teacher Usage Of A Learning Management System In A K-12 Public School, Victoria Franzese
Electronic Theses and Dissertations, 2004-2019
The purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation—such as an LMS—is implemented (Lochner, Conrad, & Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of the components leading to the innovation's success, such as the innovation's value in enhancing both the curriculum and the students' learning experiences (Lochner et al., 2015). This study used the Concerns-Based Adoption Model (CBAM) as a main framework to not only measure implementation of the LMS, but to also increase the likelihood of the LMS effecting positive change in schools (George, Hall, & Stiegelbauer, 2006). The framework's Stages of Concern Questionnaire (SoCQ) was used with participants to determine teachers' concerns. The sample population for this study consisted of secondary teachers at a public high school in central Florida in 2017. Out of the 125 teachers employed at the school, a total of 36 (n = 36) participated in the online survey. Three of the teachers surveyed then participated in interviews to provide additional insight. Data was analyzed and organized into five main topics: (a) Stages of Concern Profile; (b) teacher concerns; (c) benefits of the LMS; (d) barriers to the LMS; and (e) teacher needs. An analysis of the survey data revealed that the study's survey participants, on average, had the highest concerns at Stage 0 (Unconcerned), Stage ...
Third Grade Science Teachers' Perspectives On Implementing Sentence Frames And Word Banks During Science Lectures To Increase The Writing Levels Of English Language Learners, Mary-Margaret M. Shimada
Honors Undergraduate Theses
Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research ...