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K-12 Teachers' Perceptions Of Barriers To Implementing Service Learning, Cassandra Aiesha Lewis
K-12 Teachers' Perceptions Of Barriers To Implementing Service Learning, Cassandra Aiesha Lewis
Walden Dissertations and Doctoral Studies
K-12 teachers in a large metropolitan school district in the Northeast United States experienced difficulties integrating service learning into the curriculum due to state-based curriculum standards. The purpose of this descriptive case study was to explore K-12 teachers’ perceptions of barriers to, and best practices that support, implementation of service learning into the curriculum while considering state-based curriculum standards. Cooperrider and Srivastva’s theory of appreciative inquiry, which emphasizes assets rather than deficits within organizational structures, was used as the conceptual framework that guided data collection and analysis. Research questions were used to describe the perceived barriers to, and best practices …
Middle School Teachers’ Use Of Differentiated Instruction Strategies, Felecia G. Prince
Middle School Teachers’ Use Of Differentiated Instruction Strategies, Felecia G. Prince
Walden Dissertations and Doctoral Studies
AbstractMiddle School Teachers’ Use of Differentiated Instruction Strategies by Felecia George Prince MEd, Troy University, 2010 BS, Georgia Southern University, 1988 AA, East Georgia College, 1984 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2020Abstract The administrators at the study site were concerned that teachers struggle with differentiated instruction (DI) in their classrooms, which involves strategies to support students’ levels. Thus, the purpose of this qualitative case study was to learn what DI strategies teachers used at the study site. The conceptual framework of Tomlinson on the differentiated strategies …
Administrators’ And Teachers’ Perceptions Of Professional Learning Communities As Replacements For Traditional Professional Development, Antwonette Woodlon
Administrators’ And Teachers’ Perceptions Of Professional Learning Communities As Replacements For Traditional Professional Development, Antwonette Woodlon
Walden Dissertations and Doctoral Studies
Professional learning communities (PLCs) positively influence students’ and teachers’ success. Yet, traditional professional development, involving passive learning, is still widely used. The problem addressed in this qualitative case study is little is known about administrators’ perceptions about PLCs as replacements for traditional forms of professional development (PD). Administrators’ and teachers’ perceptions of PLCs should be explored to learn more about why PLCs are underutilized in schools, despite their proven effectiveness. The primary conceptual framework used for this study was Knowles’ adult learning theory supported by Contextual learning theory. Purposeful sampling was used to recruit eight participants – four administrators and …
K-12 Teachers' Perceptions Of Barriers To Implementing Service Learning, Cassandra Aiesha Lewis
K-12 Teachers' Perceptions Of Barriers To Implementing Service Learning, Cassandra Aiesha Lewis
Walden Dissertations and Doctoral Studies
K-12 teachers in a large metropolitan school district in the Northeast United States experienced difficulties integrating service learning into the curriculum due to state-based curriculum standards. The purpose of this descriptive case study was to explore K-12 teachers’ perceptions of barriers to, and best practices that support, implementation of service learning into the curriculum while considering state-based curriculum standards. Cooperrider and Srivastva’s theory of appreciative inquiry, which emphasizes assets rather than deficits within organizational structures, was used as the conceptual framework that guided data collection and analysis. Research questions were used to describe the perceived barriers to, and best practices …
Positive Behavioral Interventions And Supports To Reduce Short Term Suspensions Of African American K-5 Students, Monisha Bynum
Positive Behavioral Interventions And Supports To Reduce Short Term Suspensions Of African American K-5 Students, Monisha Bynum
Walden Dissertations and Doctoral Studies
The problem investigated was the disproportionate suspensions of African American students in Grades K to 5 in an elementary school in Virginia despite implementing positive behavioral interventions support (PBIS) intended to reduce this disparity. Exploring the implementation of PBIS is important because an increased understanding may lead to the development of additional supports and training that may reduce the short term suspensions of African American students. The purpose of this qualitative study was to explore why implementing PBIS was not successful in reducing short term suspensions. Bronfenbrenner’s ecological systems theory served as the conceptual framework. Two research questions focused on …