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Articles 31 - 60 of 1233
Full-Text Articles in Education
Elementary Teachers’ Perceptions Regarding Behaviors That Lead To Disproportionate Referrals By Race, Susan Johannes
Elementary Teachers’ Perceptions Regarding Behaviors That Lead To Disproportionate Referrals By Race, Susan Johannes
Walden Dissertations and Doctoral Studies
AbstractDisproportionate office referrals through teachers in Grades 3-5 based on their students’ race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell’s critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers’ perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers’ perceptions about …
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Walden Dissertations and Doctoral Studies
Despite 3 years of implementation, educators at McKinnley Elementary School (pseudonym) did not know teachers’ perceptions about whether the Wilson Reading Fundations Program (WRFP) was helping K-3rd grade teachers assist struggling readers with becoming proficient in reading in the elementary grades. The purpose of this qualitative single case study was to obtain primary teachers’ perceptions regarding how instructional components of the WRFP challenged or strengthened their instructional practices with assisting struggling readers gaining proficiency. Engelmann’s theory of instruction, Orton-Gillingham’s approach, and Engestrom’s activity theory were the theoretical frameworks that guided this study. Fifteen K-3rd grade teachers who implemented WRFP and …
Staff Perspectives On Parent Withdrawal From Maternal, Infant, And Early Childhood Home Visiting Programs, Dr. Laquetta Delores Peoples
Staff Perspectives On Parent Withdrawal From Maternal, Infant, And Early Childhood Home Visiting Programs, Dr. Laquetta Delores Peoples
Walden Dissertations and Doctoral Studies
The problem that was investigated through this study was the high withdrawal rates of families that enroll in MIECHV programs. Examining this issue provided data that will be shared with MIECHV programs to identify potential strategies to reduce high withdrawals. This basic qualitative study with semistructured interviews examined MIECHV staffs’ perspectives on the reasons for high withdrawals. The purpose of this study was to examine MIECHV program staff members’ perspectives on the reasons for the high withdrawal. The study was guided by Mowder’s parent development theory (PDT) and examined parenting as a continual process whereby parents constantly adjusted their parenting …
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Walden Dissertations and Doctoral Studies
Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …
Elementary Teachers’ Perceptions Regarding Behaviors That Lead To Disproportionate Referrals By Race, Susan Johannes
Elementary Teachers’ Perceptions Regarding Behaviors That Lead To Disproportionate Referrals By Race, Susan Johannes
Walden Dissertations and Doctoral Studies
AbstractDisproportionate office referrals through teachers in Grades 3-5 based on their students’ race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell’s critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers’ perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers’ perceptions about …
Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly
Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly
Walden Dissertations and Doctoral Studies
AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …
Early Childhood Teachers’ Perspectives On Professional Development Activities, Gordia A. Ross
Early Childhood Teachers’ Perspectives On Professional Development Activities, Gordia A. Ross
Walden Dissertations and Doctoral Studies
AbstractEarly childhood teachers are an essential part of the education system in the United States, and professional development is a key means of ensuring that they have the required skills and education to meet the developmental needs of their young students. Although researchers have examined the professional development of kindergarten to Grade 12 teachers, they have not adequately explored early childhood practitioners' perspectives of professional development activities that support implementation of best practices. The purpose of this basic qualitative study was to explore early childhood educators' perspectives of professional development activities, using Knowles’s adult learning theory(andragogy) as the theoretical framework. …
Teachers' Perspectives Of Implementing Language Modeling In Pre-Kindergarten Classrooms, Gena R. Puckett
Teachers' Perspectives Of Implementing Language Modeling In Pre-Kindergarten Classrooms, Gena R. Puckett
Walden Dissertations and Doctoral Studies
Teachers’ language modeling skills are important for children’s language development and school readiness. However, 34% of pre-kindergarten (pre-K) classrooms score in the low range on the language modeling dimension of the CLassroom Assessment Scoring System (CLASS) observation tool within the instructional support domain in a southern state. For this basic qualitative study, the purpose and research questions explored pre-K teachers’ perspectives on the challenges of implementing language modeling and the type of support they need to improve language modeling skills in a southern state. The conceptual framework that guided the study was Vygotsky’s sociocultural theory, specifically the concepts of the …
Staff Perspectives On Parent Withdrawal From Maternal, Infant, And Early Childhood Home Visiting Programs, Dr. Laquetta Delores Peoples
Staff Perspectives On Parent Withdrawal From Maternal, Infant, And Early Childhood Home Visiting Programs, Dr. Laquetta Delores Peoples
Walden Dissertations and Doctoral Studies
The problem that was investigated through this study was the high withdrawal rates of families that enroll in MIECHV programs. Examining this issue provided data that will be shared with MIECHV programs to identify potential strategies to reduce high withdrawals. This basic qualitative study with semistructured interviews examined MIECHV staffs’ perspectives on the reasons for high withdrawals. The purpose of this study was to examine MIECHV program staff members’ perspectives on the reasons for the high withdrawal. The study was guided by Mowder’s parent development theory (PDT) and examined parenting as a continual process whereby parents constantly adjusted their parenting …
High School Language Arts Teachers' Perceptions Of Students' Motivation To Learn In A Project-Based Learning Class, Elizabeth Merrell Gross
High School Language Arts Teachers' Perceptions Of Students' Motivation To Learn In A Project-Based Learning Class, Elizabeth Merrell Gross
Walden Dissertations and Doctoral Studies
Project-based learning (PBL) is a widely used methodology in the sciences for grades K-12. Forward-thinking instructors are also implementing PBL by creating student-led learning opportunities in other subjects. There is, however, a lack of research on teacher perceptions of PBL as a motivational factor in high school. The purpose of this basic qualitative study was to explore high school language arts teachers’ perceptions of student motivation in a PBL class. Keller’s model of motivation focusing on attention, relevance, confidence, and satisfaction (ARCS) was the conceptual framework for this study. Nine language arts teachers participated in interviews, which were coded and …
Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver
Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver
Walden Dissertations and Doctoral Studies
In 2003, the Trinidad and Tobago Ministry of Education recommended that the early childhood care and education sector be regulated to improve the quality of programs. The problem is that the sector remains unregulated, and improving program quality in the private sector remains a challenge. This basic qualitative study examined private early childhood program administrators’ perspectives on challenges to improve program quality in Trinidad and Tobago. The research questions investigated the challenges private early childhood program administrators encountered in improving program quality and support needed for improvement. Ten purposively sampled private early childhood program administrators shared their perspectives. The conceptual …
Teacher Perceptions About Using Collaborative Inquiry In Professional Learning Communities, Linda Maria Armwood
Teacher Perceptions About Using Collaborative Inquiry In Professional Learning Communities, Linda Maria Armwood
Walden Dissertations and Doctoral Studies
A large suburban school system in the mid-Atlantic United States identified the Data Wise Improvement Process (DWIP) as a systemic strategy to achieve the district-wide goal of student achievement for college and career readiness. Elementary science teachers marginally participated in school-based instructional team meetings to analyze student data. The purpose of this qualitative case study was to understand teacher perceptions of working with colleagues in a collaborative learning environment focused on shared student data. Adult learning theory, social constructivist theory, and collaborative inquiry practices served as the conceptual framework for this study. Data were collected through an electronic web-based survey …
Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson
Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson
Walden Dissertations and Doctoral Studies
Schools have reported disparities in the use of discipline on a nationwide scale. The problem for this study was that early childhood teachers referred Black students for disciplinary action or exclusionary discipline at higher rates than their peers.The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of referring Black students for disciplinary action. Weinstein, Curran, and Tomlinson-Clarke’s model of culturally responsive classroom management formed the conceptual framework that guided this study. The research question focused on teacher perspectives about referring Black students for disciplinary action. A basic qualitative design was used to capture the insights …
Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly
Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly
Walden Dissertations and Doctoral Studies
AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …
Head Start Teachers’ Perspectives On The Implementation Of Head Start Program Performance Standard 1302.17, Leslie Shumate Floyd
Head Start Teachers’ Perspectives On The Implementation Of Head Start Program Performance Standard 1302.17, Leslie Shumate Floyd
Walden Dissertations and Doctoral Studies
Federal Head Start Program Performance Standards (HSPPS) were revised in 2016 to strengthen and improve the quality of all Head Start (HS) programs. The problem addressed in this basic qualitative study is that teachers in a local urban HS program in the southwestern region of Virginia have decreased levels of job satisfaction and cannot support the social-emotional development of their students due to difficulty implementing the standard HSPPS 1302.17. The purpose of this basic qualitative study was to investigate the perspectives of HS teachers regarding their job satisfaction while supporting the implementation of HSPPS 1302.17. Lacey’s theory of social strategies …
Perspectives Of Teachers On The Use Of Technology Within The Preschool Experience, Cynthia L. Basse
Perspectives Of Teachers On The Use Of Technology Within The Preschool Experience, Cynthia L. Basse
Walden Dissertations and Doctoral Studies
Due to the increased use of technology in people’s lives, digital media literacy has become increasingly more important in young children’s early experiences. When used appropriately, children discover how to use digital media in ways that enhance their learning, preparing them for the positive benefits of technology use across their lifetime. The problem investigated in this study is that preschool teachers reported they did not use technology within the preschool experience. The purpose of this study was to explore teachers’ perspectives on technology use within the preschool experience. The conceptual framework for this qualitative study was developmentally appropriate practice. The …
Parents’ And Teachers’ Perspectives On Quality Communication In A Head Start Program, Danielle Racquel Bryant-Mathurin
Parents’ And Teachers’ Perspectives On Quality Communication In A Head Start Program, Danielle Racquel Bryant-Mathurin
Walden Dissertations and Doctoral Studies
AbstractResearchers have suggested that active communication between teachers and parents is positively associated with student success in school, specifically in terms of student attendance, performance, and behavior. The problem that inspired this basic qualitative study was the quality of parent-teacher communication in Head Start programs that serve low socioeconomic status (SES) students. The purpose of this basic qualitative study was to examine the quality of parent-teacher communication in a Head Start program that serves low SES students in the northeastern United States and explore how quality of parent-teacher communication might be improved. Ecological systems theory and the communication component of …
Public School Elementary Teachers’ Perspectives On Levels Of Workplace Stress And Needed Supports, Rima S. Granados
Public School Elementary Teachers’ Perspectives On Levels Of Workplace Stress And Needed Supports, Rima S. Granados
Walden Dissertations and Doctoral Studies
The problem addressed through this study was that public elementary school teachers in the United States have reported increasing levels of workplace stress. Teachers’ stress levels need to be studied and addressed because they affect students as well. The purpose of this basic qualitative study was to explore elementary public school K-3 teachers’ perspectives on their levels of workplace stress and institutional supports needed to reduce workplace stress. Coping-competence-context theory was the conceptual framework. Research questions explored elementary public school teachers’ perspectives on their levels of workplace stress, and their perspectives on the institutional supports needed to reduce workplace stress. …
Exploring The Perspectives Of Infant/Toddler-Pk4 Teachers On Attaining An Associate Degree In Early Childhood Education, Isabel Lainez Furutan
Exploring The Perspectives Of Infant/Toddler-Pk4 Teachers On Attaining An Associate Degree In Early Childhood Education, Isabel Lainez Furutan
Walden Dissertations and Doctoral Studies
AbstractResearchers have found young children’s academic skills and life outcomes are correlated to teachers’ postsecondary education. Despite this, 60% of infant/toddler-PK4 teachers who work in center-based settings in the District of Columbia do not have postsecondary education beyond the high school level. The purpose of this basic qualitative study was to explore the perspectives of infant/toddler-PK4 teachers from the District of Columbia working in center-based settings on the challenges of attaining an associate degree in early childhood education and the support needed throughout the process. Guided by Lewin’s three-step model of change theory, the perspectives of 12 participants with a …
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Walden Dissertations and Doctoral Studies
Despite 3 years of implementation, educators at McKinnley Elementary School (pseudonym) did not know teachers’ perceptions about whether the Wilson Reading Fundations Program (WRFP) was helping K-3rd grade teachers assist struggling readers with becoming proficient in reading in the elementary grades. The purpose of this qualitative single case study was to obtain primary teachers’ perceptions regarding how instructional components of the WRFP challenged or strengthened their instructional practices with assisting struggling readers gaining proficiency. Engelmann’s theory of instruction, Orton-Gillingham’s approach, and Engestrom’s activity theory were the theoretical frameworks that guided this study. Fifteen K-3rd grade teachers who implemented WRFP and …
Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino
Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino
Walden Dissertations and Doctoral Studies
AbstractAfter finding research confirming that the innovative approach of project-based learning (PBL) improves 21st century education for all students, the administrators of a large local diocesan Catholic school system (LDCSS) initiated PBL implementation in their schools. The problem was that after 6 years it was not known how the teachers were experiencing and perceiving their progress with this implementation in the classrooms. The purpose of this basic qualitative study was to discover and understand LDCSS teachers’ experiences and perceptions of their progress of PBL implementation in the classroom. The conceptual framework for the study comprised John Dewey’s educational philosophy of …
Early Childhood Teachers’ Perspectives On Their Responses To Children’S Challenging Behaviors, Dr. Sharon Denise Scallion
Early Childhood Teachers’ Perspectives On Their Responses To Children’S Challenging Behaviors, Dr. Sharon Denise Scallion
Walden Dissertations and Doctoral Studies
AbstractThe problem that was the focus of this study was the high rate of suspensions and expulsions of preschool children enrolled in independently funded childcare centers in Texas, and the lack of understanding of preschool teachers’ response to children’s challenging behavior. The purpose of this basic qualitative study was to explore preschool teachers’ perspective on how they handle children’s challenging behaviors, and what inclines teachers toward suspending or expelling children from independently funded childcare centers. Liu’s theory of children’s externalizing behavior provided the conceptual framework for the study. Ten preschool teachers from urban, independently funded childcare centers in Texas were …
Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt
Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt
Walden Dissertations and Doctoral Studies
Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Secondary Teachers’ Perceptions Of Training Needed To Apply Personalized Instruction, Christina Armstrong
Secondary Teachers’ Perceptions Of Training Needed To Apply Personalized Instruction, Christina Armstrong
Walden Dissertations and Doctoral Studies
The problem at a Southwestern private school is that secondary teachers have insufficient training to apply personalized instruction (PI) with fidelity to meet the needs of students with severe to moderate cognitive impairments. The purpose of this basic qualitative study was to explore the secondary teachers’ perceptions of the training they need to apply academic interventions using PI. The conceptual framework that grounds this study was Bruner’s theory of instruction. The theory is used to focus on the process of gaining knowledge beginning with predisposition toward learning, in this case, the teachers’ attitudes toward PI. According to the theory, individuals …
Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson
Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson
Walden Dissertations and Doctoral Studies
Schools have reported disparities in the use of discipline on a nationwide scale. The problem for this study was that early childhood teachers referred Black students for disciplinary action or exclusionary discipline at higher rates than their peers.The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of referring Black students for disciplinary action. Weinstein, Curran, and Tomlinson-Clarke’s model of culturally responsive classroom management formed the conceptual framework that guided this study. The research question focused on teacher perspectives about referring Black students for disciplinary action. A basic qualitative design was used to capture the insights …
Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly
Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly
Walden Dissertations and Doctoral Studies
AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …
Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver
Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver
Walden Dissertations and Doctoral Studies
In 2003, the Trinidad and Tobago Ministry of Education recommended that the early childhood care and education sector be regulated to improve the quality of programs. The problem is that the sector remains unregulated, and improving program quality in the private sector remains a challenge. This basic qualitative study examined private early childhood program administrators’ perspectives on challenges to improve program quality in Trinidad and Tobago. The research questions investigated the challenges private early childhood program administrators encountered in improving program quality and support needed for improvement. Ten purposively sampled private early childhood program administrators shared their perspectives. The conceptual …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Walden Dissertations and Doctoral Studies
Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …