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Pedagogical, Attitudinal, And Environmental Influences On Student-Centered Technology Practices Of Elementary Teachers, Shanna Renae Opfer
Pedagogical, Attitudinal, And Environmental Influences On Student-Centered Technology Practices Of Elementary Teachers, Shanna Renae Opfer
Walden Dissertations and Doctoral Studies
While much is known about individual influences on teacher technology use, there is a lack of research explaining the overlapping factors of pedagogy, attitude, and environment that intersect to influence teachersâ decisions to use student-centered technology. The purpose of this qualitative interpretive descriptive study was to examine how the intersection of these factors influenced the student-centered technology practices of 14 third through fifth grade teachers in faith-based schools across the United States. The studyâs conceptual framework was built on both social cognitive theory and first- and second-order barriers to technology use. Data were collected through virtual interviews with participants who …
High School Teachers’ Perceptions Of Culturally Responsive Pedagogy, Jeffrey Allen Hinton
High School Teachers’ Perceptions Of Culturally Responsive Pedagogy, Jeffrey Allen Hinton
Walden Dissertations and Doctoral Studies
The problem at the local site was a gap in practice in that teachers were not using culturally responsive pedagogy (CRP) in their delivery of lessons, which may have contributed to an achievement gap between European American and Asian American students and African American and Latinx students. This problem was important because local ACT results indicated that a significant achievement gap existed between these student populations. The purpose of this study was to investigate teachers’ use of CRP, which may serve to mitigate the achievement gap. The conceptual framework for this study was self-determination theory. The research questions focused on …