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Full-Text Articles in Education

Metacognitive Reading Strategy And Emerging Reading Comprehension In Students With Intellectual Disabilities, Natasha Cox-Magno, Peter Ross, Kathleen Dimino, Andrea Wilson Nov 2018

Metacognitive Reading Strategy And Emerging Reading Comprehension In Students With Intellectual Disabilities, Natasha Cox-Magno, Peter Ross, Kathleen Dimino, Andrea Wilson

Journal of Educational Research and Practice

This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC ...


Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas Sep 2018

Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas

Journal of Educational Research and Practice

This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants ...


Understanding The Differences Between Novice And Experienced Reading Teachers, Katie Anderson Jan 2018

Understanding The Differences Between Novice And Experienced Reading Teachers, Katie Anderson

Walden Dissertations and Doctoral Studies

Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for Teaching as the conceptual framework. The research questions were used to examine two groups of teachers using the framework and the Teacher's College Reading and Writing Project's defined levels of performance for effective reading instruction. The goal was to identify the instructional differences between the two groups of teachers. Purposeful sampling was used ...


Novice Teachers' Perspectives Of Learner-Centered Reading Instruction, Jennifer Louden Jan 2018

Novice Teachers' Perspectives Of Learner-Centered Reading Instruction, Jennifer Louden

Walden Dissertations and Doctoral Studies

Learner-centered reading instruction was underrepresented in novice K to 5 teachers' classrooms despite a district mandated requirement to use them. When learner-centered reading instruction is not used, students are less motivated to learn and less likely to become proficient readers. The purpose of this bounded qualitative case study was to explore novice K to 5 reading teachers' perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. The conceptual framework was based on the Arkansas Department of Education's science of reading and Weimer's learner-centered teaching. The research questions focused on exploring novice ...


Elementary Educators' Knowledge, Beliefs, And Planned And Implemented Practices For Digital Citizenship, Meghan Gail Walters Jan 2018

Elementary Educators' Knowledge, Beliefs, And Planned And Implemented Practices For Digital Citizenship, Meghan Gail Walters

Walden Dissertations and Doctoral Studies

Limited research has focused on the knowledge, beliefs, and professional practices of elementary educators related to digital citizenship. The purpose of this study was to identify elementary educators' knowledge and beliefs about digital citizenship, as well as understand their plans and implemented practices, supports, and barriers related to digital citizenship instruction. This study was grounded in Mezirow's theory of transformative learning, Siemen's theory of connectivism, and Ribble's concept of digital citizenship. Descriptive statistics were used to analyze data collected from an original survey instrument developed from the literature by the researcher. Participants were recruited using publicly accessible ...


Examining The Intersection Of Teachers' Expectations, African American Males, And Equitable Strategies, Adell Cothorne Jan 2018

Examining The Intersection Of Teachers' Expectations, African American Males, And Equitable Strategies, Adell Cothorne

Walden Dissertations and Doctoral Studies

Elementary African American males achieve proficiency at a lower rate than their peers in both reading and math. The purpose of this qualitative case study was to understand how elementary school teachers described their use of equitable strategies in teaching elementary African American male students, how these teachers described the experience of teaching African American male students, and how they used equitable strategies to shape the classroom environment to engage African American male students. Two theories provided the conceptual framework for this study-human development theory and critical race theory in education. Seven participants were selected through convenience sampling. Semistructured interviews ...


Elementary Teachers' Perspectives Of The Support Facilitation Instructional Model, Deborah Afolabi Jan 2018

Elementary Teachers' Perspectives Of The Support Facilitation Instructional Model, Deborah Afolabi

Walden Dissertations and Doctoral Studies

The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused ...


Teachers' Perspectives Of Low Student Achievement Within Social Promotion Practices, Denise Monifa Connor Jan 2018

Teachers' Perspectives Of Low Student Achievement Within Social Promotion Practices, Denise Monifa Connor

Walden Dissertations and Doctoral Studies

Researchers have reported the positive and negative effects of social promotion and retention. The problem at a large elementary school in the southeastern United States was inadequate achievement scores of 70% of socially promoted students in grades 3 through 5 on mandated state tests. The purpose of this case study was to explore the perspectives of teachers on social promotion, grade retention, and how to improve achievement in grades 3 through 5. Tomlinson's differentiated instruction was used as the conceptual framework. Twelve teachers from Grades 3 through 5, who had been at the school at least 1 year and ...


An Elementary Perspective Of The Value-Added Model, Pat Mccoy Jan 2018

An Elementary Perspective Of The Value-Added Model, Pat Mccoy

Walden Dissertations and Doctoral Studies

In a small, rural school district in the southeastern United States, elementary school teachers were receiving positive evaluation ratings while student proficiency on state assessments was below the state average. Due to changes in federal and state laws, school personnel evaluate methods have undergone significant reform. The purpose of this study was to answer the guiding research questions of teachers and administrators perceptions toward the value-added model (VAM) of evaluation and how those perceptions affect teacher performance. Taylor's scientific management theory, which suggests examining human productivity through the lens of applied science served as the conceptual framework. Data were ...


The Effects Of Academic Parent Teacher Teams On Latino Student Achievement, Barbara Dee Bench Jan 2018

The Effects Of Academic Parent Teacher Teams On Latino Student Achievement, Barbara Dee Bench

Walden Dissertations and Doctoral Studies

Decades of research have noted the importance of parent involvement in students' academic success. Less is known about parent engagement models that aim to increase Latino students' reading achievement. This project study examined the effectiveness of a 2-year parent engagement program implemented to address poor reading achievement of Latino elementary school students in a small urban district. The purpose of this study was to determine disparities in student scores between those parents who participated in the program and those parents who did not participate. The research questions examined parent engagement levels in comparison to increased summative reading scores. Based on ...


Elementary Teachers' Self Efficacy For Improving Student Achievement, Regina Ann Epps Jan 2018

Elementary Teachers' Self Efficacy For Improving Student Achievement, Regina Ann Epps

Walden Dissertations and Doctoral Studies

The local problem that prompted this study was declining student achievement scores in the 4th and 5th grades at a Title 1 elementary school in the southeastern U.S. As a result, school administrators initiated an environmental change from a self-contained classroom structure to departmentalization and team teaching for 4th and 5th grades. The purpose of the study was to investigate perspectives of teachers and administrators regarding their needs to address their own self-efficacy for improving student learning, and their perspectives of the team teaching and departmentalization processes in enhancing student achievement. The conceptual framework for this study was Bandura ...


Language Of Instruction And Puerto Rican First Graders' Ethnic Categorizations, Margarita Marichal Jan 2018

Language Of Instruction And Puerto Rican First Graders' Ethnic Categorizations, Margarita Marichal

Walden Dissertations and Doctoral Studies

The use of subtractive bilingual models in Puerto Rico may influence children's construction of social categorizations. There is a gap in the literature related to linguistics, ethnicity, and systems of education and acculturation of a majority group. The purpose of this multiple case study was to examine the influence of the language of instruction and teachers' communicative practices in private and public schools on first graders' ethnic identity construction in the municipality of San Juan, Puerto Rico. The conceptual framework of the study was based on Markus's unified theory of race and ethnicity, Berry's bidimensional model of ...


Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson Jan 2018

Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson

Walden Dissertations and Doctoral Studies

In an urban Title 1 school district, the average number of Grade 3-5 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 3-5 students countywide and 19.4% below Grade 3-5 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that ...


The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye Jan 2018

The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye

Walden Dissertations and Doctoral Studies

Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample ...


Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton Jan 2018

Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton

Walden Dissertations and Doctoral Studies

In a South Carolina school district, approximately 45% of 3rd-5th grade students performed poorly on the state mathematics test. K-5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K-5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction ...


Elementary Teachers' Beliefs Of Using Guided Reading Pedagogy And Student Data, Ivonne Miranda Jan 2018

Elementary Teachers' Beliefs Of Using Guided Reading Pedagogy And Student Data, Ivonne Miranda

Walden Dissertations and Doctoral Studies

In today's classrooms, many teachers meet students' reading needs by providing guided reading. However, little is known about how teachers combine student data and pedagogical content knowledge to plan guided readings lessons. This study focused on understanding how elementary teachers use guided reading pedagogical content knowledge and student data when planning a guided reading lesson. The conceptual framework was based on Fountas and Pinnell's guided reading framework, and Clay's theory of data collection with respect to literacy processing. The research questions concerned how teachers' use, guide, and reflect on guided reading pedagogical content knowledge and students data ...


Perceptions Of Principal Leadership Skills In High-Achieving Elementary Schools, Sonya Lasyon Jackson Jan 2018

Perceptions Of Principal Leadership Skills In High-Achieving Elementary Schools, Sonya Lasyon Jackson

Walden Dissertations and Doctoral Studies

The problem addressed in this study was the inability of certain schools in a rural school district in Florida to achieve adequate yearly progress (AYP) in comparison to a neighboring school district where students consistently made AYP. Research has shown a positive relationship between student achievement and principal leadership skills. The purpose of this study was to identify patterns in elementary teachers' perceptions of their principals' leadership skills related to student achievement and elementary principals' perceptions of their own leadership practices and compare those perceptions. The conceptual framework for this qualitative case study design was instructional leadership. Twelve teachers of ...


Stakeholders' Perceptions On Mandated Student Retention In Early Childhood, Jennifer Kate Mankins Jan 2018

Stakeholders' Perceptions On Mandated Student Retention In Early Childhood, Jennifer Kate Mankins

Walden Dissertations and Doctoral Studies

Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was to examine the perceptions of stakeholders who had experienced implementation of mandated student retention in early childhood. The study is informed by Bourdieu's cultural capital theory of ...


Effect Of Differentiated Instruction On Reading Comprehension Of Third Graders, Deborah Davidsen Jan 2018

Effect Of Differentiated Instruction On Reading Comprehension Of Third Graders, Deborah Davidsen

Walden Dissertations and Doctoral Studies

The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research ...


Stakeholders' Perceptions Of Charter Schools In A Large School District In Georgia, Tawanda Hardaway Jan 2018

Stakeholders' Perceptions Of Charter Schools In A Large School District In Georgia, Tawanda Hardaway

Walden Dissertations and Doctoral Studies

Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school ...


Elementary Music Teachers' Perceptions Of The Effect Of Budget Reductions On Music Education, Jimmy Michel Jan 2018

Elementary Music Teachers' Perceptions Of The Effect Of Budget Reductions On Music Education, Jimmy Michel

Walden Dissertations and Doctoral Studies

Since 2007, many U.S. music education programs have been negatively affected by budget reductions at the local, state, and national levels. Although researchers have studied the effect of budget reductions on music education, they have not widely examined the perspectives of teachers who have experienced these reductions. The purpose of this study was to explore elementary music teachers' personal and professional experiences with budget reductions, and the perceptions of how their programs, students, schools, and communities have been affected by the budget reductions. The philosophies of Kodaly and Richards served as a conceptual framework for this qualitative case study ...