Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Administration and Supervision (5)
- Teacher Education and Professional Development (5)
- Elementary and Middle and Secondary Education Administration (3)
- Arts and Humanities (2)
- Junior High, Intermediate, Middle School Education and Teaching (2)
-
- Liberal Studies (2)
- Other Education (2)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (2)
- Reading and Language (2)
- Educational Assessment, Evaluation, and Research (1)
- Elementary Education and Teaching (1)
- Instructional Media Design (1)
- Psychology (1)
- Social and Behavioral Sciences (1)
- Special Education Administration (1)
- Special Education and Teaching (1)
Articles 1 - 9 of 9
Full-Text Articles in Education
Third-Grade Teachers' Perceptions Of Balanced Literacy, Kimberly S. Harrison
Third-Grade Teachers' Perceptions Of Balanced Literacy, Kimberly S. Harrison
Walden Dissertations and Doctoral Studies
In response to fourth grade students' performance on the National Assessment of Education Progress reading test, states across the nation have enacted laws which stipulate third-grade students achieve reading proficiency in order to be promoted. With the passage of the South Carolina Read to Succeed Act 2014, school leaders in an urban school district implemented a balanced literacy framework to address 3rd grade students' low reading achievement. Approached from a constructivist framework, the purpose of this qualitative case study was to present 3rd grade teachers' perceptions of the balanced literacy framework with regard to students' reading achievement. Vygotsky's theories of …
Elementary Teachers' Perceptions Of Self-Efficacy When Using A Scripted Reading, Misty Leigh Mukherjee
Elementary Teachers' Perceptions Of Self-Efficacy When Using A Scripted Reading, Misty Leigh Mukherjee
Walden Dissertations and Doctoral Studies
Researchers report that implementation of scripted reading programs has been inconsistent. Although administrators need to understand teachers' experiences with scripted reading instruction to make decisions about best practices for implementation of those programs, little research on those experiences exists. The purpose of this phenomenological study was to understand and describe teachers' lived experiences and self-efficacy when using a scripted reading program. Bruner's constructivist theory, the concept of pedagogical content knowledge, and self-efficacy theory were used to frame the study. Eight elementary teachers in Grades K-3 from the Mid-Atlantic region of the United States each completed 4 individual interviews. Template-based iterative …
Examining The Integration Of Technology In The Early Childhood Classroom, Kerri Lynn Willmann
Examining The Integration Of Technology In The Early Childhood Classroom, Kerri Lynn Willmann
Walden Dissertations and Doctoral Studies
Reading achievement scores in the United States are low and educators need more strategies to support young students in literacy. It is important to identify the technologies and implementation strategies that educators find beneficial for literacy instruction. The purpose of this qualitative study was to investigate perspectives on instructional technology and literacy strategies intended to promote student-centered learning opportunities. The conceptual framework was Bloom's mastery learning, Bransford's anchored instruction, and Piaget's constructivist theory. Each theorist encouraged exploration and hands-on interactive learning opportunities. The research questions addressed how teachers perceive the implementation of technology tools to enhance literary performance and engagement …
Effects Of Instructional Pedagogy On Eighth-Grade Reading Students, Barbara Ward
Effects Of Instructional Pedagogy On Eighth-Grade Reading Students, Barbara Ward
Walden Dissertations and Doctoral Studies
Education is the foundation for the future, and a successful education begins with strong literacy skills. The 2013 National Assessment of Educational Progress reported that only 36% of eighth-grade students in the United States were classified as reading on a proficient level, and 22% of eighth-grade students were unable to read and comprehend text at the basic level. The purpose of this quantitative, quasi-experimental, post hoc analysis was to determine whether a difference existed in the change in test scores of the reading portion of the Criterion Referenced Competency Test from the 2011-2012 academic year to the 2012-2013 academic year …
Educators' Perceptions Of Best Practices For Increasing Literacy Among High-Poverty Students, Giuseppe Di Monte
Educators' Perceptions Of Best Practices For Increasing Literacy Among High-Poverty Students, Giuseppe Di Monte
Walden Dissertations and Doctoral Studies
The local problem addressed in this study was the low reading achievement of high-poverty fourth-grade students in a small rural school in the Mid-Atlantic region of the United States. The purpose of this instrumental case study was to examine the perceptions of the campus principal and teachers at a sampled high-poverty and high achieving elementary school to determine best practices for meeting literacy needs of high-poverty students. This knowledge is important because student success in reading achievement contributes to overall academic success. The neo-sociocultural conceptual paradigm of Wertsch, del Rio, and Alverez, which links cognitive and cultural learning processes, was …
Optional Flexible Year Program And Middle School Student Achievement In Reading, Robyn Alane Fender
Optional Flexible Year Program And Middle School Student Achievement In Reading, Robyn Alane Fender
Walden Dissertations and Doctoral Studies
Local student reading results on the State of Texas Assessments of Academic Readiness have decreased. It is of great concern that many students had less than full mastery of the prerequisite, fundamental skills in reading. The study site used the Optional Flexible Year Program for remediation of students at risk of not passing the state assessment. The purpose of this concurrent explanatory study was to explore the relationship between participation and nonparticipation in the remediation program and student reading achievement and to better understand staff perceptions regarding the remediation program. Guided by Vroom's expectancy theory of motivation, quantitative research questions …
Working Memory Difficulties And Eligibility For K-12 Special Education, Corrie L. Wilson
Working Memory Difficulties And Eligibility For K-12 Special Education, Corrie L. Wilson
Walden Dissertations and Doctoral Studies
Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for special education eligibility evaluation: The two groups were students evaluated for …
A Case Study Of Middle School Teachers' Preparations For High-Stakes Assessments, David Lee Yeary
A Case Study Of Middle School Teachers' Preparations For High-Stakes Assessments, David Lee Yeary
Walden Dissertations and Doctoral Studies
Students, educators, and schools across the country have been presented with challenges as a result of rigorous standards and high-complexity tests. The problem addressed in this case study was that teachers in a rural middle school in a southeastern state were preparing students to take a new high-stakes state-mandated assessment in English language arts with very little information about what should be done to best prepare students to perform well. Danielson's work on instructional leaders, Webb's work on alignment of standards and assessments, and Tankersley's research on alignment of instruction and assessment provided the frameworks for the study. The participants …
A Study Of Instructional Methods On Fourth Grade Reading Achievement, Benita Jessup
A Study Of Instructional Methods On Fourth Grade Reading Achievement, Benita Jessup
Walden Dissertations and Doctoral Studies
According to the National Assessment of Educational Progress, a significant percent of 4th grade students read below the basic level. In one elementary school students participated in additional reading instruction as intervention for students scoring basic and below basic on the state standardized test. The purpose of this ex post facto non-experimental quantitative study was to determine the effectiveness of direct instruction versus fluency (repeated reading) instruction on the reading achievement of 4th grade students. This study is based on the theory of automatic information processing in reading and the theory of prosody. The overarching research question for this study …