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Differentiation For Content Area Literacy: Middle School Teachers' Perceptions And Practices, Beth Ann Oswald
Differentiation For Content Area Literacy: Middle School Teachers' Perceptions And Practices, Beth Ann Oswald
Walden Dissertations and Doctoral Studies
Recent studies support the use of differentiated instruction (DI) to improve literacy in content area classrooms. At the same time, research has found that few teachers implement DI purposefully or consistently. Accordingly, a case study design was used to explore middle school content area teachers' understanding and implementation of DI for content literacy at a site where it is an integral component of the response to intervention (RTI) process. The conceptual framework for this study was principles of differentiation, as defined and discussed by Tomlinson. Research questions were framed to examine how middle school content area teachers defined and implemented …
Barriers High School Teachers Encounter In Teaching Critical Thinking In Writing, Monica Murray
Barriers High School Teachers Encounter In Teaching Critical Thinking In Writing, Monica Murray
Walden Dissertations and Doctoral Studies
In an urban high school in California, students are generally unskilled in critical writing. The problem has been associated with instructional barriers encountered by teachers. In this qualitative case study, English Language teachers provided their perceptions of such barriers and shared perspectives for solutions based in professional development. Grounded in the theories of Halpern, Saiz and Rivas, Weigle, and Harris and Graham, the conceptual framework emphasized instructional models that develop metacognition in writing, which can increase students' critical thinking. Selection criteria required participants who were English Language Arts teachers of writing critical thinking. Data from 4 participant interviews were coded, …
Outcomes Of Professional Development For Rural Community College Leaders, William Thompson Thompson
Outcomes Of Professional Development For Rural Community College Leaders, William Thompson Thompson
Walden Dissertations and Doctoral Studies
To mitigate the loss of experienced administrators, community college leaders create internal grow-your-own (GYO) leadership development programs. Although the purpose of these programs is to ensure institutional efficacy by developing a pipeline of administrative and faculty leaders, little attention has been given to learning about the participants' post-program career advancement over time. Consequently, the value of GYO leadership training for participants is not well known. The purpose of this qualitative case study was to explore the post-program professional development of a group of participants 2 years after completing a rural community college GYO leadership program. The conceptual framework was guided …