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Full-Text Articles in Education
Influence Of Professional Learning Communities On K-8 Teacher Responsibilities, Kristen Lynn Martello
Influence Of Professional Learning Communities On K-8 Teacher Responsibilities, Kristen Lynn Martello
Walden Dissertations and Doctoral Studies
Professional learning communities (PLCs) were established in a local suburban school district in 2010; however, since their inception, the value of the program has not been determined. In a K-8 school district, a qualitative case study was conducted to determine the influence of PLCs on the 4 domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties. The conceptual framework was based on Bandura's social learning theory and Danielson's framework for teaching. The research questions focused on how teacher participation and the allotment of time in a PLC, and the structure of a PLC, influence teacher classroom responsibilities. Data …
A Qualitative Case Study About Online Reflection For Elementary Mathematics Teachers, Michelle Mccabe Trofort
A Qualitative Case Study About Online Reflection For Elementary Mathematics Teachers, Michelle Mccabe Trofort
Walden Dissertations and Doctoral Studies
Many teachers report that they rarely engage in reflection. Asynchronous forums have been used to foster reflection among prospective teachers, but there is limited research about the allocation of time for reflection in an asynchronous forum for practicing teachers. The purpose of this qualitative case study was to (a) determine teachers' perceptions about the benefits and drawbacks of the use of an online forum to allocate time for reflection and (b) to classify the levels of the teachers' reflections in the forum. A conceptual framework based on select writings by Dewey, Hatton and Smith, and van Manen was used to …
The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye
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 was 13 volunteer …
Teachers' Perceptions About The Influence Of High-Stakes Testing On Students, Sharon Christine Wisdom
Teachers' Perceptions About The Influence Of High-Stakes Testing On Students, Sharon Christine Wisdom
Walden Dissertations and Doctoral Studies
Teachers in a New Jersey suburban high school noticed an increase in students' stress and anxiety associated with high-stakes testing, and they were struggling to find strategies and interventions to help. The purpose of this study was to investigate high school English and mathematics teachers' current knowledge, experiences, and perceptions about students' preparation and responses to high-stakes testing and to explore teachers' perceptions about teaching strategies they needed to reduce student test anxiety. Liebert and Morris's bidimensional components of anxiety, emotionality, and worry form the conceptual framework that guided this study. The research questions focused on teachers' perceptions about students' …
Increasing Collaboration, Shared Values, And Authentic Teaching Practices Through Technological Professional Development, Jennifer Louise Blackford
Increasing Collaboration, Shared Values, And Authentic Teaching Practices Through Technological Professional Development, Jennifer Louise Blackford
Walden Dissertations and Doctoral Studies
The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18 years or older and (b) participants had to be a certified teacher. Guided by Mishra and Koehler's TPACK theory and Guskey's model for PD evaluation, the research was designed to determine (a) how teachers demonstrate collaboration using instructional technology as a result of PD, (b) what shared values teachers have adopted regarding instructional technology as …
Vocational Instructors Experience And Practice Teaching In The Hybrid Environment, Christine Cusano
Vocational Instructors Experience And Practice Teaching In The Hybrid Environment, Christine Cusano
Walden Dissertations and Doctoral Studies
At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a …
Prekindergarten Teachers' Experiences Teaching Preliteracy To English Language Learners, Sangeeta Dwarka
Prekindergarten Teachers' Experiences Teaching Preliteracy To English Language Learners, Sangeeta Dwarka
Walden Dissertations and Doctoral Studies
Pre-K teachers in Metro Georgia have little to no training in working with English language learner/dual language learner (ELL/DLL) students, nor do they know how to instruct these students to meet Pre-K preliteracy criteria. As Pre-K classrooms contain increasing numbers of ELL/DLL students, the purpose of this qualitative case study was to explore teachers' need to support emergent literacy for ELL/DLL students in the Pre-K setting. The theoretical foundations for this study included Vygotsky's sociocultural theory and Kreshan's theory of language acquisition. Thirteen teachers participated in the study. Selection criteria was (1) having 2 years of teaching experience and (2) …
Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling
Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling
Walden Dissertations and Doctoral Studies
In a Texas school district, administrators did not monitor the fidelity of implementation (FOI) of the Montessori kindergarten program implemented in 2005, which left administrators without empirical data regarding program implementation. The purpose of this qualitative evaluative case study was to explore teachers' and administrators' perceptions and implementation of the Montessori program. Using the implementation of science framework, which involves examining FOI by monitoring interventions, implementation methods, enabling contexts, and intended outcomes, data were collected through interviews, nonparticipatory observations, and a review of archived Montessori documents. A convenience sample of 10 Montessori teachers, who met criteria of over 5 years …
College Teachers' Implementation Of Instructional Strategies To Support Students' English Language Skills, Ayman Mohammad Alhalawany
College Teachers' Implementation Of Instructional Strategies To Support Students' English Language Skills, Ayman Mohammad Alhalawany
Walden Dissertations and Doctoral Studies
The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served …