Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 30 of 45

Full-Text Articles in Education

Teacher Perceptions Of Math Professional Development In A Small Vocational School, Nisha Woody Jan 2019

Teacher Perceptions Of Math Professional Development In A Small Vocational School, Nisha Woody

Walden Dissertations and Doctoral Studies

Abstract The vocational math teachers at a vocational secondary school lack the adequate skills needed to be effective in math classrooms. The vocational teachers who teach math at the local vocational school have been identified as noncertified teachers based on their certification with the state department of education. The purpose of this project study was to determine the best professional development sessions needed to improve the instructional practice of untrained math teachers at the school. Their work is critical to the academic and career development of students. The social development theory of Vygotsky, which states that social interaction has an ...


Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr Jan 2019

Special Education Teachers' Perceptions Of Professional Development Around Assessment, Mary Sue Durr

Walden Dissertations and Doctoral Studies

The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers' knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers' perceptions of PD around assessment. Guided by a framework based on Chen and McCray's whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary ...


Early Childhood Education Trainers' Knowledge And Use Of Andragogical Principles, Kimberly Thornton Jan 2019

Early Childhood Education Trainers' Knowledge And Use Of Andragogical Principles, Kimberly Thornton

Walden Dissertations and Doctoral Studies

Early childhood education (ECE) teachers often lack the experience and skills to provide children with supports necessary to foster academic and social skill development. Professional development can improve ECE teachers' skills, but ECE trainers often lack understanding of adult learning principles, known as andragogy. Knowles' conceptual framework of andragogy was used to explore the knowledge and use of andragogical principles of 8 ECE trainers selected via criterion-based purposive sampling. The research questions focused on ECE trainers' knowledge and use of andragogical principles. Three cases, each consisting of 2 or 3 live professional development trainings for early childhood educators, were used ...


Improving Piano Teaching At International Schools In A Suburban District Of Beijing, Wei Xie Jan 2019

Improving Piano Teaching At International Schools In A Suburban District Of Beijing, Wei Xie

Walden Dissertations and Doctoral Studies

The quality of piano education in international schools in China has been affected by an increasing number of piano students and piano teachers experiencing heavy teaching loads. The research questions in this qualitative case study included both teachers' and parents' perceptions of the quality of teaching and learning in piano classes at multicultural international schools in a suburban district of Beijing. The 4 principles of the Suzuki method provided the conceptual framework for the study. Data were collected through interviews with 10 experienced piano teachers, 10 selected parents of K-12 piano students, and observations of 3 group piano classes, 8 ...


Teachers' Perceptions About The Influence Of High-Stakes Testing On Students, Sharon Christine Wisdom Jan 2018

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 ...


Increasing Collaboration, Shared Values, And Authentic Teaching Practices Through Technological Professional Development, Jennifer Louise Blackford Jan 2018

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 ...


Vocational Instructors Experience And Practice Teaching In The Hybrid Environment, Christine Cusano Jan 2018

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 ...


College Teachers' Implementation Of Instructional Strategies To Support Students' English Language Skills, Ayman Mohammad Alhalawany Jan 2018

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 ...


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 ...


Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling Jan 2018

Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling

Walden Dissertations and Doctoral Studies

Walden University

College of Education

This is to certify that the doctoral study by

DaMesia Denise Starling

has been found to be complete and satisfactory in all respects,

and that any and all revisions required by

the review committee have been made.

Review Committee

Dr. Cathryn Walker White, Committee Chairperson, Education Faculty

Dr. J Don Jones, Committee Member, Education Faculty

Dr. Nicolae Nistor, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University

2018

â??

Fidelity of Implementation of an Urban Elementary Montessori Kindergarten Program

by

DaMesia D. Starling

MS, Walden University, 2010

BS, Jarvis Christian College ...


Influence Of Professional Learning Communities On K-8 Teacher Responsibilities, Kristen Lynn Martello Jan 2018

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 ...


Faculty Self-Efficacy Instructing In A Hybrid Learning Environment At A Career College, Donna Gosselin Gosselin Jan 2017

Faculty Self-Efficacy Instructing In A Hybrid Learning Environment At A Career College, Donna Gosselin Gosselin

Walden Dissertations and Doctoral Studies

Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members' understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura's social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college ...


Priority Schoolteachers' Experiences Of Professional Development To Improve Student Achievement, Joyce Wiggins Wiggins Jan 2017

Priority Schoolteachers' Experiences Of Professional Development To Improve Student Achievement, Joyce Wiggins Wiggins

Walden Dissertations and Doctoral Studies

The New Jersey 2011 Adequate Yearly Progress report revealed that 53% (n = 75) of state schools that failed to meet standards were put on a â??priority schoolâ?? list. The 2015 priority school list consisted of 66 schools. In response, New Jersey created Regional Achievement Centers to provide collaborative professional development (PD) for effective instruction in the lowest performing schools. The purpose of this transcendental phenomenological study was to explore the lived experiences of priority schoolteachers regarding experiences with past PD initiatives and PD under the current Elementary and Secondary Education Act flexibility waiver focusing on collaborative approaches that include ...


Teachers' Perceptions Of Professional Learning Communities And Their Impact On School Culture, Jerry Paul Kociuruba Jr Jan 2017

Teachers' Perceptions Of Professional Learning Communities And Their Impact On School Culture, Jerry Paul Kociuruba Jr

Walden Dissertations and Doctoral Studies

Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive school climate. This case study explored the perspectives of PLC participants at a suburban high school on the impact of their PLC on the school's culture. Ten teacher participants with at least 2 years of experience at the research site were individually interviewed, and 5 observations of content PLC ...


Content Area Teacher Perspectives On Integrating Literacy Strategies, Lynette Smith Smith Jan 2017

Content Area Teacher Perspectives On Integrating Literacy Strategies, Lynette Smith Smith

Walden Dissertations and Doctoral Studies

The Common Core State Standards recommend that all educators prepare students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine 7th and 8th grade content area teachers' perspectives towards teaching literacy. The research questions addressed teachers' capabilities in the role of literacy instructor as well as the actual application of literacy. The conceptual framework included Bruner's constructivist, Bandura's self-efficacy, and Knowles's andragogy theories. These theories informed the investigation of adult learners' perspectives regarding the way they learn and gain confidence to provide literacy instruction. Eleven English, math ...


Elementary Teachers' Perceptions Of Teaching Science To Improve Student Content Knowledge, Robert Louis Stephenson Jan 2017

Elementary Teachers' Perceptions Of Teaching Science To Improve Student Content Knowledge, Robert Louis Stephenson

Walden Dissertations and Doctoral Studies

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory ...


Teachers' Stage Of Concern And Self-Efficacy Regarding Teaching Students In An Inclusive Classroom, Sonya Yvette Avery Jan 2017

Teachers' Stage Of Concern And Self-Efficacy Regarding Teaching Students In An Inclusive Classroom, Sonya Yvette Avery

Walden Dissertations and Doctoral Studies

Federal legislation mandates inclusion of students with special needs in general classrooms. Teachers in the Shelco school system implemented this mandate to teach in an inclusive classroom given limited professional development, and a desire for more. To determine their preparedness to teach with inclusion, 44 general education teachers participated in this correlational study. Two surveys were administered: Teachers' Self-Efficacy Survey and Stages of Concern Questionnaire. Scores were combined to identify and recommend groups of teachers for differentiated professional development. Social constructivism, which focuses on how learning is affected by social concepts such as self-efficacy and concerns, was the theoretical framework ...


How High School Teachers Perceive The Quality Of Professional Development, Leslie Puente-Ervin Jan 2017

How High School Teachers Perceive The Quality Of Professional Development, Leslie Puente-Ervin

Walden Dissertations and Doctoral Studies

New Jersey is 1 of 46 states to enroll in President Obama's Raceâ??toâ??theâ??Top Initiative. Participating states must adopt national standards, revise teacher evaluation procedures, and administer new state assessments. States are prioritizing quality professional development (PD) to prepare teachers for these rapid shifts. The overall problem studied was how high school teachers perceive the quality of PD in a high school in New Jersey. While substandard PD alone is not enough to lose tenure, it has recently become one of the evaluative measures for teacher performance according to a new tenure law signed in 2012 by ...


Teachers' Knowledge Of Dominie Reading And Writing Assessment Portfolio Word-Level Reading, Maxine Y. Kershaw Jan 2017

Teachers' Knowledge Of Dominie Reading And Writing Assessment Portfolio Word-Level Reading, Maxine Y. Kershaw

Walden Dissertations and Doctoral Studies

Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio

Word-Level Reading

by

Maxine Y. Kershaw

M.A., Walden University, 2010

M.S., South Carolina State University, 1994

B.S., South Carolina State University, 1985

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

July 2017

â??

There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten ...


Secondary Teachers' Perceptions Of The Effectiveness Of A Professional Learning Community, Catina Shontelle Stewart Jan 2017

Secondary Teachers' Perceptions Of The Effectiveness Of A Professional Learning Community, Catina Shontelle Stewart

Walden Dissertations and Doctoral Studies

The implementation of professional learning communities (PLCs) in schools has been shown to serve as a catalyst in transforming school culture and increasing the academic performance of students. Our school district mandated that PLCs were established at the research site, an urban Louisiana school, for the primary purpose of closing the achievement gap. Yet, recent data from the local district indicate that these PLCs have not resulted in capacity building for sustainable improvement. Ineffective implementation of the current PLCs may have contributed to the poor outcomes. One purpose of this qualitative case study was to examine teachers' perceptions of the ...


Impact Of Professional Development In Response To Intervention On Secondary Teachers' Efficacy, Crystal Joy Spence Jan 2016

Impact Of Professional Development In Response To Intervention On Secondary Teachers' Efficacy, Crystal Joy Spence

Walden Dissertations and Doctoral Studies

In 2012, a southeastern state mandated that all school districts employ the response to intervention (RtI) tiered approach model to meet the needs of struggling students. RtI was implemented at the study site; however, secondary teachers were not confident in their abilities to implement RtI. Researchers have found that a teacher's sense of efficacy can impact student academic outcomes. Professional development on implementing RtI was provided for teachers in the study school. The purpose of this study was to examine the effect of explicit RtI professional development on the perceived self-efficacy of secondary teachers and their ability to impact ...


Teacher Education In Central Equatoria, South Sudan, Catherine Hahs Brinkley Jan 2016

Teacher Education In Central Equatoria, South Sudan, Catherine Hahs Brinkley

Walden Dissertations and Doctoral Studies

Without education, many South Sudanese will continue living in poverty. There are numerous factors that limit their educational opportunities including tribal warfare, colonialism, missionary malpractice, civil wars, a high illiteracy rate, low government funding, and threats of war. These factors have left a substantial deficiency in available training for teachers. The purpose of this study was to determine the pedagogical needs of the teachers of South Sudan. Within a conceptual framework of participatory action research, this qualitative study examined educators' view of the effectiveness of the teacher education that they had received, the pedagogical needs of teachers, and the ideal ...


Teacher Expectations Of A Literacy Coaching Model, Karen Morman Jan 2016

Teacher Expectations Of A Literacy Coaching Model, Karen Morman

Walden Dissertations and Doctoral Studies

Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' perceptions of the coaching model. The guiding questions explored ways to optimize teacher professional growth through coaching. Four teachers who ...


Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins Jan 2016

Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins

Walden Dissertations and Doctoral Studies

Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured ...


Professional Development Of Head Start Teachers In Emotional And Instructional Support, Marilyn Mcleod Harris Jan 2016

Professional Development Of Head Start Teachers In Emotional And Instructional Support, Marilyn Mcleod Harris

Walden Dissertations and Doctoral Studies

In the southwest region of Tennessee, a local Head Start program classroom assessment scoring system's (CLASS) scores fell in the lowest 10% among national Head Start programs in emotional and instructional support. Since 2012, the Office of Head Start has released reports showing that the average Head Start program has low performance CLASS emotional and instructional support scores. The purpose of this exploratory case study was to investigate the professional development of local Head Start teachers with low CLASS scores in emotional and instructional support. Knowles's adult learning theory of andragogy was the overall conceptual framework and the ...


Factors That Impact African American High School Equivalency (Hse) Students' Pursuit Of Higher Education, Jamiyla Chandler-Melton Jan 2016

Factors That Impact African American High School Equivalency (Hse) Students' Pursuit Of Higher Education, Jamiyla Chandler-Melton

Walden Dissertations and Doctoral Studies

African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong ...


Teachers' Perspectives Of Balanced Assessment, Michele Branch Branch Jan 2016

Teachers' Perspectives Of Balanced Assessment, Michele Branch Branch

Walden Dissertations and Doctoral Studies

Current research indicates that when properly implemented, professional development (PD) can positively affect teaching practice and student academic achievement. However, teachers at Lincoln High School (pseudonym) questioned the effectiveness of their district's PD: Balanced Assessment. Given the paucity of research on teachers' viewpoints of PD and how it impacts implementation, the purpose of this qualitative case study was to examine teachers' perspectives of Balanced Assessment as it relates to implementation in the classroom. Guided by Knowles adult learning theory, which states that adults need to make a connection to what they are learning to real life, this study examined ...


Exploring Barriers To Implementing A School-Wide Positive Behavioral Intervention And Support Program., Ronald L. Gay Jan 2016

Exploring Barriers To Implementing A School-Wide Positive Behavioral Intervention And Support Program., Ronald L. Gay

Walden Dissertations and Doctoral Studies

This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the SWPBIS program's effectiveness. The purpose of this study was to identify barriers that hindered teachers' fidelity in implementing SWPBIS. Teacher resistance to change, change leadership framework, and the model for effective professional development were used in this case study to explore the perceptions of 16 participants. The research questions focused ...


Middle School Teachers' Professional Development Needs For Ict Literacy Integration, Melanie Lynn Park Jan 2016

Middle School Teachers' Professional Development Needs For Ict Literacy Integration, Melanie Lynn Park

Walden Dissertations and Doctoral Studies

This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning ...


Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson Jan 2016

Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson

Walden Dissertations and Doctoral Studies

The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored ...