Education Commons^™

Influencing The Opinions And Beliefs Of Teachers And Counselors Middle School Advisory, Chelsea Coleman Watson

Dissertations

Developmentally responsive middle schools provide young adolescents with a culture of caring that translates into action when the adults are attentive to the needs of the students. It is necessary for teachers and counselors to address the academic, social, and emotional well being of students. A philosophy held in middle schools with advisory programs is that every child should be known well by at least one adult, and a relationship facilitated with an adult advisor and a small group of peers is noteworthy. This research included a mixed methods experimental one-group pretest-posttest formulated to answer the following question: How do …

A Descriptive Analysis Of Knowledge And Implementation Of 21st Century Instructional Practices Among Elementary School Teachers Whose Administrators Participated In The 2006-2007 21st Century Leadership Institute, Elisabeth Michelle Samples

Theses, Dissertations and Capstones

The purpose of this study was to describe levels of knowledge and implementation of 21st century instructional practices among elementary school teachers whose administrators participated in the 2006 – 2007 21st Century Leadership Institute. A researcher-developed survey was used to collect data from 242 elementary teachers from 22 West Virginia schools. Teachers reported high or moderate knowledge and indicated they were implementing a majority of the 21st century instructional practices on a daily or weekly basis. Teacher knowledge of practices was significantly different based on school SES. Teacher implementation levels were not significantly different based on the variables investigated. The …

Common Strategies Used By Kindergarten Teachers To Instruct Reading To English-As-A-Second-Language Students, Emma Kaye Penn

Electronic Theses and Dissertations

This research was designed to describe, analyze, and interpret what reading strategies experienced kindergarten teachers believe are essential to instruct English-as-a-Second-Language learners how to read. Through in-depth interviews, experienced kindergarten teachers were given a voice to describe what they consider essential reading strategies to instruct English-as-a-Second-Language learners to learn how to read.

The participants were four licensed, non-probationary kindergarten teachers instructing reading in English to a minimum of 51% English-as-a-Second-Language population. Selected kindergarten programs were consistent in program design. Processes were influenced by the gateway approach. The stories teachers told about their experiences in teaching ELLs how to read was …