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Full-Text Articles in Education

U.S. Teachers' Perceptions Of School Violence Prevention Programs, Natakie Tamu Chestnut Jan 2016

U.S. Teachers' Perceptions Of School Violence Prevention Programs, Natakie Tamu Chestnut

Walden Dissertations and Doctoral Studies

In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of this study was to explore the perceptions of teachers about school violence prevention programs. Guided by Bronfenbrenner's ecological systems theory, this study examined the connection among school violence, environment, discipline and prevention programs; and it explored approaches to creating safe communities in schools. The research questions focused on ...


Academic Outcomes Of A Precollege Intervention Program, John Tri Phung Jan 2016

Academic Outcomes Of A Precollege Intervention Program, John Tri Phung

Walden Dissertations and Doctoral Studies

The No Child Left Behind Act of 2001 demanded that public schools demonstrate adequate yearly progress by increasing student educational achievements. In 2014, the local high school at this study enrolled 62.7% socioeconomically disadvantaged students and implemented a precollege intervention program; however, little is known about its efficacy due to a lack of a formal evaluation, prohibiting an informed approach to continual improvement. The purpose of this program evaluation was to determine if program participation resulted in the higher academic outcomes. Guided by the theory of change, the program evaluation was used to assess the efficacy of the local ...


Secondary General Education Teachers' Perceptions Of Challenges For Inclusion Students With Autism, Karen Clark Clark Jan 2016

Secondary General Education Teachers' Perceptions Of Challenges For Inclusion Students With Autism, Karen Clark Clark

Walden Dissertations and Doctoral Studies

Many secondary students with autism (SWA) included in the general education (GE) classroom demonstrate academic and behavioral challenges. Most GE teachers who have inclusive SWA in their classes receive little or no training on evidence-based practices to address these challenges. The purpose of this qualitative bounded case study was to explore secondary GE teachers' perceptions of and experiences with the academic and behavioral challenges of inclusive SWA. Theoretical frameworks of the weak central coherence theory for autism and executive dysfunction grounded the study. Data from 6 purposefully chosen secondary GE inclusion teachers, who educated SWA and students with autism spectrum ...


Case Study On How High School Teachers Incorporate Technology In The Classroom To Meet 21st Century Student Learning Needs, Sara Sharick Jan 2016

Case Study On How High School Teachers Incorporate Technology In The Classroom To Meet 21st Century Student Learning Needs, Sara Sharick

Walden Dissertations and Doctoral Studies

Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century ...


Teachers' Perspectives: Face-To-Face And Computer-Based Instruction In Math, Carolyn Jones Sessoms Jan 2016

Teachers' Perspectives: Face-To-Face And Computer-Based Instruction In Math, Carolyn Jones Sessoms

Walden Dissertations and Doctoral Studies

Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Constructivism, social disability theory, and Bandura's social learning theory formed the study's theoretical framework. Research questions guiding the study focused on teachers' perceptions of the ...


High School Seniors' Knowledge About College And The Acquisition Of College-Readiness Skills, Karen Franklin Mcsherry Jan 2016

High School Seniors' Knowledge About College And The Acquisition Of College-Readiness Skills, Karen Franklin Mcsherry

Walden Dissertations and Doctoral Studies

Lack of college readiness, which affects persistence in college, is a problem for many students at a high school in New Jersey. Only 1 in 5 students in this school persist from first to second year in New Jersey public colleges and universities, and as many as 50% do not graduate in 4 years. This problem is important to study because low persistence may engender personal failure, familial debt, social stigma, and wasted public funds. Guided by Bandura's social learning theory, this qualitative case study addressed the lack of college readiness by exploring what high school students know about ...


Supporting The Professional Needs Of Alternatively Certified Secondary Education Teachers, Michelle Latrice Washington Jan 2016

Supporting The Professional Needs Of Alternatively Certified Secondary Education Teachers, Michelle Latrice Washington

Walden Dissertations and Doctoral Studies

The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction ...


African American High School Graduates' Perceived Academic Success Factors, Paula Williams Harris Jan 2016

African American High School Graduates' Perceived Academic Success Factors, Paula Williams Harris

Walden Dissertations and Doctoral Studies

A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that African American graduates associated with their ...


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 ...


Meeting The Unique Needs Of Teachers Of Students At Risk Of Not Graduating, Meike Lee Mcdonald Jan 2016

Meeting The Unique Needs Of Teachers Of Students At Risk Of Not Graduating, Meike Lee Mcdonald

Walden Dissertations and Doctoral Studies

Teachers who are not adequately prepared to teach struggling students often seek employment elsewhere rather than be ineffective with those students. When teachers leave the classroom, this has a vast impact on student learning. For the past 9 years, a high school in the southeast United States for students at risk of not graduating has had an average annual teacher turnover rate of 31.25%, nearly twice the national rate of 15.9%. The purpose of this study was to learn the kinds of training and knowledge teachers believed would help them to succeed in teaching students struggling to graduate ...


Social Studies Teachers' Use Of Differentiated Instruction To Help Struggling Learners, Nicole Waid Jan 2016

Social Studies Teachers' Use Of Differentiated Instruction To Help Struggling Learners, Nicole Waid

Walden Dissertations and Doctoral Studies

Students in a local rural northeastern high school have demonstrated decreasing academic performance in social studies courses for the past 5 years. The purpose of this bounded qualitative case study of the local social studies department was to investigate how social studies teachers and administrators for grades 7-12 describe differentiated instruction (DI) and professional development in DI. This study was grounded in the zone of proximal development, which stressed the importance of providing instruction at students' instructional levels, and DI, which emphasized tailoring instruction to address students' needs. Three research questions focused on how social studies teachers and administrators viewed ...


High School Science Teachers' Perceptions Of Teaching Content-Related Reading Comprehension Instruction, Theresa D. Williams Jan 2016

High School Science Teachers' Perceptions Of Teaching Content-Related Reading Comprehension Instruction, Theresa D. Williams

Walden Dissertations and Doctoral Studies

In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of ...


Examining Administrator Perceptions On The Success Of A Ninth Grade Transition Model, Felicia Renee' Walker Jan 2016

Examining Administrator Perceptions On The Success Of A Ninth Grade Transition Model, Felicia Renee' Walker

Walden Dissertations and Doctoral Studies

Ninth grade students are at a greater risk of dropping out of high school than are other grade-level populations. Factors such as a lack of academic preparedness, social and developmental changes, and the decline of parental support often result in 9th grade students falling behind in their academic work. Using holistic education as the conceptual framework, the goal of this intrinsic case study was to explore the perceptions of school and district office administrators on the impact that a 9th grade transition program has on the 9th grade retention and dropout rate of a high school located in the southeastern ...


Teachers' Perceptions Of The Use Of Small-Group Tutorial, Karen Y. Johnson Jan 2016

Teachers' Perceptions Of The Use Of Small-Group Tutorial, Karen Y. Johnson

Walden Dissertations and Doctoral Studies

This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom's theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the ...


Graduation Coach Program Effects On High School Attendance And Graduation Rate, Anya V. Miller Jan 2016

Graduation Coach Program Effects On High School Attendance And Graduation Rate, Anya V. Miller

Walden Dissertations and Doctoral Studies

The rise in the number of students who drop out of high school has gained national attention. High school dropout rates in the state of Louisiana are a primary concern to school administrators in the state. The Graduation Coach Program is an intervention implemented in several high schools across Louisiana to assist students with completing their high school education. Many of the programs' attributes are based on Maslow's hierarchy of needs, students' needs, and the presence of positive adult relationships that might improve student achievement. The purpose of this study was to compare archival attendance and graduation rates among ...


Characteristics Of Effective Reading Language Arts Teachers In Closing The Achievement Gap, Latasha Price Bassette Jan 2016

Characteristics Of Effective Reading Language Arts Teachers In Closing The Achievement Gap, Latasha Price Bassette

Walden Dissertations and Doctoral Studies

This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed ...