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Full-Text Articles in Education
Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino
Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino
Walden Dissertations and Doctoral Studies
AbstractAfter finding research confirming that the innovative approach of project-based learning (PBL) improves 21st century education for all students, the administrators of a large local diocesan Catholic school system (LDCSS) initiated PBL implementation in their schools. The problem was that after 6 years it was not known how the teachers were experiencing and perceiving their progress with this implementation in the classrooms. The purpose of this basic qualitative study was to discover and understand LDCSS teachers’ experiences and perceptions of their progress of PBL implementation in the classroom. The conceptual framework for the study comprised John Dewey’s educational philosophy of …
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Walden Dissertations and Doctoral Studies
Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …
Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino
Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino
Walden Dissertations and Doctoral Studies
AbstractAfter finding research confirming that the innovative approach of project-based learning (PBL) improves 21st century education for all students, the administrators of a large local diocesan Catholic school system (LDCSS) initiated PBL implementation in their schools. The problem was that after 6 years it was not known how the teachers were experiencing and perceiving their progress with this implementation in the classrooms. The purpose of this basic qualitative study was to discover and understand LDCSS teachers’ experiences and perceptions of their progress of PBL implementation in the classroom. The conceptual framework for the study comprised John Dewey’s educational philosophy of …
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede
Walden Dissertations and Doctoral Studies
Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …
Early Childhood Teachers’ Perspectives Of Teaching Children Who Are Experiencing Toxic Stress, Stephanie Renee Abell
Early Childhood Teachers’ Perspectives Of Teaching Children Who Are Experiencing Toxic Stress, Stephanie Renee Abell
Walden Dissertations and Doctoral Studies
A growing number of children entering early childhood classrooms are experiencing toxic stress. Early childhood teachers are responsible for meeting the educational needs as well as fostering their social and emotional development. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of being challenged to support the emotional and academic needs of young children who are experiencing toxic stress in the early childhood classroom, which the research questions focused on. The theory of social constructivism was the conceptual framework for this study. Purposeful sampling was used to select 10 early childhood teachers to share their …
An Interpretive Phenomenological Analysis Of Teachers' Perspectives Of Differentiated Instruction In K-3 Inclusion Classrooms, Julie Franklin
An Interpretive Phenomenological Analysis Of Teachers' Perspectives Of Differentiated Instruction In K-3 Inclusion Classrooms, Julie Franklin
Walden Dissertations and Doctoral Studies
Researchers have addressed teachers' perspectives of differentiated instruction or teachers' perspectives on inclusion classrooms, but there was limited research on the combined topics of teachers' perspectives of differentiated instruction in inclusion classrooms. This interpretative phenomenological analysis used one to one interviews and reflective journals to explore nine teachers' perspectives of differentiated instruction in K-3 inclusion classrooms. The study's conceptual framework was comprised of Vygotsky's social constructivist theory and Piaget's theory of cognitive development. The research question and sub-questions asked about the challenges and successes teachers encountered in planning and implementing differentiated instruction in K-3 inclusion classrooms, and what teachers believed …
The Impact Of Technology Enhanced Learning On Pedagogy: A Case Study, Seth James Ismil
The Impact Of Technology Enhanced Learning On Pedagogy: A Case Study, Seth James Ismil
Walden Dissertations and Doctoral Studies
Despite the growing trend of technology-enhanced learning (TEL) tools being integrated into pedagogy, there have been challenges preventing the transformation of pedagogy. This has included limited research on understanding why the increase in TEL integration has not resulted in movement from replacing to transforming pedagogy. The purpose of this qualitative explanatory single case study was to determine why teachers integrating TEL tools and applications have not done so in a way that transforms how teaching and learning occur. The conceptual framework of replacement, amplification, and transformation was used to examine levels of integration in this study. Participants were seven teachers …
Nurse Practitioners' Experiences With Role Transition: Supporting The Learning Curve Through Preceptorship, Viktoriya Y. Pleshkan
Nurse Practitioners' Experiences With Role Transition: Supporting The Learning Curve Through Preceptorship, Viktoriya Y. Pleshkan
Walden Dissertations and Doctoral Studies
The nurse practitioner (NP) role transition is difficult and ill-supported before and after graduation. Although preceptorships are essential in supporting a NP's role transition, there is a paucity of data on student and novice NPs' experiences with their role transition and how it is supported through preceptorships. The purpose of this hermeneutic phenomenological study was to understand and describe the meaning of NPs' role transition experiences while in a preceptorship before and after graduation. Schlossberg's transition theory and the cognitive apprenticeship models were used to guide the exploration of concepts of role transition and preceptorship. One face-to-face, 3 Skype, and …
How Social Presence On Twitter Impacts Student Engagement And Learning In A Grade 8 Mathematics Classroom, Shelly Vohra
How Social Presence On Twitter Impacts Student Engagement And Learning In A Grade 8 Mathematics Classroom, Shelly Vohra
Walden Dissertations and Doctoral Studies
Social media for personal use has evolved rapidly among adolescents, changing the way they communicate with each other. However, little research has been conducted about how teachers use social media in the classroom to improve student learning. The purpose of this qualitative study was to describe how social presence on Twitter impacts student engagement and learning when a mathematics teacher integrates this social media tool into an instructional unit. The conceptual framework was based on social presence theory developed by Short, Williams, and Christie. This qualitative study used a single case study design. Participants included 6 students and 1 classroom …
Teacher Perceptions Of Professional Learning Community Maturity In Catholic Schools, Jane-Marie Fetty Koelsch
Teacher Perceptions Of Professional Learning Community Maturity In Catholic Schools, Jane-Marie Fetty Koelsch
Walden Dissertations and Doctoral Studies
Many Midwestern Catholic schools have implemented professional learning communities (PLCs) to enhance teacher quality and attain school goals. However, not all schools have aligned practices essential to increase maturity in the five PLC dimensions, as defined by Hord. Guided by Hord's framework, this research study investigated teachers' perceptions of PLC maturity in select Catholic schools. A convenience sample allowed an examination of schools engaged in an initiative that included PLCs. Using a sequential explanatory mixed-methods design, the Professional Learning Communities Assessment - Revised was administered to 42 teachers in 4 schools. Quantitative survey data were analyzed using descriptive statistics. Data …
Effect Of Sleep On Vigilance, Short-Term Memory, And Learning In College Students, Ayesha Uddin
Effect Of Sleep On Vigilance, Short-Term Memory, And Learning In College Students, Ayesha Uddin
Walden Dissertations and Doctoral Studies
Despite years of research supporting a link between sleep and cognitive functioning, little research has focused on the effect of sleep on cognitive factors in the college population. According to the trace reactivation hypothesis, sleep plays a crucial role in memory consolidation and learning. Cognitivism further indicates that the processing of information is limited when sleep is restricted. The purpose of this quantitative study was to examine the effect of sleep on vigilance, short-term memory, and learning; an additional goal was to test whether these variables influence grade point average (GPA). Sleep and GPA data were collected using self-report questionnaires. …
College Leve Inqury Learning's Influence On Later Science Thinking Behavior, Eric Gordon Chesloff
College Leve Inqury Learning's Influence On Later Science Thinking Behavior, Eric Gordon Chesloff
Walden Dissertations and Doctoral Studies
Society needs scientists who can collaborate to become keener analysts so that they might better inform citizens. College students who are well educated in science are likely to become better analysts. The purpose of this grounded theory constructivist-oriented study was to illuminate the influence of undergraduate freshman inquiry learning on thinking skills in science courses during the senior college year. The conceptual framework involved the 3 components of the cognitive learning cycle: exploration, concept invention, and application. Research questions concerned college seniors' perceptions of their freshman process-oriented guided inquiry learning (POGIL) experience in general chemistry and its influence on their …