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Articles 1 - 21 of 21
Full-Text Articles in Education
So Much New To Learn And So Much Unknown: Novice Teachers’ Experiences During Covid-19, Angela W. Webb, Jennifer J. Baumgartner
So Much New To Learn And So Much Unknown: Novice Teachers’ Experiences During Covid-19, Angela W. Webb, Jennifer J. Baumgartner
Journal of Educational Research and Practice
To support novice teachers, we need to listen to and honor their experiences in the classroom. This is true during the best of times and especially true amid the tumultuous teaching and learning experiences brought on by the COVID-19 pandemic. In this paper, we discuss emergent themes from interviews with student teachers and early career teachers in spring 2021 about their experiences with the transition to virtual or remote teaching in response to COVID-19. We explore how student teachers and early career teachers experienced the stress of pandemic teaching, what they found supportive, and how their experiences can inform care-full …
Early Childhood Education Teachers’ Perspectives Of Their Self-Efficacy And Knowledge In Biliteracy Instruction, Magda Levin
Early Childhood Education Teachers’ Perspectives Of Their Self-Efficacy And Knowledge In Biliteracy Instruction, Magda Levin
Walden Dissertations and Doctoral Studies
The number of English language learners (ELLs) in early childhood education (ECE) continues to increase, particularly with students whose first language (L1) is Spanish. Recent studies have shown the connection between teachers’ self-efficacy and student achievement, but very few specifically address early childhood education teachers’ self-efficacy and knowledge of biliteracy instruction. Grounded in Bandura’s self-efficacy theory and Krashen’s second language acquisition theory, the purpose of this basic qualitative study was to explore kindergarten (K) through third-grade teachers’ perspectives of their self-efficacy and knowledge of biliteracy instruction. Nine K through third-grade teachers responded to an online flyer, completed a demographics questionnaire, …
Nontraditional Students’ Perceptions And Experiences Using Technology In A Teacher Preparation Program, Amy Wright
Nontraditional Students’ Perceptions And Experiences Using Technology In A Teacher Preparation Program, Amy Wright
Walden Dissertations and Doctoral Studies
AbstractTechnology integration is a key part of a 2-year teacher education program at the Canadian university; nontraditional students seemed unprepared to use technology for learning. The purpose of this study was to investigate nontraditional students’ perceptions and experiences about their successes and challenges using technology in the program. The study was guided by Knowles’s andragogy theory, which presents a learner-centred perspective on adult learning. The research questions focused on nontraditional students’ successes and challenges using technology in coursework. A basic qualitative design was used to capture the insights of 10 purposefully selected, nontraditional university students through semistructured interviews. Themes were …
Exploring Novice Elementary Teachers' Use Of Academic Language In Planning, Teaching, And Assessment, Lori Teegarden
Exploring Novice Elementary Teachers' Use Of Academic Language In Planning, Teaching, And Assessment, Lori Teegarden
Walden Dissertations and Doctoral Studies
Academic language is the key that promotes disciplinary reading, writing, speaking, and thinking. The novice teacher may not be prepared with the knowledge, skills, and strategies to effectively plan, teach, and assess for academic language achievement. The purpose of this basic qualitative study was to understand the novice teacher’s experiences and perspectives of academic language development. The research questions focused on the novice elementary teacher’s practice of addressing academic language demands in teaching. The conceptual framework that guided the study comprised Bruner’s education theory that places teaching and learning within the culture and society and Rumelhart’s theory focused on vocabulary …
Faculty, Clinical Supervisors, And Teacher Candidate Perceptions And Experiences Of Teacher Candidate Feedback, Timothy John Martin Calver
Faculty, Clinical Supervisors, And Teacher Candidate Perceptions And Experiences Of Teacher Candidate Feedback, Timothy John Martin Calver
Walden Dissertations and Doctoral Studies
The problem at a West Coast university was that the university’s teacher education program lead faculty and teacher candidates stated they were concerned about the quality of feedback provided to teacher candidates who are assessed by clinical supervisors during their field-based experiences. The purpose of this qualitative study was to understand the perceptions and experiences of teacher candidates, clinical supervisors, and teacher education department (TED) faculty regarding the feedback process. The conceptual framework used for this study was Argyris’ theory of single-loop and double-loop learning to support the research question. The research question was focused on perceptions about the feedback …
Special Education Teachers' Experiences Integrating Mobile Devices In Their Classroom, Regina Malz
Special Education Teachers' Experiences Integrating Mobile Devices In Their Classroom, Regina Malz
Walden Dissertations and Doctoral Studies
The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview …
Early Childhood Teacher Perspectives Regarding Preparedness To Teach Children Experiencing Trauma, Christina Lombardi-Davis
Early Childhood Teacher Perspectives Regarding Preparedness To Teach Children Experiencing Trauma, Christina Lombardi-Davis
Walden Dissertations and Doctoral Studies
In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers' perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura's theory of self-efficacy, the purpose of this basic qualitative study was to explore how teachers' perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive …
Teacher Efficacy And Achievement Of Students With Disabilities: A Mixed-Methods Study, Bailey J. Koch
Teacher Efficacy And Achievement Of Students With Disabilities: A Mixed-Methods Study, Bailey J. Koch
Walden Dissertations and Doctoral Studies
Students with special needs in secondary schools are not meeting standards as indicated by adequate yearly progress. Guided by Bandura’s social cognitive theory, the purpose of this mixed-methods study was to examine the relationship between general education teacher self-efficacy and academic achievement among students with disabilities. Quantitative data were collected from 23 general education teachers using the Teacher Efficacy for Inclusive Practice Scale and Collection of Classroom Assessment Data Form, in which general education teachers reported student academic achievement data in the form of end-of-chapter and end-of–unit summative quiz and test scores. A multiple linear regression analysis was used to …
Meeting The Needs Of English Language Learners In Mississippi Through Professional Development, Delore Nelson
Meeting The Needs Of English Language Learners In Mississippi Through Professional Development, Delore Nelson
Walden Dissertations and Doctoral Studies
The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers use to provide instruction for Spanish/Choctaw-speaking ELLs. General education teachers' use of …
Teachers' Experiences That Influence Their Self-Efficacy To Foster Student Creativity, Kim K. Wilson
Teachers' Experiences That Influence Their Self-Efficacy To Foster Student Creativity, Kim K. Wilson
Walden Dissertations and Doctoral Studies
Creativity has been included in student learning and model teaching standards with little systematic attention on the preparedness of current practitioners to implement such expectations. This qualitative case study is conducted to discover what knowledge and skills teachers perceived to be necessary to implement practices that foster and develop student creativity with a strong sense of self-efficacy. A purposeful sample of 58 teachers from 4 Arkansas A+ (ARA+) network schools shared their perceptions of how creativity-fostering professional development (PD) influenced their sense of self-efficacy to foster creativity and answer the research questions. Data were collected using questionnaires, individual interviews, and …
Leveraging The Demands Of Edtpa To Foster Language Instruction For English Learners In Content Classrooms, Laura Baecher, Marcus Artigliere, Teresa Bruno
Leveraging The Demands Of Edtpa To Foster Language Instruction For English Learners In Content Classrooms, Laura Baecher, Marcus Artigliere, Teresa Bruno
Journal of Educational Research and Practice
This article provides insight into how a required, clinically based national teacher performance assessment for candidates becoming English-as-a-second-language specialists in many U.S. states, the Education Teacher Performance Assessment (edTPA), engenders a focus on language instruction in the content-based classroom. This assessment’s focus on language within the content areas provides a positive washback opportunity to strengthen teacher candidates' language instruction in teaching English to speakers of other languages (TESOL) preparation programs connected to partner schools in which classrooms often provide sheltered content with minimal language instruction. We share how, in our large Masters of Arts program in TESOL, we have purposefully …
Teaching Abroad And Implementing Culturally Appropriate Instructional Practices, Denise Ryan Mason
Teaching Abroad And Implementing Culturally Appropriate Instructional Practices, Denise Ryan Mason
Walden Dissertations and Doctoral Studies
The increasingly diverse population of the United States is reflected in classrooms across the country. Teachers often struggle with understanding students' cultural differences in the classroom and therefore also struggle with implementing culturally appropriate instructional strategies. The results of this study provide educational leaders with a viable option to enhance intercultural competence for implementing culturally appropriate instructional practices through the experiences gained in teaching abroad programs like Apufram International. This exploratory case study investigated how teaching experiences abroad contributed to implementing culturally diverse instruction in multicultural classroom settings. The multicultural educational theory of Banks was the theoretical framework used for …
Technology-Based Professional Development For Teaching And Learning In K-12 Classrooms, Nijia Byrd
Technology-Based Professional Development For Teaching And Learning In K-12 Classrooms, Nijia Byrd
Walden Dissertations and Doctoral Studies
In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes …
Examining The Culturally Responsive Teaching Self-Efficacy Of Teacher Candidates In Hawaii, Kathleen Evans
Examining The Culturally Responsive Teaching Self-Efficacy Of Teacher Candidates In Hawaii, Kathleen Evans
Walden Dissertations and Doctoral Studies
As achievement gaps for indigenous, low SES, and ethnically diverse students widen, teacher education programs in Hawaii continue to be charged with preparing teachers to meet the needs of an increasingly diverse student population. Despite efforts to expand accreditation diversity requirements for teacher education programs, it is unknown whether these programs provide the preparation needed for teachers to develop culturally responsive teaching self-efficacy. Guided by self-efficacy theory, this mixed methods study examined teacher candidates' culturally responsive teaching self-efficacy (CRTSE) beliefs, their relationships with demographic and other variables, and candidates' perceptions of factors that might affect these beliefs. Teacher candidates (N …
Impact Of The Southern State Teaching Program On The Preparation Of Teacher Leaders, Jenna Hallman
Impact Of The Southern State Teaching Program On The Preparation Of Teacher Leaders, Jenna Hallman
Walden Dissertations and Doctoral Studies
The roles and responsibilities of teacher leaders change as schools, districts, and states adopt new policies, procedures, and initiatives. However, little qualitative research has been conducted about how teachers develop leadership skills, particularly during preservice preparation programs. The purpose of this single case study was to explore how a community of practice prepared college graduates to be teacher leaders. The conceptual framework was based on the concepts of situated learning, communities of practice and legitimate peripheral participation. Four graduates from a state teaching program were purposefully selected as participants. Data were collected from multiple sources, including initial and follow-up interviews …
Professional Development Of Head Start Teachers In Emotional And Instructional Support, Marilyn Mcleod Harris
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 concentrated theory …
Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey
Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey
Walden Dissertations and Doctoral Studies
Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken …
The Learning Experience: Training Teachers Using Online Synchronous Environments, Stuart Woodcock Dr, Ashley Sisco Dr, Michelle Eady Dr
The Learning Experience: Training Teachers Using Online Synchronous Environments, Stuart Woodcock Dr, Ashley Sisco Dr, Michelle Eady Dr
Journal of Educational Research and Practice
This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students’ experiences using the platform, and analyzed via thematic content analysis and statistical analysis, respectively. The findings show that e-learning synchronous technology is an effective learning tool in enhancing preservice teachers’ e-learning competency in subject matter and information communication technology skills. However, preservice teachers’ competency to learn and implement e-learning for students is dependent on four hierarchal conditions (a) ease of use, (b) …
A Case Study Of A University's Remedial Program For Passing The Praxis I, Tassi Fite Brinkley
A Case Study Of A University's Remedial Program For Passing The Praxis I, Tassi Fite Brinkley
Walden Dissertations and Doctoral Studies
Underprepared students desiring to enter teacher education programs struggle to achieve minimum state-required Praxis I exam scores. This problem affects teacher education programs, student success, and university enrollment and retention. With proper resources and support, these students may experience personal and academic success that may be transferred to their own students once they are certified teachers. At the participating mid-South university, the effectiveness of the existing remedial program was unknown. The study's purpose, rooted in the constructivist learning principles of Dewey and Bruner, was to address the effectiveness of the local university's existing remedial program in assisting the teacher education …
Fourth Year Teachers' Perceptions Of The Student Teaching Practicum In Abu Dhabi, Kabrina Rochelle Johnson
Fourth Year Teachers' Perceptions Of The Student Teaching Practicum In Abu Dhabi, Kabrina Rochelle Johnson
Walden Dissertations and Doctoral Studies
A local college in Abu Dhabi, United Arab Emirates began a Bachelor of Education program in 2008 to train prospective teachers to deliver a bi-literate education in Arabic and English to students in Abu Dhabi schools. Because there had been no examination of preservice teachers' perceptions of their practicum experience, a project study was designed to analyze the perceptions of a group of preservice teachers regarding the final practicum and whether that experience enhanced their ability to deliver educational practices to better serve students. This phenomenological study was guided by experiential learning theory, as preservice teachers learned from their experiences …
A Comparison Of Preservice Teachers' Responses To Bullying Scenarios, Cynthia Louise Davis
A Comparison Of Preservice Teachers' Responses To Bullying Scenarios, Cynthia Louise Davis
Walden Dissertations and Doctoral Studies
This nonexperimental study was conducted to determine differences that exist between PreK to 4th grade preservice teachers' beliefs about the severity of bullying, their empathy with victims of bullying, beliefs about their ability to cope with bullying in the classroom, and their ability to intervene in bullying issues. Bandura's self-efficacy theory and Ajzen's theory of planned behavior provided the study's theoretical base and demonstrated a connection between participants perceived ability to cope with bullying behavior and willingness to intervene. The participants (N = 112) were students in a 2-year community college PreK to 4th grade education transfer degree program. Data …