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Full-Text Articles in Education
Influence Of Restorative Practices On The Middle-School Classroom, As Reported By Teachers: A Qualitative Case Study, Julia Y. Andrews
Influence Of Restorative Practices On The Middle-School Classroom, As Reported By Teachers: A Qualitative Case Study, Julia Y. Andrews
Electronic Theses and Dissertations
The purpose of this qualitative case study was to examine middle school teachers’ perceptions of the influence that restorative practices have on the middle school classroom environment. For the purpose of this study, seven middle school teachers were selected who have implemented restorative practices in their middle school classrooms to provide feedback. Findings suggest that overall restorative practices have a positive influence on the classroom. The findings from this study can be used with teachers, administrators, counselors, parents, and school and district support staff to help create a positive campus culture between students and adults in middle school classrooms. The …
Learning To Navigate The Unknown: The Importance Of Critical Reflection And Collaboration For Community College Faculty During A Pandemic, Karen Ann Ladley
Learning To Navigate The Unknown: The Importance Of Critical Reflection And Collaboration For Community College Faculty During A Pandemic, Karen Ann Ladley
Education Doctorate Dissertations
The COVID-19 pandemic caused sudden and dramatic shifts in educational systems worldwide, including colleges and universities. Students, faculty, and service staff found themselves navigating uncertain times and addressing challenges they had not faced previously. The use of critical reflection and collaboration became crucial for faculty as they struggled to engage students in different ways. Understanding students’ needs and addressing them effectively became priorities with reflection and collaboration both cost-effective and convenient methods. Following this time of uncertainty, faculty can continue using reflection and collaborative learning communities to address new challenges and obstacles, especially at community colleges where money, time, and …
Blinded By Whiteness: Middle-Class White Teachers’ Explorations Of Identity And Deficit Discourse At The Intersection Of Race, Class, And Perceived Ability, Tracy Driehaus
Education Doctorate Dissertations
A legacy of placing children of color and poverty at the center of the “problem” of race and class in education has left us in a holding pattern marked by a prevailing deficit discourse and problematizing of students. Scholars agree that the predominantly white, middle class, female teaching force who occupy US public school classrooms embody and perpetuate these inequitable educational practices endemic within this system. In this study, a small population of White, middle class teachers--including the researcher--organized within a Professional Learning Community (PLC) explored identity and deficit discourse at the intersection of race, class, and perceived ability. Grounded …
Esl Teachers’ Perceptions Of Intercultural Sensitivity Training In K-12 U.S. Classrooms, Cherise Rosemarie Clark
Esl Teachers’ Perceptions Of Intercultural Sensitivity Training In K-12 U.S. Classrooms, Cherise Rosemarie Clark
Walden Dissertations and Doctoral Studies
Recent studies have suggested that intercultural sensitivity can improve intercultural relationships and that training increases English as a second language (ESL) teachers’ intercultural sensitivity. However, research investigating teachers’ perceptions of their training in intercultural sensitivity is limited. The purpose of this basic qualitative study was to explore ESL teachers’ perceptions of their experiences with training and professional development (PD) toward becoming more interculturally sensitive in K-12 U.S. classrooms. The conceptual framework was Chen and Starosta’s concept of intercultural sensitivity, as a concept from their theory of intercultural communication competence. The research questions addressed the teachers’ perceptions of their experiences with …
English Language Learner Teachers’ Perspectives Of Professional Development And Their Implementation Of Instructional Practices, Cara Nicole Scales-Judkowitz
English Language Learner Teachers’ Perspectives Of Professional Development And Their Implementation Of Instructional Practices, Cara Nicole Scales-Judkowitz
Walden Dissertations and Doctoral Studies
An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students’ zone of proximal development (ZPD). Vygotsky’s ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting with support from someone else. ELL instructional practices should be implemented in ELL students’ ZPD to ensure adequate academic performance. A lack of training is a local problem for a school district in the state of Florida. The purpose of this basic qualitative study was to explore …