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Full-Text Articles in Education
Novice Elementary Teachers’ Experiences With Preparedness To Teach Mathematics: A Phenomenological Study, Ashleigh Rose Chaves
Novice Elementary Teachers’ Experiences With Preparedness To Teach Mathematics: A Phenomenological Study, Ashleigh Rose Chaves
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe novice elementary teachers’ experiences with preparedness to teach mathematics in a large school district in southeastern Massachusetts. In defining the novice elementary teachers’ experiences, I looked at the participants’ self-efficacy through the lens of Bandura’s self-efficacy theory. Self-efficacy was defined as how confident the novice teachers were in regard to their ability to teach mathematics. The focus of this study was how adequately prepared the teachers felt teaching elementary mathematics but also investigated how the teachers felt about their readiness to address the challenges students experience in mathematics. The following …
Principals In Title I Schools With Teachers Integrating The New Literacies Of Online Reading And Research, Bridget Stegman
Principals In Title I Schools With Teachers Integrating The New Literacies Of Online Reading And Research, Bridget Stegman
Prairie Journal of Educational Research
This article examines the instructional leadership characteristics of a principal in a Title I school with classroom teachers integrating new literacies. The two dominant frameworks guiding this study were: instructional leadership and the dual-level theory of New Literacies. This qualitative, case study design included one principal and three teachers in a Title I elementary school Northeast Kansas. The principal in this study created a culture of trust and professional growth through the following actions: goals and expectations were individualized; teachers felt safe to experiment and take risks; resources, encouragement and support occurred; opportunities for ongoing, differentiated professional development were implemented; …
The Knowledge They Possess: Elementary Teachers' Expertise And Where It Becomes Usable Knowledge In The Ma Education System, Helen-Ann Ireland
The Knowledge They Possess: Elementary Teachers' Expertise And Where It Becomes Usable Knowledge In The Ma Education System, Helen-Ann Ireland
Doctoral Dissertations
ABSTRACT The Knowledge They Possess: Elementary Teachers’ Expertise and Where It Becomes Usable Knowledge in the Massachusetts Education System February 15, 2018 By Helen-Ann Ireland BA University of New Hampshire MEd Antioch University EdD University of Massachusetts Amherst (pending) Dr. Sharon Rallis, Dissertation Chair Elementary teachers are facing a dilemma. They are expected to uphold the Massachusetts (MA) state mandate and deliver Common Core State Standards (CCSS), use the programs their school has adopted aligned with CCSS and meet the various cognitive and behavioral needs of their students. Sometimes the teachers experience competing commitments between meeting standards, using programs, pacing, …
Unlocking Creative Potential: Catholic Elementary School Principal Perceptions Of Creativity, Kellie Scherer
Unlocking Creative Potential: Catholic Elementary School Principal Perceptions Of Creativity, Kellie Scherer
Doctoral Dissertations
Church documents and scholars affirm that traditional pedagogies are ineffective in preparing students for the demands of the 21st century (CCE, 2014, p. 13, Darling-Hammond, 2010; Hartley, 2003; Kampylis, 2010; Skiba, Tan, Sternberg & Grigorenko, 2010). A review of the literature revealed that a gap in research on the Catholic elementary school principal’s understanding of and commitment to creativity exists. Even teachers who value creativity cannot fully support its development in the classroom without proper training. Continuing education coordinated by principals is one of the few opportunities for teachers to identify and confront their creativity misconceptions. The purpose of this …
An Interpretive Study Of African American Female Elementary Principals Experiences In A Southeastern Public Urban School District, Tiffany Marshall
An Interpretive Study Of African American Female Elementary Principals Experiences In A Southeastern Public Urban School District, Tiffany Marshall
Graduate Theses, Dissertations, and Capstones
This study is an interpretive study of African American female elementary principals’ experiences in a Southeastern public urban school district. The purpose of this interpretive research is to specifically examine five African American female principals’ perceptions of supports and barriers on the career pathway to the principalship in urban public elementary schools. The questions for this research included: How do African American females experience the process of becoming elementary school principals in a Southeastern, urban district? How have African American female principals described their experiences with educational institutions, communities and professional organizations? Tillman and Lomotey’s research is used to explain …