Education Commons^™

Helping The Helpers: Tending To Kansas Educators’ Social-Emotional Needs And Self-Care During A Pandemic, Jessica J. Lane Dr., Leah Mckeeman Dr., Laura Bonella

The Advocate

On a typical day, pre-COVID 19, educators are pulled in many directions, making hundreds, if not thousands, of quick decisions. Today those dynamics are heightened with varied and additional competing needs. However, what has not changed is the essential role of an educator. Caring for students in a time of such uncertainty seems critical. However, while there is serious and necessary demand for caring for the students and families, one population that is gravely being overlooked are the helpers. The educators. Less emphasis is being placed on the wellness and self-care of those who are offering those needed social-emotional supports. …

The Impact Of Elementary Mathematics Coaches On Elementary Teachers' Attitudes Towards Teaching Mathematics, Samuel R. Ward

Electronic Theses and Dissertations

This study compares levels of mathematics anxiety and teacher efficacy between inservice and preservice elementary teachers. Prior research has indicated that mathematics anxiety is a common trait among elementary teachers. Mathematics anxiety has also been found to have a negative impact on preservice elementary teachers’ efficacy towards teaching mathematics. To address this challenge, some states have begun hiring elementary mathematics coaches to support elementary teachers. Besides focusing on mathematics anxiety and teacher efficacy, this study also investigated the impacts of elementary mathematics coaches on inservice elementary teachers.

A total of 174 inservice teachers and 51 preservice teachers completed a survey …

Retaining The Power To Teach And Advocate In The Era Of "Reform", David Aram Wilson, David Aram Wilson

Language, Literacy, and Sociocultural Studies ETDs

This qualitative, multi-case study investigates veteran, dual-language teachers in urban elementary schools in the Southwest United States and how these teachers manage to continue teaching despite education “reforms” that have contributed to increased attrition among their peers. Each participant contributed qualitative data through a narrative questionnaire, two interviews, two focus groups., and physical artifacts. Coding and analysis of each case was inductive and involved the identification of patterns and themes that emerged from the data. A cross-case analysis was conducted. Modern Critical Theory served as the theoretical lens.

Teachers as advocates for their students’ cultural, linguistic, and socioeconomic well-being emerged …

Using Mindfulness Techniques In Elementary Schools: Training For Staff, Mariah Linnell

Dissertations, Theses, and Projects

Mindfulness is a state of mind focused on drawing attention to what is happening in the present moment. Students at all levels, whether it be elementary, middle, or high school can experience numerous academic, personal and social, and behavioral benefits from practicing mindfulness. The training presented in this project will address the need for elementary school staff to be using mindfulness techniques when working with the diverse range of students. The objective is that this training will result in the education of school staff on mindfulness and how to effectively implement these techniques with students, which will have a positive …

The Perceptions Of Instructional Leaders And Teachers Regarding The Factors That Lead To Positive Climate In Middle Schools, Emma L. Watson

Theses and Dissertations from 2020

School climate, more than other factors, determines efficiency. Building a positive school climate means creating conditions both for instructional leaders and teachers, which leads to student success. When teachers feel supported, safe, motivated, and satisfied with their outcomes, their work becomes more effective in a positive climate. In the light of much research, leaders in schools with a positive climate pay attention to the academic outcomes measured by mandated state assessments as well as the social and emotional well-being of every student and adult. The outcome of creating and maintaining a positive school climate has been studied and linked to …

A Phenomenological Study Of North Carolina Elementary Teachers' Lived Experiences With Google Classroom Integration, Hilary Elizabeth Dodson

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to understand North Carolina elementary school teachers’ perceptions of Google Classroom technology integration as a lived experience. Google Classroom is a learning management system and component of the technology integration that many teachers use to organize their classroom content. The discovery learning theory by Bruner guided this study. The problem of this study was North Carolina elementary teachers experience difficulties integrating technology, using applications like Google Classroom, in combination with more traditional curriculum and instructional strategies. The central research question was: What are North Carolina elementary teachers’ perceptions of the ways in …

Experiences Of African American Teachers In Desegregated Pk–12 Schools: A Systematic Literature Review, Yonghee Suh, Brian J. Daugherity, Jihea Maddamsetti, Angela Branyon

Teaching & Learning Faculty Publications

This literature review reports findings from 19 empirical studies on the experiences of African American teachers in PK–12 desegregated schools. The research questions were: What do we know about the experiences of African American teachers in desegregated PK–12 schools? What are the challenges African American teachers experience in desegregated PK–12 schools? In response to these questions, the article first discusses school desegregation after the Brown v. Board of Education decision and its impact on African American teachers as a historical backdrop. Findings from 19 studies were analyzed through grounded theory. Two core themes were identified from our findings: persistent structural …

Writing The Rainbow: Facilitating Undergraduate Teacher Candidates’ Lgbtqia+ Allyship Through Multimodal Writing, Judith Dunkerly-Bean, Julia Morris, Valerie Taylor

Teaching & Learning Faculty Publications

This yearlong qualitative descriptive case study conducted by an interdisciplinary team of education faculty with pre-service elementary teacher candidates sought to disrupt heteronormativity and to increase candidates’ awareness and preparedness for inclusivity with future LGBTQIA+ elementary students. Central to our findings was that in researching and authoring multimodal texts addressing topics and concerns faced by the LGBTQIA+ community for their future classrooms, there was a shift in the perceptions and preparedness of the candidates toward working with children identifying as LGBTQIA+. However, we also encountered resistance and/or apathy that led us to develop an analytical framework for disrupting teacher candidate …