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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 …
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 …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole
Walden Dissertations and Doctoral Studies
The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …