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Full-Text Articles in Education
Elementary Teachers’ Perceptions Of Professional Development Effectiveness, Justin C. Hose
Elementary Teachers’ Perceptions Of Professional Development Effectiveness, Justin C. Hose
Walden Dissertations and Doctoral Studies
Through continuing education, educators improve their skills and become more proficient at their jobs. However, some educational leaders are unaware of the perception of teachers regarding professional development. Grounded in Desimone and Garet’s framework of best practices in teachers’ professional development, the purpose of this interpretive qualitative study was to compare that framework to what a sample of teachers believe is effective professional development based on their experiences. Data were interviews with 10 teachers with at least a year of experience in Virginia. The framework was used to compare the theory of what makes effective professional development to the actual …
Early Childhood Education Teacher Experience And Knowledge Regarding Outdoor Learning And Affordances, Jennifer Karshna
Early Childhood Education Teacher Experience And Knowledge Regarding Outdoor Learning And Affordances, Jennifer Karshna
Walden Dissertations and Doctoral Studies
Early childhood education (ECE) teachers have indicated that they are interested in supporting children’s learning outdoors but have been challenged with intentional use of the outdoor learning environment (OLE). The purpose of this qualitative study was to illuminate ECE teacher experience with and knowledge of supporting children’s learning in the OLE, specifically using affordances for teaching and learning. The conceptual framework was based on the Reggio Emilia approach, Gibson’s affordance theory, Dewey’s ideas regarding educational experiences, and Vygotsky’s zone of proximal development. The key research question addressed teachers’ experiences and knowledge of affordances in the OLE. The 12 participants were …
Teachers' Knowledge And Self-Efficacy Beliefs As Factors Affecting Technology Integration Practices, Armando L. Gilkes
Teachers' Knowledge And Self-Efficacy Beliefs As Factors Affecting Technology Integration Practices, Armando L. Gilkes
Walden Dissertations and Doctoral Studies
Research indicates that teachers can be reluctant to integrate technology into their instructional practices. This study examined the problem of insufficient technology integration in high school classrooms, using social learning theory and motivational systems theory as theoretical frameworks. A cross-sectional survey design was used to investigate the relationship between the independent variables, technological pedagogical content knowledge (TPACK), teacher self-efficacy (TSE), and teacher characteristics (experience, education, and subject taught), and the dependent variable, technology integration level (TI). A combined online TPACK questionnaire, Teacher Sense of Efficacy Scale, and Concerns-Based Adoption Model survey were completed by 72 teachers from 6 high schools …
Data-Driven Instruction Use For Residency Ii Candidates After Clinical Instruction, Donna Short
Data-Driven Instruction Use For Residency Ii Candidates After Clinical Instruction, Donna Short
Walden Dissertations and Doctoral Studies
Residency II teacher candidates seeking education licensure at the southeastern public state university had low evaluation scores on their ability to provide feedback and modify instruction based on assessment. The purpose of this qualitative case study was to explore how 27 Residency II teacher candidates modified instruction based on assessment data during their field experience as indicated by the Tennessee Educator Acceleration Model (TEAM), Educational Teacher Performance Assessment (edTPA) Rubric 15 score, and self-reported qualitative surveys. The focus of the research questions included a conceptual framework for examining the level of assessment proficiency on the local and national assessments. The …
A Survey Study Of Elementary Teachers' Perceptions Of Student Classroom Behavior, Duane L. Davis
A Survey Study Of Elementary Teachers' Perceptions Of Student Classroom Behavior, Duane L. Davis
Walden Dissertations and Doctoral Studies
In a midwest, rural, and high-poverty elementary school, teachers expressed concerns about difficult student behaviors in their classrooms. It was important to address the problem because student misbehavior disrupts the learning of all students in the classroom. To provide information to the school that could inform possible interventions, a survey was conducted that measured the perceptions of 24 classroom teachers about concerning student behaviors, their methods of dealing with such behaviors, their needs for further support, and their confidence in dealing with difficult student behaviors. The conceptual frameworks that guided this study were the behaviorist theories of Watson and Skinner. …
Urban High School Educators' Perceptions Of Pre-Service And In-Service Conflict Resolution And Violence Prevention Education, Sean M. Brooks
Urban High School Educators' Perceptions Of Pre-Service And In-Service Conflict Resolution And Violence Prevention Education, Sean M. Brooks
Walden Dissertations and Doctoral Studies
Studies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators' pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study emphasized the diverse geographic locations of urban high school educators' pre-service institutions and the perceptions of their pre-service and in-service …
Strategies And Assessments To Support Special Education Students' Writing The Literacy Test, Angelo Caesar Maniccia
Strategies And Assessments To Support Special Education Students' Writing The Literacy Test, Angelo Caesar Maniccia
Walden Dissertations and Doctoral Studies
Many special education (SPED) students are failing the Ontario Secondary School Literacy Test (OSSLT) despite writing instruction provided by SPED teachers. The purpose of this study was to understand teachers' perceptions about why students were failing the literacy/writing test and document whether evidence-based assessment and writing practices were implemented. Cognitive-behavioral theory served as the conceptual framework for this study. The research questions in this study focused on SPED teachers perceptions regarding students not passing the OSSLT, observations of whether assessment and instruction for writing aligned with best practices, and collecting baseline curriculum-based measurement (CBM) data of SPED students' current writing …
Middle And High School Teachers' Perception Of Professional Development, Carissa Mccray
Middle And High School Teachers' Perception Of Professional Development, Carissa Mccray
Walden Dissertations and Doctoral Studies
Within the literature, a gap exists in understanding how teacher perceptions may be used to develop, implement, and evaluate professional development. The purpose of the qualitative case study was to describe the perceptions of middle and high school teachers regarding their professional development experiences in a rural school district in Florida. Guided by Chen and Chang's whole teacher framework and Knowles's theory of adult learning, the research questions addressed teachers' needs, expectations, and perceptions of professional development. Triangulated data sources included face-to-face interviews with 10 teachers, participant journals, and professional development agendas. Data analysis included line-by-line coding, open coding, and …
Cross-Age Peer Mentoring To Improve Sixth-Grade Student Reading, Christina L. Belotti
Cross-Age Peer Mentoring To Improve Sixth-Grade Student Reading, Christina L. Belotti
Walden Dissertations and Doctoral Studies
In a middle school in the southern United States, administrators and teachers are concerned that approximately 40% of sixth-grade students are reading below grade level despite intervention programs. The purpose of this mixed-methods case study was to inquire whether a cross-age peer mentoring program would improve sixth-graders' reading achievement and motivation to read. The theoretical framework for the study was Vygotsky's constructivist theory, with a focus on scaffolding. Research questions focused on sixth-grade students' perception of their participation in a cross-age peer mentoring program and the effect of the program on reading achievement and motivation. Data were collected through pre- …
Teacher Education In Central Equatoria, South Sudan, Catherine Hahs Brinkley
Teacher Education In Central Equatoria, South Sudan, Catherine Hahs Brinkley
Walden Dissertations and Doctoral Studies
Without education, many South Sudanese will continue living in poverty. There are numerous factors that limit their educational opportunities including tribal warfare, colonialism, missionary malpractice, civil wars, a high illiteracy rate, low government funding, and threats of war. These factors have left a substantial deficiency in available training for teachers. The purpose of this study was to determine the pedagogical needs of the teachers of South Sudan. Within a conceptual framework of participatory action research, this qualitative study examined educators' view of the effectiveness of the teacher education that they had received, the pedagogical needs of teachers, and the ideal …