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A Descriptive Phenomenological Exploration Of Resiliency Through Math Curriculum Changes From The Perspectives Of Elementary Educators, Shanna Good
Education Dissertations and Projects
Phenomenological research in education, especially regarding curriculum, is rare. Curriculum change in the state has occurred seven times since 2002, and more so in each district with material adoption. This descriptive phenomenological research study describes the experiences of elementary educators through changing math curriculums. To collect data, the researcher interviewed 10 elementary math teachers including a pilot interview. Using a purposeful, convenience sample, three participants from three different schools participated in this study to ensure validity and reliability. After conducting semi-structured interviews, the researcher followed protocol for descriptive phenomenological research and analyzed the data for meaning units that described how …
Program Evaluation: The Impact Of An Elementary Afterschool Program On Educating The Tenets Of The Whole Child, Jacquelyn Faith Jackson
Program Evaluation: The Impact Of An Elementary Afterschool Program On Educating The Tenets Of The Whole Child, Jacquelyn Faith Jackson
Education Dissertations and Projects
This dissertation was designed to provide an increased understanding of what is involved in providing whole child education. The researcher of this dissertation evaluated teacher awareness, changes in instructional behaviors, and the impact on culture as a result of an elementary afterschool program. All teachers were instructed to focus on their perspective in relation to providing the tenets of whole child education in the studied elementary afterschool program. Throughout this study, teachers were the primary focus implementing strategies which were specific to a rural elementary afterschool program to investigate currently utilized strategies and teacher awareness of the different tenets and …
Differentiation And Technology: A Study Of An Elementary School’S Use Of Technology In Differentiated Lessons, Kelly Dawn Nelson
Differentiation And Technology: A Study Of An Elementary School’S Use Of Technology In Differentiated Lessons, Kelly Dawn Nelson
Education Dissertations and Projects
The purpose of this study was to examine teacher reports and use of differentiation and to examine the use of technology in differentiated lessons. The researcher posed two questions: (a) What is the association between teacher reports of differentiation use and observed differentiation strategies used; and (b) How are teachers using the differentiation strategies of which they are aware when planning and implementing lessons that involve technology in the areas of content, process, product, and learning environment? This mixed-method study used three tools for data collection: a questionnaire, structured observation protocol, and a focus group. The questionnaire and observation protocol …
The Impact Of Board Certified Teachers On Student Achievement, Cassandra Yellock Dobson
The Impact Of Board Certified Teachers On Student Achievement, Cassandra Yellock Dobson
Education Dissertations and Projects
This research study explored the relationship that exists between National Board certified teachers (NBCTs) and the reading achievement of students in third through fifth grade in comparison to non-NBCTs as measured by EVAAS growth data. Additional research questions analyzed which elements contained in the five core propositions participants perceive to be the most effective in contributing to student achievement in comparing perceptions of NBCTs and non-NBCTs. In contrast to data in other studies reviewed for this research, the results of this study signify that there is no significant difference in reading growth between students who are taught by NBCTs and …
An Examination Of Academic Growth Of Minority Elementary Magnet School Students, David Wayne Snapp
An Examination Of Academic Growth Of Minority Elementary Magnet School Students, David Wayne Snapp
Education Dissertations and Projects
This research was designed to examine the difference in student performance between minority magnet school students who live in the residential area for those magnet schools and minority students assigned to a non-magnet residential school. This difference in performance was measured by scale score differences from the North Carolina End-of-Grade tests in reading and math after the sample scores were converted to z scores using the state mean and standard deviation for the given years in the study. Performance growth was measured for students who were in the third grade in 2009-2010 and remained at their school through the fifth …