Education Commons^™

A Queens Community Teacher Storytelling Project: A Qualitative Research Study Of Five Local Afro-Caribbean And Latina Public School Teachers And Community Teachers In New York City, José Alfredo Menjivar Ortéz

Dissertations, Theses, and Capstone Projects

This dissertation thesis examines the lived experiences, life stories, and storytelling of five Afro-Caribbean and Latina people, who are all local from the borough of Queens, alumni of New York City’s public schools, and since then, became their local public school teachers, classroom practitioners, and local community teachers. We refer to this specific and unique population of teachers as alumni-community teachers and to these and other similar stories as teacher life stories.

This qualitative research and study were conducted through a series of writing workshops and semi-structured interviews. The study’s main examination is preoccupied to understand how local teachers make …

Teacher Experiences In A Community-Based Rural Partnership: Recognizing Community Assets, Tawni Paradise, Malle R. Schilling, Jake Grohs, Jordan L. Laney

Journal of Pre-College Engineering Education Research (J-PEER)

The purpose of this research study is to understand teacher experiences throughout their second year of engagement in the Virginia Tech Partnering with Educators and Engineers in Rural Schools partnership. This partnership is an assets-based community partnership in a rural environment between middle school teachers, regional industry, and university affiliates that is focused on implementing recurrent, hands-on, culturally relevant engineering activities for middle school students. This qualitative study uses constant comparative methodology informed by grounded theory on teacher interviews to capture both teacher experiences in the partnership as well as teacher-identified assets in their classrooms and school communities. Using the …

Supporting English Language Learners: Preparing Content Area Teachers To Promote Academic Achievement Among Culturally And Linguistically Diverse Learner Populations., Molly K. Roesler

Culminating Experience Projects

Teachers throughout the United States continue to be ill-prepared to support the evergrowing English Language Learner (ELL) population. ELLs often experience less academic achievement than their non-ELL peers. One factor in this academic gap is the amount of preparation content area teachers receive. Content area teachers are not sufficiently prepared to teach ELLs because of the lack of training they receive in Second Language Acquisition theories and strategies. This project examines what the research has identified as negative factors that result in lack of teacher preparation, and how to address these factors. Additionally, the project examines what the research highlights …

Iranian Efl Teachers’ Challenges And Coping Strategies During Covid-19 Pandemic: A Case Study, Nasim Ghanbari, Sima Nowroozi

The Qualitative Report

The outbreak of COVID-19 pandemic has had unprecedented effects on education. The sudden shift to online classes along with strict physical distancing measures in the pedagogical settings require educators to reconsider all aspects involved in teaching and learning. Teachers as important stakeholders must grapple with the challenges caused by the abrupt transition to remote teaching and learning. Hence, using a qualitative case study, the present study set out to find how two Iranian experienced English language teachers at Persian Gulf University faced with the challenges after COVID-19 came into effect halfway through the university semester. To achieve this goal, the …

Global Perspectives On Teacher Professional Development: Navigating The Pandemic, Justin J. West Phd, Alfredo Bautista Phd

International Journal for Research in Education

Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have …

Preparing English Teachers To Teach Global Englishes Language Teaching In Thailand: My Personal And Professional Journey, Denchai Prabjandee

Journal of Educational Research and Innovation

The global spread of English has implications for English language teaching (ELT), in which teachers need to prepare learners to use English with culturally diverse English users outside of the classrooms. This requires teachers to change how they conceptualize the kind of English they teach and how English should be taught. An emerging ELT paradigm of Global Englishes Language Teaching (GELT) was developed to respond this change. Based on a teacher educator’s experiences to equip English teachers in Thailand with GELT knowledge and skills to implement it in the classroom, this article explores his personal journey of learning about GELT …

Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr

Australian Journal of Teacher Education

Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot …

“Life Giving Experience” And Learning Transfer For Educators In Under Resourced Roman Catholic Schools, Peggy Brun, Davin J. Carr-Chellman, Corinne Brion

Adult Education Research Conference

This research explored the nature of learning transfer for alumni of the Teacher Formation program (TF), generating findings of significance for adult learning.

Principals’ Perspectives On Integrating Digital Tools In The Jamaican Primary Curriculum, Audrea Samuels

Walden Dissertations and Doctoral Studies

There is a growing demand for schools to be digitalized in the fourth industrial revolution, yet many teachers do not use digital tools in their pedagogical practices. Primary school principals have experienced challenges in motivating teachers to use digital tools in curriculum delivery in a rural quality education circle (QEC). The purpose of this study was to explore principals’ perceptions about the challenges experienced with using digital tools in curriculum delivery and the organizational supports needed for utilization in instruction by primary teachers in a rural QEC in Jamaica. The technological, pedagogical, and content knowledge (TPACK) framework was used in …

Professional Development For Veteran Teachers: Let Them Speak!, Livia M. Gama Fagundes

Theses & Dissertations

Professional development is designed to enhance teachers’ pedagogical knowledge and their professional growth. However, veteran teachers have divergent professional learning needs that must be addressed to positively impact the effectiveness of the professional development they attend. This research study emphasizes the importance of care practices and how veteran teachers want to be heard and included in the planning of the professional development they attend. This study also highlights the importance of positive relationships between school administrators and veteran teachers and how this leads to learning conditions that better serve the professional learning needs of veteran teachers. The purpose of this …