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Behind The Scenes: Instructional Coaches’ Perceptions Of Curriculum Leadership Development, Cora C. Garner
Behind The Scenes: Instructional Coaches’ Perceptions Of Curriculum Leadership Development, Cora C. Garner
Educational Leadership & Policy Studies Dissertations
Since the 20th century, instructional coaching has influenced curricular and pedagogical practices that impact student achievement in K-12 schools; however, the existing literature provides minimal evidence of their experiences in curriculum leadership development. To fill the research gap, this study explores instructional coaches’ perceptions of their professional learning related to curriculum development and leadership. The research questions included (1) How do ICs perceive professional learning opportunities for curriculum leadership? and (2) How do instructional coaches describe the development of their curriculum coaching knowledge and practices? Upon applying the conceptual framework, which included the Saylor et al. (1981) curriculum development model …
Teacher Perceptions Of Educational Supports That Help Bridge The Science Achievement Gap For English Language Learners: A Phenomenological Study, Monica Esquivel Manning
Teacher Perceptions Of Educational Supports That Help Bridge The Science Achievement Gap For English Language Learners: A Phenomenological Study, Monica Esquivel Manning
Educational Leadership & Policy Studies Dissertations
English language learner (ELL) students account for 19.6% of the Texas public school system (Texas Education Agency, 2019). National and state assessment data showed a learning gap between ELL students and their non-ELL counterparts, specifically in science (Texas Education Agency, 2017a; United States Department of Education, 2015). This qualitative study was conducted to examine how teachers of ELL students in a dual language program perceived the educational supports they received affected student achievement in science. The teachers who were interviewed had worked diligently to reduce the achievement gap in science. Using social cognitive theory as a theoretical framework, I explored …
Teacher Perceptions Of Looping In Relation To Their Professional Growth And Development, Staci Sellers
Teacher Perceptions Of Looping In Relation To Their Professional Growth And Development, Staci Sellers
Educational Leadership & Policy Studies Dissertations
The purpose of this phenomenological study was to understand better the lived experiences of seven elementary looping teachers. Specifically, their perceptions of whether or not the participation of looping facilitated their professional growth as it relates to the four primary areas of T-TESS. Previous studies in the realm of looping have a focus on student experiences and achievement. Although looping is research-based and shown to enhance student achievement, no known researcher had examined how looping teachers perceive the experience in terms of their professional being. This study was an opportunity to fill the gap in literature based on experiential learning …
Developing Self-Efficacy: Middle-School Teachers' Perceptions And Practices After Professional Development, Aleisha Reid
Developing Self-Efficacy: Middle-School Teachers' Perceptions And Practices After Professional Development, Aleisha Reid
Educational Leadership & Policy Studies Dissertations
This qualitative case study explored how middle school English teachers in one North Texas school district perceived professional development grew or hindered their self confidence. Bandura’s (1977) theory of self-efficacy provided the framework for this study. Five participants from various middle schools in Southwest Independent School District (a pseudonym) engaged in semi-structured interviews regarding their experiences with professional development and how those experiences impacted them in relation to the four sources of information (i.e., enactive mastery experiences, vicarious experiences, verbal and social persuasion, and physiological states) as defined by Bandura (1977). Findings from this study revealed that while teachers’ self …
School Psychologists’ Knowledge Of The Individuals With Disabilities Education Act, Christian W. Rewoldt
School Psychologists’ Knowledge Of The Individuals With Disabilities Education Act, Christian W. Rewoldt
Educational Leadership & Policy Studies Dissertations
The purpose of this study was to explore the relationship between experience as a school psychologist, time spent in supervising other school psychologists, training hours, interest in learning more about the IDEA, perceived self-knowledge of IDEA requirements, and time spent in evaluating students for IDEA eligibility with school psychologist’s level of knowledge about IDEA eligibility requirements. A survey reflecting standards and competencies for professional practice was developed and administered to a sample of school psychologists licensed to practice in the state of Texas. A multiple regression analysis was performed on the data set. Among the predictors studied, only experience and …