Education Commons^™

Remote Teaching In Nepalese Higher Education During Covid-19: Teachers' Perspectives, Suman Laudari, Sojen Pradhan, Sanjay Lama

Higher Learning Research Communications

Objectives: The purpose of the study was to examine the factors that supported or inhibited teacher participation in remote teaching. Teaching and learning in Nepal was predominantly face-to-face prior to the pandemic, and the previous studies showed that the use of educational technology in higher education was limited.

Method: This exploratory case study draws on data derived from focus group discussions with teachers in higher education. Thematic analysis was employed to explore the impacts of different factors in sudden transition to remote teaching.

Findings: Findings show that personal factors such as teachers’ sense of duty and their attitude towards technology …

Teacher Instructional Practices And Student Mathematics Achievement, Michael C. Osborne

Journal of Educational Research and Practice

Using the nationally representative sample from the United States in the 2012 Programme for International Student Assessment (N = 7,429 students from 240 schools), I examined the relationship between teacher instructional practices and student mathematics achievement. To account for the multilevel structure of the data with students nested within schools, I used a two-level hierarchical linear model in the data analysis. Teacher instructional practices showed statistically significant effects on student mathematics achievement, even after controlling for socioeconomic status (SES) and sex at the student level and school mean SES and whether the school is public or private at the …

Virtual Faculty Strategies For Supporting Motivation Of Online Doctoral Students, Crissie M. Jameson, Kelly Torres, Shereeza Mohammed

Journal of Educational Research and Practice

Our study focused on online faculty members and their perceptions of the strategies and activities they use to promote progress for and motivation in their online graduate students, particularly at the dissertation/doctoral study phase of the program. Results show high-achieving faculty members vary their strategies according to each students’ needs. High-achieving faculty members reach out to students often, offer encouragement throughout the process, and establish realistic goals.

An Evaluation Of Local Mentor Support In Ae E-Teacher Educational Technology Integration Online Teacher Training Course, Yasemin Yelbay Yilmaz, Seher Balbay

Journal of Educational Research and Practice

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory …

Online Adjunct Faculty Perceptions Of Professional Development To Support Personal And Professional Academic Growth During Covid-19, Cheryl Burleigh, Patricia B. Steele, Grace Gwitira

Higher Learning Research Communications

Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions.

Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19.

Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth.

Conclusions: This study reminds us that there are …

Converging Andragogy With Working Adult Professionalism In Initial Teacher Preparation, Michelle Anderson, Stefani Boutelier

Journal of Educational Research and Practice

Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort …

Teachers’ Perceptions Of Teacher–Child Relationships, Student Behavior, And Classroom Management, Szu-Yu Chen, Natalya A. Lindo, Sarah Blalock, Dina Yousef, Latoya Smith, Kara Hurt-Avila

Journal of Educational Research and Practice

Children’s relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher–child relationships can be either beneficial or detrimental to students’ academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to examine 18 pre-kindergarten to fourth-grade teachers’ perceptions of teacher–child relationships, student behavior, and classroom management. Analysis of in-depth interviews yielded five major themes: (a) beliefs in children, (b) teaching strategies, (c) acknowledging individual differences, (d) challenges, and (e) relationships. Findings of this study have the potential to inform in-service training regarding relationship-building skills …

Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa

Journal of Educational Research and Practice

Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.

The Effect Of Mindfulness Techniques On Teacher Resilience As Moderated By Conscientiousness, Aundrea T. Harris, Nancy S. Bostain

Journal of Educational Research and Practice

Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts …

Lesson Study: A Proposed Intervention For Professional Development Of Diversity, Equity, And Inclusion Instruction In A Multicultural Classroom, Michael L. Hixon

Journal of Sustainable Social Change

This paper responds to the proposed implementation of lesson study as a professional development intervention for multicultural instruction in the United States. It includes an investigation of the literature in relation to the use of higher-order thinking skills, Banks’s four approaches for integrating multicultural instruction, and lesson study as a proposed professional development intervention in multicultural instruction. The conclusion provides a discussion of insights into K–12 educators’ needs for professional development opportunities to ensure that they provide diverse, equitable, and inclusive learning environments for all of their students. Creating diverse, equitable, and inclusive learning opportunities for students would be meaningful …

Linkages Between Grade Point Average And Student Ratings, Robert D. Richardson, Robert L. Williams

Journal of Educational Research and Practice

In order to better understand the potential influence of high school students’ grades on how they rate their teachers and schools, we explored the relationship between student grade point average and student ratings of teacher and school effectiveness in 370 classes taught by 230 instructors with over 6,000 students in grades 9–12 in an Intermountain West school district. Teachers were evaluated with an 18-item student survey. Students also rated their schools with six additional items. The performance measure was the grade point average (GPA) for the quarter in which students evaluated their teachers and schools. ANOVAs showed that both year …

Changes That Should Remain In Higher Education Post Covid-19: A Mixed-Methods Analysis Of The Experiences At Three Universities, Águeda Benito, Kubra Dogan Yenisey, Kavita Khanna, Manuel Felipe Masis, Rosa Maria Monge, Mehmet Ali Tugtan, Luis Diego Vega Araya, Rekha Vig

Higher Learning Research Communications

Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education.

Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups

Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for …

Social And Emotional Learning Program Implementation: Educators’ Perspectives Of Preparation And Support, Papani Saini

Walden Dissertations and Doctoral Studies

Teachers are not properly prepared and supported to implement social and emotional learning (SEL) programs in the United States. Teachers must be properly equipped to be successful throughout implementation, thereby allowing students to reap the benefits of SEL programming. The purpose of this basic qualitative study was to explore K-2 educators’ perspectives regarding the preparation and support they need to implement SEL programming. The conceptual framework for this study was based on Scheirer’s program implementation theory. The research questions focused on the perspectives of K-2 educators regarding the preparation and support they need for SEL program implementation. Purposeful sampling was …

Examining Teachers’ School Wide Positive Behavioral Interventions And Support Practices To Improve The Behaviors Of Students With Disabilities, Lolita Michele Owens

Walden Dissertations and Doctoral Studies

AbstractThe problem at a high school in the southeastern United States is that students with disabilities struggle to demonstrate appropriate behaviors despite the implementation of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). Current research findings have suggested that although SWPBIS includes strategies for students with disabilities, the behaviors of students with learning disabilities have not improved during SWPBIS implementation. There was a need to explore teachers’ implementation of SWPBIS for students with learning disabilities. In this basic qualitative study, how teachers at the research site high school were implementing SWPBIS for students with learning disabilities toward improving maladaptive behaviors was …

How Prekindergarten And Kindergarten Teachers Supported Students' School Readiness Skill Development During The Covid-19 Pandemic, Eileen Manoukian

Walden Dissertations and Doctoral Studies

Scholarly literature lacks studies on how prekindergarten and kindergarten (PK-K) teachers supported students’ school readiness skill development and successful transitions to formal schooling during the COVID-19 pandemic. Framed by school readiness theory and social development theory, this qualitative study explored perspectives of 16 PK-K teachers to answer two research questions about how teachers support students’ school readiness skill development foster students’ successful transitions to formal schooling during the COVID-19 pandemic in a metropolitan area in the southwest region of the United States. Data were collected through one on one, semistructured interviews, and analyzed by following an inductive process using Saldaña’s …

Pre-K Teachers’ Perspectives Regarding Support Needed To Meet State Reading Standards, Kwe'shonte Mathews

Walden Dissertations and Doctoral Studies

AbstractEarly literacy has been a topic of interest in early childhood education for centuries, but the effects of early literacy teaching practices are an ongoing and unresolved topic amongst early educational programs. The problem was that in urban areas many students read below their expected grade level, preventing them from achieving literacy success. The purpose of this basic qualitative study was to explore pre-k teachers’ perspectives in a large urban school district regarding the support needed to meet challenges implementing Georgia Early Learning and Development (GELD) Standards, while teaching pre-k students literacy, specifically phonemic awareness. The conceptual framework that guided …

Exploring Novice Elementary Teachers' Use Of Academic Language In Planning, Teaching, And Assessment, Lori Teegarden

Walden Dissertations and Doctoral Studies

Academic language is the key that promotes disciplinary reading, writing, speaking, and thinking. The novice teacher may not be prepared with the knowledge, skills, and strategies to effectively plan, teach, and assess for academic language achievement. The purpose of this basic qualitative study was to understand the novice teacher’s experiences and perspectives of academic language development. The research questions focused on the novice elementary teacher’s practice of addressing academic language demands in teaching. The conceptual framework that guided the study comprised Bruner’s education theory that places teaching and learning within the culture and society and Rumelhart’s theory focused on vocabulary …

Exploring The Perceptions Of Teachers Regarding Learner-Centered Instruction And Its Potential Impact On International Students, Evan David Barnhart

Walden Dissertations and Doctoral Studies

The subject of how best to educate students in the classroom has been one of debate, discussion, and research, with various forms of instruction touted as the most effective. Recently, learner-centered instruction (LCI) has been put forth as a method to educate students, and research supports its implementation. The problem addressed in this study was the inconsistent implementation of LCI at a private school in the West Coast of the United States, specifically regarding its failure to meet the needs of international students. The purpose of this qualitative study was to investigate how teachers implement LCI in their classrooms to …

Early Grade Teacher Perspectives Of Struggling Learners And Later Mathematics Achievement, Crystal Ann Cuyler

Walden Dissertations and Doctoral Studies

Students who were not identified with a learning disability or significant developmental delay (SDD) in prekindergarten, but may have undiscovered learning issues are often among the lowest performing students in mathematics when they reach upper grades. The purpose of this qualitative study was to understand kindergarten, first, and second grade teacher perspectives of early indicators of later difficulties in mathematics among children not identified as having learning disabilities or SDD in prekindergarten. A retrospective study was conducted in which the remembrances of early grade teachers were used to explore the difficulties children who were struggling with mathematics as fourth and …

Analysis Of School Discipline Policies At A Title I High School In Texas, Kimberly N. Guess

Walden Dissertations and Doctoral Studies

Discipline referrals and suspensions are used as a last resort to address inappropriate student behavior in schools. The problem investigated in this study was the inconsistent trend in the number of discipline referrals and suspensions during implementation of three different discipline policies (zero tolerance, progressive discipline, and restorative practice) at a local Title I high school in north Texas from 2013 to 2019. Guided by Skinner’s theory of behaviorism, the purpose of this quantitative, ex post facto study was to determine if significant differences in the total number of disciplinary referrals and suspensions existed between the 2-year implementation period of …

Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher

Walden Dissertations and Doctoral Studies

Despite the use of professional development (PD), early childhood inclusive teachers lack the knowledge and skills needed to support students with disabilities. It was unclear what types of PD teachers have received and what supports they still need. If teachers lack PD and the skills needed to teach students with disabilities effectively, then student progress may be negatively affected. The purpose of this basic qualitative research study and the research questions were to understand early childhood inclusive general education teachers’ perceptions of past PD experiences of working with students with disabilities and what supports they need to implement evidence-based practices. …

Intermediate Schoolteachers’ Perceptions Of The Impact Of Professional Development On Their Classroom Instruction, Gwendolyn Adams Lockett

Walden Dissertations and Doctoral Studies

Despite increased district-provided professional development (PD) opportunities for teachers to improve classroom instruction, there has been a steady decline of academic achievement at an intermediate school in a large urban school district in the southwestern United States. One of the factors campus administrators attributed the lack of student success to was that the district does not provide PD that is effective in changing in intermediate schoolteachers’ instructional practices. The purpose of this qualitative study was to explore intermediate schoolteachers’ perceptions of the impact PD provided by the district has on their classroom instruction, as well as the impact these trainings …

Primary Grade Teachers’ Perspectives On Early Literacy Intervention Programs In Urban Title I Schools, Whitney L. Smith

Walden Dissertations and Doctoral Studies

Developing a strong foundation in literacy is an essential component of students’ overall academic success. However, first through third grade students in urban Title I schools located in the southeastern region of the United States continued to show limited progress on state literacy assessments. The purpose of this basic qualitative study with interviews was to explore teachers’ perspectives on their experiences with literacy intervention programs. The conceptual framework was based on Senge’s learning organizations and systems thinking theory. Research questions explored literacy intervention program effectiveness and supports teachers needed for ongoing implementation with fidelity. Data from semistructured interviews with 13 …

Early Childhood Teachers’ Perspectives Of Teaching Children Who Are Experiencing Toxic Stress, Stephanie Renee Abell

Walden Dissertations and Doctoral Studies

A growing number of children entering early childhood classrooms are experiencing toxic stress. Early childhood teachers are responsible for meeting the educational needs as well as fostering their social and emotional development. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of being challenged to support the emotional and academic needs of young children who are experiencing toxic stress in the early childhood classroom, which the research questions focused on. The theory of social constructivism was the conceptual framework for this study. Purposeful sampling was used to select 10 early childhood teachers to share their …

Educators’ Perspectives On Strategies To Close The Achievement Gap For African American Elementary Students In Mathematics And English Language Arts, Keamber Denise Booker

Walden Dissertations and Doctoral Studies

There is a persistent academic achievement gap between African American and European American elementary students in mathematics and English language arts. The purpose of this basic qualitative study was to explore third through fifth-grade elementary educators’ perspectives on strategies used to narrow the gap in achievement for African American students in mathematics and English language arts from a school located in the southeastern region of the United States; consequently, the research question was developed to focus on these perspectives. The conceptual framework for this study was Ladson-Billings’s culturally relevant pedagogy. Purposeful sampling and snowball sampling were used to select study …

Preservice Teacher Efficacy To Teach Informational Text Comprehension Through Literature Circles, Amy J. Clark

Walden Dissertations and Doctoral Studies

Preservice teachers in an elementary education teacher preparation program are tasked with teaching informational text comprehension through literature circles during a literacy field experience. The problem addressed is that even after receiving explicit classroom instruction on this topic, preservice teachers expressed apprehension and self-doubt and may not have the self-efficacy to effectively teach informational text comprehension. The purpose of this project study was to explore preservice teachers' perceived self-efficacy to teach informational text comprehension. This study was grounded in a constructivist paradigm centered on Bandura’s concept of self-efficacy. The research questions concerned preservice teachers perceived self-efficacy to teach informational text …

Differentiated Instruction For Students With Significant Disabilities In Inclusive Secondary Classrooms, Oghenevwaire Odeworitse Malomo

Walden Dissertations and Doctoral Studies

Secondary general education teachers often face many challenges when differentiating instruction to meet the learning needs of students with significant disabilities (SD) in an inclusive secondary general education classroom. A qualitative case study that included eight general education teachers from different content areas in southwest state in the US was used to investigate the general education teachers’ perception of the challenges they face when differentiating instruction to meet the learning needs of students with SD in an inclusive secondary general education classroom. Tomlinson’s differentiated instruction (DI) model serve as the conceptual framework for this study, which emphasizes maximizing learning for …

Teacher Perspectives On Implementing Social-Emotional Learning Curriculum At An International Baccalaureate Elementary School, Whitney Nicole Niles

Walden Dissertations and Doctoral Studies

Teachers have difficulty implementing a social-emotional learning (SEL) program in the classroom at an International Baccalaureate (IB) elementary school in Georgia. As a district mandated initiative, elementary schools in the metro area have included SEL programs as an essential part of the curriculum to support the needs of the whole student. The purpose of this generic qualitative study was to explore teachers' perspectives on implementing SEL at an IB elementary school. The conceptual framework drawn from Rogers' diffusion of innovations theory, focuses on what an individual does to implement and adopt an intervention. The study's guiding question explored 15 IB …

Preschool And Kindergarten Teachers’ Perspectives On Effective Strategies And Practices For Supporting Self-Regulation, Cheryl Denise Thomas

Walden Dissertations and Doctoral Studies

Research indicates that young children need to be able to self-regulate their emotions and behaviors to be successful in preschool and later schooling. However, there is no consensus in the education sector regarding what constitutes best strategies and practices when supporting self-regulation in young children. The purpose and guiding research question for this qualitative study were to explore teachers’ perspectives on effective strategies and practices used to support self-regulation in preschool and kindergarten classrooms. This study was premised on Bandura’s social learning theory, which explains human behavior in terms of continual interaction between cognitive, behavioral, and environmental factors when attempting …

Preschool Teachers’ Perspectives On Engaging Fathers In Their Child’S Education, Jawan Marquis Burwell

Walden Dissertations and Doctoral Studies

Preschool environments set the educational foundation for children in the early years. Despite the positive effects that preschool environments have on children and families, previous studies have shown that preschool teachers are challenged to engage fathers in their child’s education. The purpose of this basic qualitative study was to investigate preschool teachers’ perspectives on engaging fathers in their child’s education. The conceptual framework was based upon Bronfenbrenner’s ecological systems theory. The research question focused on the challenges that teachers encounter in engaging fathers in their child’s education. This qualitative study included individual one-on-one interviews with 12 teachers using an open-ended …