Education Commons^™

Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek

Electronic Theses and Dissertations

The purpose of this study was to investigate the beliefs K-12 teachers have when working with students with disabilities in a rural Pennsylvania school district. This study aimed to identify if teachers’ personal beliefs created biases about their students and school systems; thus, forming barriers and preventing an inclusive education when working with disabled students. Instrumentation for this quantitative study is the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) survey. Findings suggest that some teachers at Sunnyside School District (pseudonym) hold personal beliefs that could create biases about their students and school system that may form barriers when working with …

Childhood Trauma In Early Care And Education: Understanding School Administrators’ Perceptions, Olawale Olubowale

Electronic Theses and Dissertations

This mixed-methods study explores childhood trauma with a primary focus on the beliefs and attitudes of elementary school administrators in their ability to offer trauma-informed leadership and assist their teachers in trauma-informed care (TIC) and education. Participants at various stages of their careers were recruited from elementary schools across 10 U.S. states (N = 240). Employing an explanatory sequential mixed method design, Phase I assessed school administrators’ attitudes using the attitudes related to trauma-informed care scale (ARTIC-45) (see Appendix A). Phase II employed semi-structured interviews to collect qualitative data to explain further and clarify the quantitative results. Findings suggest …

Investigating The Most Valued Components Of The South Carolina Teaching Fellows Program By Graduates Who Have Remained In The Education Profession, Amanda Jane Darden

Electronic Theses and Dissertations

The vision of every elementary, middle, and high school in the United States is to deliver an excellent educational setting to each and every student who enters their school building. Educational research overwhelmingly demonstrates that a primary factor contributing to an “excellent educational setting” is having highly qualified and effective teachers (Rice, 2003). However, the teacher supply and demand issues currently facing our nation is significantly compromising the ideal of providing excellent educational settings in our schools. Teacher attrition is a problem that faces schools throughout the United States. The number of teachers leaving their positions to pursue other careers …

Evidence-Informed In-Service Professional Development To Support Keis Providers' Sustained Fidelity To Caregiver Coaching., Serena Wheeler

Electronic Theses and Dissertations

Part C early intervention (EI) providers are expected to implement family-centered, capacity-building practices with the increasing number of caregivers of eligible infants and toddlers with or at risk of developmental delays or disabilities. There is a current knowledge to practice gap in service provision, establishing the need for evidence-informed professional development. The Coaching in Early Intervention Training and Mentorship Program (CEITMP) was developed to expand the professional knowledge and skills of Kentucky’s cross-disciplinary (i.e., developmental interventionists, occupational therapists, physical therapists, and speech-language pathologists) EI providers to coach caregivers to promote their increased confidence and competence to support their child’s development …

A Descriptive Qualitative Study Exploring Middle-School Teachers’ Perceptions Of Professional Development On Technology Integration, Dayana Núñez

Electronic Theses and Dissertations

Today’s teachers are being encouraged to incorporate technology into their classrooms. Technology integration became a worldwide focus for schools after remote learning was necessary to continue instruction due to the COVID-19 pandemic. Additionally, research shows that technology-infused lessons improve student achievement and increase student engagement. Despite efforts to support teachers throughout the technology integration process, concerns have developed. Preparing highly qualified teachers ready to incorporate technology into their teaching repertoire has developed additional stress factors. In this descriptive qualitative study, the researcher wanted to address the problem of teacher attrition, possibly related to stress factors associated with technology integration. The …

Pedagogical Content Knowledge (Pck) Change And Professional Development For Educators: An Assessment Of A Master’S In Chemistry Program For High School Science Teachers, Mary Charlotte Bautista

Electronic Theses and Dissertations

The M.S. Chemistry – Chemical Education Specialization program at South Dakota State University provides in-depth general chemistry coursework to in-service high school science teachers in a virtual format. The goal of the program is for the teachers enrolled to become more effective teachers while gaining content knowledge in chemistry; in essence, to increase their pedagogical content knowledge (PCK). The aim of this study is to follow participants through their experience in this program in order to understand how the program’s requirements enhance its participants’ teaching and learning. A narrative framework follows one participant through their two-year experience in the program, …

Educator Perceptions Of Self-Efficacy And Preparedness To Work In High Poverty Schools, Kristen Carroll

Electronic Theses and Dissertations

ABSTRACT

The school leader and teacher have the greatest impact on student success. The level of self-efficacy and level of preparedness is of the utmost importance for educators and students alike. This study investigated the perceptions of educators in the belief of whether they were adequately prepared to teach in a high poverty school. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The results of this study are aimed at impacting educator preparedness to better understand how to best support …