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Articles 1 - 9 of 9
Full-Text Articles in Education
Exploring The Experiences And Practices Of Midwestern High School English Teachers, Melea Shimkus
Exploring The Experiences And Practices Of Midwestern High School English Teachers, Melea Shimkus
Walden Dissertations and Doctoral Studies
The problem under study was that in a state in the midwestern United States, there was a disparity in reading scores between secondary schools of similar demographics. The purpose of this basic qualitative study was to explore the strategies and approaches used by secondary teachers whose students’ reading achievements exceeded those of other students. Shulman’s pedagogical content knowledge and Bandura’s theory of self-efficacy were used as the conceptual framework for the study. Data were collected from one-on-one interviews with 10 participants and analyzed with open coding. The findings indicated how to combine content and pedagogy; feeling efficacious about teaching had …
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Walden Dissertations and Doctoral Studies
Despite 3 years of implementation, educators at McKinnley Elementary School (pseudonym) did not know teachers’ perceptions about whether the Wilson Reading Fundations Program (WRFP) was helping K-3rd grade teachers assist struggling readers with becoming proficient in reading in the elementary grades. The purpose of this qualitative single case study was to obtain primary teachers’ perceptions regarding how instructional components of the WRFP challenged or strengthened their instructional practices with assisting struggling readers gaining proficiency. Engelmann’s theory of instruction, Orton-Gillingham’s approach, and Engestrom’s activity theory were the theoretical frameworks that guided this study. Fifteen K-3rd grade teachers who implemented WRFP and …
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney
Walden Dissertations and Doctoral Studies
Despite 3 years of implementation, educators at McKinnley Elementary School (pseudonym) did not know teachers’ perceptions about whether the Wilson Reading Fundations Program (WRFP) was helping K-3rd grade teachers assist struggling readers with becoming proficient in reading in the elementary grades. The purpose of this qualitative single case study was to obtain primary teachers’ perceptions regarding how instructional components of the WRFP challenged or strengthened their instructional practices with assisting struggling readers gaining proficiency. Engelmann’s theory of instruction, Orton-Gillingham’s approach, and Engestrom’s activity theory were the theoretical frameworks that guided this study. Fifteen K-3rd grade teachers who implemented WRFP and …
Elementary Teacher's Evolving Pedagogy Using Siop To Support Reading Instruction For English Learners, Karisa King
Elementary Teacher's Evolving Pedagogy Using Siop To Support Reading Instruction For English Learners, Karisa King
Walden Dissertations and Doctoral Studies
Improving reading instruction for English language learner (ELL) students is a growing concern at a K-5 urban elementary school in a large city in a Midwest state. Classroom teachers are challenged in their knowledge and skill set to consistently and effectively integrate the Sheltered Instruction Observation Protocol (SIOP) model in their classrooms to support ELL student reading success. The purpose of this case study was to investigate how elementary classroom teachers, as adult learners, evolved their pedagogy while implementing the SIOP model in the reading instruction of ELLs. The conceptual frameworks used in guiding this qualitative case study were drawn …
The Alignment Of District And Campus Professional Development And Instructional Strategies In Reading, Dorothy Augustine
The Alignment Of District And Campus Professional Development And Instructional Strategies In Reading, Dorothy Augustine
Walden Dissertations and Doctoral Studies
The professional development (PD) for teachers on research-based reading practices has been ineffective in a Title I urban school district in the southeastern United States. Further, students’ reading proficiency levels have not improved, as students have underperformed on standardized tests for the last 4 consecutive years. The purpose of this qualitative case study was to investigate teacher perspectives of reading PD and the alignment of classroom strategies to support student learning in Title I reading classrooms, and whether these strategies aligned with the reading pedagogical strategies presented in PD and implemented in the classroom. Guided by Guskey’s Five Levels of …
Teacher Perspectives Of The Implementation Of The Journeys Early Literacy Program, Milton Bernard Reese
Teacher Perspectives Of The Implementation Of The Journeys Early Literacy Program, Milton Bernard Reese
Walden Dissertations and Doctoral Studies
A small rural school district in the southwestern part of the United States required teachers to provide highly effective literacy instruction by implementing an evidence-based reading program called Journeys. With consistently low reading achievement, it was unclear whether teachers were implementing Journeys as prescribed. The purpose of this qualitative case study was to explore teacher implementation of the Journeys program for students at an elementary school in the district. The theoretical framework used to guide the study was Clay’s emergent literacy theory. The conceptual framework included 5 strands of the Journeys reading curriculum, which was derived from Clay’s theory. A …
Intermediate Teachers' Perceptions Of Reading Instruction Strategies And Professional Development Needs, Barbara Jean Joyner
Intermediate Teachers' Perceptions Of Reading Instruction Strategies And Professional Development Needs, Barbara Jean Joyner
Walden Dissertations and Doctoral Studies
In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices, challenges, and perceptions of current instructional strategies and changes needed to improve students' reading achievement. This study was grounded in the constructivist theoretical framework of Vygotsky. Twelve educators from Grades 3 through 5 and a reading specialist participated in this study. The data were collected from interviews, minutes …
Exploring Literacy Coaching As A Form Of Staff Development, Kate Matthews Welborn
Exploring Literacy Coaching As A Form Of Staff Development, Kate Matthews Welborn
Walden Dissertations and Doctoral Studies
Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development …
An Examination Of Teachers' Reading Instructional Challenges In An Alternative School Setting, Leslie Bowen Retchko
An Examination Of Teachers' Reading Instructional Challenges In An Alternative School Setting, Leslie Bowen Retchko
Walden Dissertations and Doctoral Studies
In a suburban alternative school, educators of at-risk students reading below grade level often struggled to provide effective reading instruction. As a result, these students were likely to continue to experience academic difficulties, which could limit their career options and their opportunities to contribute to the betterment of society. This study addressed the gap between reading strategies teachers actually used in the classroom and the reading strategies they learned during professional development. The research questions focused on the instructional challenges teachers experienced while working with struggling readers in an alternative school setting. Mastery learning theory and the adult adragogical theory …