Education Commons^™

Teacher Emotional Intelligence And Best Practices For Classroom Management, Juanita E. Kelley

Dissertations

Purpose. The purpose of this phenomenological study was to understand how middle school teachers describe their use of the four elements of emotional intelligence (self-awareness, self-management, social awareness, and relationship management) to reduce student behavioral referrals. In addition, it was the purpose of this study to discover the barriers and benefits to teacher use of the elements of emotional intelligence (EI).

Methodology. This study utilized a qualitative approach to understand how middle school teachers describe their use of the four elements of EI to reduce student behavioral referrals. In addition, a qualitative approach was utilized to discover the barriers and …

The Use Of Student Feedback In Teacher Development, Lawrence Jarocki

Dissertations

Purpose: The purpose of this study was to explore the perceptions of master teachers, administrators, and teacher trainers about the content of Student Evaluations of Teachers (SET) in California high schools. This study also sought to reach a consensus among experts concerning how SETs can be used both in teacher evaluations and in professional development practices and content at the secondary level.

Methodology: A classical Delphi method was utilized to collect perceptual data from a panel of California master teachers, administrators, and teacher trainers that met specific criteria regarding their education, involvement in their professional communities, and their role training …

An Exploration Of The Perceptions Of Teachers And Administrators On The Relationship Between Professional Learning Community Practices And School Success, Lawrence L. Haggquist

Dissertations

Purpose: Professional learning communities (PLCs) have provided a popular means by which schools have used structured collaboration to improve student outcomes. For this reason, the PLC model for collaboration has a strong reputation for helping schools achieve success. However, teachers and administrators regard the PLC efficacy differently. The purpose of this qualitative study was to describe how high school teachers and administrators in Basic Aid funded school districts define success in relation to Professional Learning Community practices. A secondary purpose of this study was to explore the differences in perception between teachers and administrators in regard to defining success in …

The Predictors Of Juvenile Recidivism: Testimonies Of Adult Students 18 Years And Older Exiting From Alternative Education, La Toshia Palmer

Dissertations

Purpose: The purpose of this descriptive, qualitative study was to identify and describe the importance of the predictors of juvenile recidivism and the effectiveness of efforts to prevent/avoid juvenile recidivism as perceived by previously detained, arrested, convicted, and/or incarcerated adult students 18 years of age and older exiting from alternative education in Northern California. A second purpose was to explore the types of support provided by alternative schools and the perceived importance of the support to avoid recidivism according to adult students 18 years of age and older exiting from alternative education.

Methodology: This qualitative, descriptive research design identified …

Latino Students’ Stories Of Advanced Placement Success: A Critical Case Study, Marcie S. Plummer

Dissertations

Purpose: This qualitative, critical case study identified and described culture factors Latino students in Monterey County, California, perceive influenced academic success in Advanced Placement (AP) courses.

Methodology: This qualitative research design explored the phenomenon of internal and external culture factors Latino students perceive influenced academic success in AP courses. Through semistructured focus group and follow-up interviews, the researcher gathered detailed data on each factor and how it influenced academic success. Using Perna and Thomas’s (2008) student success framework, some success factors were revealed as interdependent.

Findings: Factors that influenced Latino students’ academic success in AP courses included support by teachers, …