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- <p>Educational leadership – West Virginia.</p> <p>Education, Elementary – Testing – West Virginia.</p> (1)
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- <p>Mathematics -- Study and teaching (Elementary) -- West Virginia.</p> <p>Mathematics teachers -- Training of -- West Virginia.</p> <p>Thought and thinking -- Study and teaching.</p> (1)
- <p>Mathematics -- Study and teaching (Elementary)</p> <p>Curriculum planning.</p> (1)
- <p>Moral education.</p> <p>Education, Primary--Curricula.</p> (1)
- <p>Phonology - Study and teaching.</p> <p>Speech therapists - West Virginia.</p> <p>Literacy.</p> (1)
- <p>Professional development for teachers.</p> <p>Educational technology.</p> (1)
- <p>Reading (Primary)</p> <p>Reading (Middle school)</p> <p>Reading (Elementary)</p> (1)
- <p>Reggio Emilia approach (Early childhood education) -- West Virginia.</p> <p>Education, Elementary -- West Virginia.</p> <p>Child development -- West Virginia.</p> (1)
- <p>Response to intervention (Learning disabled children) - West Virginia.</p> (1)
- <p>Special education teachers.</p> <p>Response to intervention (Learning disabled children)</p> (1)
- <p>Teachers -- Training of.</p> <p>Teaching.</p> (1)
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Articles 1 - 13 of 13
Full-Text Articles in Education
Teacher Use And Perceptions Of Writing Practices In West Virginia: Policy And Leadership Implications, Margaret Luma
Teacher Use And Perceptions Of Writing Practices In West Virginia: Policy And Leadership Implications, Margaret Luma
Theses, Dissertations and Capstones
National standardized test scores indicate West Virginia students perform below the national average in writing achievement, yet little research has been conducted to investigate how writing is being taught. Gaining understanding of the instructional strategies West Virginia teachers use to teach writing may provide insight for educational leaders about how to better support and prepare teachers for the complex task of teaching writing. Identifying challenges and barriers to implementing evidence-based practices may provide areas of focus for school and policy improvements as they relate to writing expectations. This study investigated the practices and perceptions of fourth-grade teachers in West Virginia …
First Grade Educators' Perceptions Of Their Confidence To Integrate The West Virginia Mathematical Habits Of Mind Into Classroom Practices, Monica Lynn Dellamea
First Grade Educators' Perceptions Of Their Confidence To Integrate The West Virginia Mathematical Habits Of Mind Into Classroom Practices, Monica Lynn Dellamea
Theses, Dissertations and Capstones
Mathematical proficiency during the early years is directly linked to later success in life, both regarding academics and economics. First grade educators must have the knowledge and skills to integrate the West Virginia Mathematical Habits of Mind (WV MHM) into their existing classroom instructional practices to help establish strong foundations for mathematical learning and thinking early on in children’s lives. This study investigated first grade educators’ perceptions of their confidence with integration of the WV MHM into their classroom instructional practices. Barriers to and supports for implementation, as well as educator demographics, were examined to determine any effect they may …
I Wish School Was Like This: One Teacher's Journey Towards Creating A Student-Led Learning Space, Angela Dawn Abbott
I Wish School Was Like This: One Teacher's Journey Towards Creating A Student-Led Learning Space, Angela Dawn Abbott
Theses, Dissertations and Capstones
The purpose of this study was to use the principles of the Reggio Emilia Approach to change how children in a high poverty school in West Virginia are educated. Specifically, this study was an exploration of the learning space as a third teacher, teachers as researchers, and giving students agency in their learning. A philosophy supporting emergent and participatory inquiry was developed and carried out for this project. Data were collected using several qualitative methods such as participant observation, discussion, interviews, photo elicitation, and student work. Conclusions from this project include: that there is potential of using space as a …
The Education Of The Elementary Mathematics Specialist: A Program Evaluation, Lee Ann Vecellio
The Education Of The Elementary Mathematics Specialist: A Program Evaluation, Lee Ann Vecellio
Theses, Dissertations and Capstones
Over the past 30 years, there has been a growing need to strengthen educators’ mathematical skills through additional training. Nationwide, companies such as Exxon Mobile (1988) have created mathematics and science initiatives to improve teachers’ skills in the classroom. It is important that school systems explore ways to ensure students receive quality mathematics instruction from well trained, confident teachers who understand the content, can use instructional/assessment strategies, and to understand how students learn mathematics. The purpose of this study was to examine the confidence levels in mathematical content and pedagogy of graduates of the Elementary Mathematics Specialist (EMS) program. This …
Effects Of Teacher Prompting Techniques On The Writing Performance Of Fourth And Fifth Graders, Mindy S. Allenger
Effects Of Teacher Prompting Techniques On The Writing Performance Of Fourth And Fifth Graders, Mindy S. Allenger
Theses, Dissertations and Capstones
This study was a quantitative research investigation to determine the effects of teacher prompting techniques on the writing performance of 137 fourth and fifth graders from two parochial schools in West Virginia. Over a two-week period from March, 2014, to April, 2014, researchers collected writing samples with three typologies of prompting; no prompting, general prompting, and content specific prompting. The major outcome variables included were the numbers of words, number of sentences, and average sentence length, and writing ease and complexity level using the Flesch Kincaid Readability and The Flesch Reading Ease. Data analysis was accomplished by applying several types …
A Study Of West Virginia Elementary Special Education Teachers' Roles, Responsibilities, And Practices Within A Multitiered Instructional Support System: Implications For Policy And Practice, Linda M. Palenchar
Theses, Dissertations and Capstones
The purpose of the study was to provide a data-based description of West Virginia special education teachers’ roles, responsibilities, and practices relevant to their participation in selected components of the Response to Intervention (RTI) process. Special educators’ practices related to assessment, tiered instruction, decision making, and collaboration comprise the main components of study and were based on a conceptual framework developed by Hoover and Patton (2008). A researcher-developed survey, the Special Educator Response to Intervention Inventory (SERTII), was used to explore the extent and characteristics of special educators’ participation in RTI. The study population included all elementary special education teachers …
A Descriptive Study Of Response To Intervention (Rti) Implementation At The Elementary Level In West Virginia, Sarah L. Lee
A Descriptive Study Of Response To Intervention (Rti) Implementation At The Elementary Level In West Virginia, Sarah L. Lee
Theses, Dissertations and Capstones
The purpose of this study was to describe levels of RTI implementation in West Virginia elementary schools. Little is known about the national efforts that states are collectively undertaking to scale up implementation of RTI (Hoover, Baca, Wexler-Love, & Saenz, 2008). West Virginia’s elementary schools were required by state policy to implement RTI in reading by July 1, 2009. A wide-scale implementation status check has not been conducted since that date. A cross-sectional research design using members of the school’s curriculum team to complete the RTI Implementation Inventory was used to provide a description of RTI implementation fidelity. All eight …
The Perceived Self- Efficacy Of West Virginia Public Elementary School Teachers To Teach Character Education, Hannah R. Toney
The Perceived Self- Efficacy Of West Virginia Public Elementary School Teachers To Teach Character Education, Hannah R. Toney
Theses, Dissertations and Capstones
The purpose of this study was to determine the level of West Virginia public elementary school teachers’ self-efficacy for teaching character education. Questions addressed teachers’ overall level of perceived self-efficacy for teaching character education; the levels of perceived self-efficacy in student engagement, instructional strategies, and classroom management; and the differences between levels of perceived self-efficacy and selected school and teacher demographic/attribute variables. Teacher self-efficacy to instruct character education was measured using the Teacher Self-Efficacy to Instruct Character Education (TSICE) survey, an adaptation of the Teacher Sense of Efficacy Scale (TSES) designed by Megan Tschannen-Moran and Anita Woolfolk Hoy (2001). The …
A Study Of The Impact Of A School-Based, Job-Embedded Professional Development Program On Elementary And Middle School Teacher Efficacy For Technology Integration, Yvonne M. Skoretz
A Study Of The Impact Of A School-Based, Job-Embedded Professional Development Program On Elementary And Middle School Teacher Efficacy For Technology Integration, Yvonne M. Skoretz
Theses, Dissertations and Capstones
The purpose of this study was to determine the impact of a school-based, jobembedded professional development program on elementary and middle school teacher efficacy for technology integration. Teacher efficacy has been identified as a strong predictor of whether the content of professional development will transfer to classroom practice (Bandura, 1997). Using a conversion mixed methods quasi-experimental research design, qualitative data were collected from the experimental groups’ journal postings. Grappling’s Technology and Learning Spectrum (Porter, 2002) was used to convert this qualitative data into quantitative data to determine the change in levels of technology integration in classroom practice. The Computer Technology …
Teachers' Beliefs Towards Grade Retention In A Rural Elementary School, Sarah Elizabeth Terry
Teachers' Beliefs Towards Grade Retention In A Rural Elementary School, Sarah Elizabeth Terry
Theses, Dissertations and Capstones
This study examined the beliefs of kindergarten through fourth grade teachers regarding effects of retention on academic, emotional, and social areas, as well as alternative interventions to retention. The teachers were asked to take a web-based pre-survey on grade retention. After completing the initial survey they were then asked to watch a web-based PowerPoint presentation on research-based evidence regarding retention before taking a web-based postsurvey. The results of this study revealed that teacher‟s beliefs towards grade retention were not significantly changed when presented with a research-based PowerPoint presentation regarding the negative effects of retention practices, as measured by the pre …
The Effect Of Marshall University's Summer Enrichment Program On Reading Gains Program Evaluation, Ii, Kelli A. Potoczny
The Effect Of Marshall University's Summer Enrichment Program On Reading Gains Program Evaluation, Ii, Kelli A. Potoczny
Theses, Dissertations and Capstones
The purpose of this study was to determine the effectiveness of the Marshall University Summer Enrichment Program on students’ reading success in grades Kindergarten through eighth. From June 26, 2006 through July 27, 2006, a 5 week chronological period, 105 students attended the summer program and were evaluated for reading achievement. The study measured students' reading performance during the 5 consecutive weeks. Students were divided into three groups, primary, intermediate and middle school to evaluate the different age groups for changes in reading ability. This study compared student's pre and post running records to determine any gains in reading skills. …
Best Practices Of National Board Certified Teachers And Non-Board Certified Teachers In Grades One And Two, Sue Ellen Hollandsworth
Best Practices Of National Board Certified Teachers And Non-Board Certified Teachers In Grades One And Two, Sue Ellen Hollandsworth
Theses, Dissertations and Capstones
The education of children in America has been the cause of much debate and conflict. At the center of this debate is the need for quality teachers. The National Board for Professional Teaching Standards (NBPTS) was formed to advance the quality of teaching and learning by recognizing accomplished teaching. Teachers with this certification fit West Virginia’s definition of a highly qualified teacher under No Child Left Behind. If the National Board Certification (NBC) itself is reason for the highly qualified designation then the classroom practices of those teachers should differ from those who have not gone through the certification process. …
Phonological Awareness Instruction: Opinions And Practices Of Educators And Speech-Language Pathologists In West Virginia, Melinda J. Daniel
Phonological Awareness Instruction: Opinions And Practices Of Educators And Speech-Language Pathologists In West Virginia, Melinda J. Daniel
Theses, Dissertations and Capstones
Research has shown phonological awareness to be a strong predictor of literacy. To support literacy development, a phonological awareness project was piloted in several West Virginia schools in 2001. This study compared WV educators based on employment setting (schools participating and those not participating in the phonological awareness project) and professional category (classroom teacher, reading specialist, speech-language pathologist) on answers to survey questions related to phonological awareness. Results showed no significant relationships between employment setting and responses. However, reading specialists reported spending more minutes per week providing phonological awareness instruction to children at risk for reading difficulty than did speech-language …