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Articles 1 - 16 of 16
Full-Text Articles in Education
Attitudes Towards Inclusion Of General Education Teachers Who Have And Have Not Taught In An Inclusive Classroom, Nicole P. Maccarthy
Attitudes Towards Inclusion Of General Education Teachers Who Have And Have Not Taught In An Inclusive Classroom, Nicole P. Maccarthy
Walden Dissertations and Doctoral Studies
Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teaching experience was with solely general education students but who now teach in an inclusive classroom, and those …
The Dissemination Of Teacher Learning: A Study Of The Similarities And Differences Between Public School Levels And Locations, Jacqueline M. Krohn
The Dissemination Of Teacher Learning: A Study Of The Similarities And Differences Between Public School Levels And Locations, Jacqueline M. Krohn
Walden Dissertations and Doctoral Studies
Teacher learning, whether in-service, continued education, or experience based, is a key component of school reform. Specific research on the use of teacher learning to improve student achievement and instructional practices in and across schools is limited. The research questions addressed in this study were: (a) the degree to which teacher learning is disseminated throughout a school organization to improve student learning and instructional practices, and (b) differences and similarities in the dissemination of teacher learning between schools. Watkins and Marsick's learning organization theory, Senge's system theory, and Dewey's constructivist learning theory were used as the theoretical framework. A variation …
Exploring A Supplemental Educational Service Math Program: The Math Achievement Of Economically Disadvantaged Students And Teacher Professional Development, Vilma Caban-Vazquez
Exploring A Supplemental Educational Service Math Program: The Math Achievement Of Economically Disadvantaged Students And Teacher Professional Development, Vilma Caban-Vazquez
Walden Dissertations and Doctoral Studies
The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this qualitative study was to investigate a local after school math program to offer insight on the low math achievement for economically disadvantaged students involved in the program. Constructivist theories of math reform and education for economically disadvantaged students and English language learners guided this study of 10 teachers and 15 of their students in a …
Impact Of A Ninth-Grade Transition Program On Cumulative Gpas And Credits, Ninth-Grade Dropout Rates, And Student Satisfaction, B. R. Buhrman
Impact Of A Ninth-Grade Transition Program On Cumulative Gpas And Credits, Ninth-Grade Dropout Rates, And Student Satisfaction, B. R. Buhrman
Walden Dissertations and Doctoral Studies
Concerned educators have been implementing ninth-grade transition programs to help freshmen adjust to the demands in high school and to reduce ninth-grade failure rates. The purpose of this quasi-experimental quantitative study was to investigate the impact of a ninth-grade transition program. The research questions addressed impact on cumulative GPAs and credits, ninth-grade dropout rates, and student satisfaction with ninth grade as measured by a survey of 120 ninth-grade transition program participants and 102 nonparticipants. Theoretical foundations were provided by the construction of new knowledge based on different background knowledge, different social conditions, and different life experiences. Another theoretical foundation was …
Improving Academic Achievement Of Students With Problematic Attendance By Implementing A Multisystemic School-Based Model, James Edward Kay
Improving Academic Achievement Of Students With Problematic Attendance By Implementing A Multisystemic School-Based Model, James Edward Kay
Walden Dissertations and Doctoral Studies
This study addressed the problem of poor attendance adversely affecting grades and learning. Current school policies do not address problematic attendance for all school-aged children, perpetuating trends of academic failure. The research objective was to determine if unexcused absences had a greater negative impact on a high-stakes test compared to excused absences and then develop a manual of best attendance policies to better serve all school-aged children. This study sampled 10,403 students in a southern United States county. Bivariate regression and ANOVA analyses examined the scores students earned on their first attempt at the Social Studies Georgia High School Graduation …
Leadership To Sustain Professional Learning Communities, Kelly P. Gillespie
Leadership To Sustain Professional Learning Communities, Kelly P. Gillespie
Walden Dissertations and Doctoral Studies
Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study were based on the work of DuFour and DuFour, which places leadership of …
Empowering Adolescents: A Multiple Case Study Of U.S. Montessori High Schools, Wendy J. Larue
Empowering Adolescents: A Multiple Case Study Of U.S. Montessori High Schools, Wendy J. Larue
Walden Dissertations and Doctoral Studies
The standards-based, teach-and-test methods that have come to proliferate secondary education since the inception of the No Child Left Behind Act (NCLB) fail to adequately prepare students for higher education and employment. This system lacks opportunities for developing 21st century skills such as higher-level thinking, problem solving, and group dynamics, as well as opportunities for fostering spiritual growth and personal development. This problem impacts graduates of U.S. high schools because they are unprepared for higher education and the 21st century workplace. Using qualitative multiple case study methodology, this study examined five U.S. Montessori high schools through the lens of cultural-historical …
School Administrators' Perceptions Of The Contributions Of No Child Left Behind To The Achievement Gap, Paula Payne
School Administrators' Perceptions Of The Contributions Of No Child Left Behind To The Achievement Gap, Paula Payne
Walden Dissertations and Doctoral Studies
Under the federal No Child Left Behind law (NCLB), schools that fail to make adequate yearly progress (AYP) receive assistance and eventually are subject to corrective action if they do not improve. This qualitative case study used interviews with 10 elementary and middle school administrators from 8 public schools to assess the influence of NCLB on schools with a high percentage of students of color and students in poverty. This study was viewed through the lens of Toffler's conceptual framework of how change occurs, and on the current school reform climate surrounding NCLB and how its accountability system of assessments …
Narrowing The Academic Achievement Gap Among High School Latino Students Through Parental Involvement, Douglas L. Parry
Narrowing The Academic Achievement Gap Among High School Latino Students Through Parental Involvement, Douglas L. Parry
Walden Dissertations and Doctoral Studies
The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be linked to this low student achievement. The theoretical framework for this study was Epstein's parental involvement model. The research questions investigated the relationship between Latino parental attitudes toward and perceptions, level of, and form of involvement and student academic achievement. Fifty-eight parents participated in a parent …
An Exploration Of Factors Influencing Effective Teachers' Decisions To Remain In Urban School Settings, Alison L. Grizzle
An Exploration Of Factors Influencing Effective Teachers' Decisions To Remain In Urban School Settings, Alison L. Grizzle
Walden Dissertations and Doctoral Studies
Existing problems identified in the literature on teacher retention and resilience include (a) a gap in understanding factors influencing urban teacher retention; (b) lack of clarity on multiple factors swaying teachers' decisions to remain despite challenges; (c) overlapping definitions of teacher retention, attrition, and resilience; and (d) absence of a theoretical framework for a potential relationship between retention and resilience. This embedded-case study sought to identify factors influencing effective teachers' decisions to remain in an urban setting and to examine the role of teachers' resilience, retention, and effectiveness with respect to this decision. Fourteen core-area secondary teachers, identified through criterion …
Staff Development And Leadership Roles Related To Response To Intervention Levels Of Implementation In Rural Schools, Karin A. Strohmyer
Staff Development And Leadership Roles Related To Response To Intervention Levels Of Implementation In Rural Schools, Karin A. Strohmyer
Walden Dissertations and Doctoral Studies
The concepts of professional learning communities and organizational disciplines support staff development and leadership that lead to sustainable systems. Little research has examined the ability of rural schools to achieve sustainable systems. This quantitative design study considered the relationships between predictor variables of administrative roles and staff development and the criterion variable of Response to Intervention (RtI) implementation level. Administrator roles included planning and scheduling training, participating in training, planning implementation, building knowledge and commitment, selecting RtI teams, participating on teams, promoting parental involvement, evaluating RtI, and implementing follow-up and targeted training. Staff development practices addressed commitment and support, team …
A Phenomenological Study Of Leader Experiences And Reactions To Transformational Change In A Multicampus System, John E. Cech
A Phenomenological Study Of Leader Experiences And Reactions To Transformational Change In A Multicampus System, John E. Cech
Walden Dissertations and Doctoral Studies
Research on organizational change theory confirms the importance of leaders' ability to establish a sense of urgency, create institutional support for change, develop a vision, communicate the vision, empower others toward action, generate results, and ultimately create change in the organizational culture. Organizational change in nested systems, in which CEOs of individual units report upward through a state, regional, or corporate hierarchy, has not been extensively studied. To address this gap in the literature, this phenomenological study explored perceptions of college leaders who in 2002-2003 participated in the transformation of seven 2-year technical colleges into a community college system. The …
The Experiences Of Alternately Certified Teachers With Teacher Mentoring, Teacher Effectiveness, And Student Achievement, Charyl L. Pace
The Experiences Of Alternately Certified Teachers With Teacher Mentoring, Teacher Effectiveness, And Student Achievement, Charyl L. Pace
Walden Dissertations and Doctoral Studies
Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs from their induction/mentoring programs and the ACTs' perception of their effectiveness in relation to …
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest
Walden Dissertations and Doctoral Studies
There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through …
High School Teachers' Perspectives On Effective Approaches For Teaching Biology To Students With Special Needs, Agnieszka Kos
High School Teachers' Perspectives On Effective Approaches For Teaching Biology To Students With Special Needs, Agnieszka Kos
Walden Dissertations and Doctoral Studies
The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via …
The Effects Of A High Quality Teaching Professional Development Program On Fourth Grade Student Achievement, Ethel J. Hasty
The Effects Of A High Quality Teaching Professional Development Program On Fourth Grade Student Achievement, Ethel J. Hasty
Walden Dissertations and Doctoral Studies
In many states, local school systems are under pressure to implement educational programs to help students pass the statewide Assessment of Skills and Knowledge (ASK) in science, mathematics, and language arts literacy. The school district in which this study was conducted implemented a high quality teaching professional development (HQTPD) program for grade four teachers in 2008. The research problem was that, at the data site, fourth grade students were not making academic progress, and elementary schools were failing to make adequate yearly progress (AYP). The HQTPD program intervention was grounded in social learning theory. The main research question that guided …