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Full-Text Articles in Education
Teachers' Perceptions Of The Implementation Of The Response-To-Intervention Program, Alfred Saldivar Lopez
Teachers' Perceptions Of The Implementation Of The Response-To-Intervention Program, Alfred Saldivar Lopez
Walden Dissertations and Doctoral Studies
This study was designed to address teachers' difficulties implementing Response-to-Intervention (RtI) program strategies at a low-performing school in south Texas in response to students failing to meet statewide assessment standards in reading. This exploratory case study investigated the perceptions of Grades 3 and 4 teachers to assist in understanding a pathway to increase higher fidelity of RtI implementation and improve student academic performance. Knowles's theory of andragogy and Lewin's change theory provided the framework for the study. The study included interview data from 6 purposefully selected Grades 3 and 4 teachers supplemented by document reviews of professional development (PD) presentations …
Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins
Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins
Walden Dissertations and Doctoral Studies
Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior …
Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald
Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald
Walden Dissertations and Doctoral Studies
Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations …
Exploring The Efficacy Of School-Based Professional Development, Michele Theresa Glynne
Exploring The Efficacy Of School-Based Professional Development, Michele Theresa Glynne
Walden Dissertations and Doctoral Studies
No method exists for evaluating the effectiveness of professional development (PD) for teachers in Boston Public Schools. Often PD does not contribute to teacher quality, which can hinder student outcomes. The purpose of this study was to explore teachers' perceptions of the effectiveness of PD among K-8 teachers and to examine the alignment of PD in the schools with the 4 prerequisites of professional learning outlined by Learning Forward. These 4 prerequisites served as the conceptual framework. Of the research questions, 4 reflected the topics of the 4 prerequisites: commitment to students, readiness to learn, collaboration, and learning styles. The …
Assessing And Guiding Instructional Practice: Administrators' And Teachers' Perceptions Of The Framework For Teaching Evaluation, Latonya Patrice Wright
Assessing And Guiding Instructional Practice: Administrators' And Teachers' Perceptions Of The Framework For Teaching Evaluation, Latonya Patrice Wright
Walden Dissertations and Doctoral Studies
School officials in a large district adopted a research-based teacher evaluation system, the Framework for Teaching (FFT). Despite a 4-year phase-in of the FFT, teachers' evaluation ratings increased while student achievement results decreased. This disparity impacted the school district's growth targets as set by the State Department of Education. If target growths are unmet, school administrators must relinquish school operations to the state. A bounded, qualitative case study was designed to explore administrators' and teachers' perceptions of the FFT and its influence on school administrators' assessment of teachers' instructional practices. Social constructivist and andragogy theories formed the study's conceptual framework. …
Teacher Perceptions Of Administrative Involvement In Transfer Of Training, Stephanie Michelle Heflin
Teacher Perceptions Of Administrative Involvement In Transfer Of Training, Stephanie Michelle Heflin
Walden Dissertations and Doctoral Studies
This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve …
Exploring The Impact Of Wyoming's Pathways To Professional Development Program On Childcare Providers And Quality Early Childcare, Colleen Kay Bartlett
Exploring The Impact Of Wyoming's Pathways To Professional Development Program On Childcare Providers And Quality Early Childcare, Colleen Kay Bartlett
Walden Dissertations and Doctoral Studies
Childcare programs that provide high quality care can strengthen children's early development. One component of a quality program is having providers who are knowledgeable in child development; however, despite the understanding of these known predictors of child development, Wyoming does not require childcare providers to complete any training before beginning to work with children. Guided by the constructivist theories of Piaget, Vygotsky, Dewey, and Bruner, this objectives-based program evaluation investigated the Pathways to Professional Development program to determine participants' perceptions of the strengths and weaknesses of the program. A researcher-produced survey was created based on the objectives of the program …