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Teachers' Perceptions Of An Integrated Third Grade Curriculum's Effects On Students' Reading Achievement, Charlene Lane Bazemore
Teachers' Perceptions Of An Integrated Third Grade Curriculum's Effects On Students' Reading Achievement, Charlene Lane Bazemore
Walden Dissertations and Doctoral Studies
School leaders in a Virginia urban school district designed and implemented a reading-infused integrated curriculum to address Grade 3 students' struggles to read and comprehend grade-level text. Informed via a constructivist approach, the curriculum integrated the core subjects, reading, and service learning for developing competent readers, thinkers, and problem solvers. This instrumental case study focused on 13 Grade 3 teachers' perceptions of the integrated curriculum in regards to their students' reading achievement. Qualitative data were collected from face-to-face interviews, students' progress of work documents, and the district's integrated curriculum unit. Open coding was employed to analyze the data. Inductively, triangulated …
Teachers' Perceptions Of The Reading Achievement Gap Between High-Achieving Students And Below-Basic Students, Helen Anne Iaconelli
Teachers' Perceptions Of The Reading Achievement Gap Between High-Achieving Students And Below-Basic Students, Helen Anne Iaconelli
Walden Dissertations and Doctoral Studies
Atlantic Avenue Elementary School (AAES) experienced reading achievement gaps between high-performing students and below-basic students within the school reading curriculum and balanced literacy framework. Vygotsky's theories of scaffolding and zone of proximal development served as the framework guiding this project, which used a qualitative case study design to explore reading teachers' perceptions of the ways in which they were addressing this reading achievement gap. Individual interviews, classroom observations, and lesson plans were the sources of the qualitative data collected from 6 reading teachers. The data were coded manually using emerging and constant-comparative strategies to identify common themes. The themes that …
Supporting Elementary Teachers In Effective Writing Instruction Through Professional Development, Whitney Nash Young
Supporting Elementary Teachers In Effective Writing Instruction Through Professional Development, Whitney Nash Young
Walden Dissertations and Doctoral Studies
Common Core State Standards (CCSS) for writing have created a challenge for teachers at an urban elementary school as they struggled to provide effective writing instruction to support the rigorous expectations of the standards. The purpose of this study was to explore elementary teachers' lived experiences of instruction and better understand instructional writing procedures and strategies. The conceptual framework of this study was based on Dennick's work for incorporating educational theory into teaching practices, which combined elements of constructivist, experiential, and humanist learning theories. Research questions investigated how teachers perceived the impact of the CCSS writing standards on their practice …
Countering Student Apathy To Increase Student Engagement, Rebecca Ann Schou
Countering Student Apathy To Increase Student Engagement, Rebecca Ann Schou
Walden Dissertations and Doctoral Studies
At a suburban elementary school in Maryland, 3 years of data revealed that the school is grappling with the problem of student apathy. While there is a growing body of research on apathy and its effects on student achievement, few researchers have examined the problem from the perspective of the apathetic student. The purpose of this qualitative case study, grounded in the social learning and cognitive development theories of Vygotsky and Piaget, was to explore student apathy and the learning environment at the target school through the perspectives of 8 former students and their parents. The research questions focused on …