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Articles 1 - 5 of 5
Full-Text Articles in Early Childhood Education
A Phenomenological Study Into How Early Childhood Educators Experience Gamification As An Employee Motivational Tool, Marlene C. Cooper
A Phenomenological Study Into How Early Childhood Educators Experience Gamification As An Employee Motivational Tool, Marlene C. Cooper
CUP Ed.D. Dissertations
The purpose of this study was to explore how early childhood educators (ECE) experience gamification as a motivational tool. The study was grounded in self-efficacy theory and used the transcendental phenomenological methodology to uncover the lived experiences of the participants. The researcher used questionnaires, journals, and interviews to gather data from respondents. The interview utilized open-ended questions to provide respondents the opportunity to give a detailed account of their shared experiences while operating the gamified technology used in their program. Data was collected from 8 ECE teachers working at a private preschool in a mid-Atlantic state. Participant accounts described a …
A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert
A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert
CUP Ed.D. Dissertations
This dissertation represents original, independent research that is a contribution of new knowledge to the field of educational practice. As a new phenomenon in the California public school system, transitional kindergarten (TK) is now bringing about a closer look by researchers at legislative practices, TK program implementation, local school district policies, teacher preparation, and teacher implementation of best practices related to the education of children of approximately four years of age. The purpose of conducting this study was to broadly examine these topics, but more specifically, investigate the problem of children being assigned to teachers who do not have the …
Parent And Teacher Perceptions About What Leads To Mastery In Reading At Classical Charter Schools In Texas, Brittany Kretz
Parent And Teacher Perceptions About What Leads To Mastery In Reading At Classical Charter Schools In Texas, Brittany Kretz
CUP Ed.D. Dissertations
Throughout the United States and in the State of Texas there are high percentages of students who are not reading at grade level. This study looked at the activities done at home by families of students who scored above grade level on the Third Grade Reading STAAR from classical charter schools. In this quantitative study, a survey was given to the parents of fourth-grade students and the teachers of elementary students. The families used in the study were from classical charter schools located in Texas. The literature review discusses the curriculum used in classical schools and how reading is taught. …
Correlation Between Instructional School Culture And Student Achievement In An Urban District, Wayman Graham
Correlation Between Instructional School Culture And Student Achievement In An Urban District, Wayman Graham
CUP Ed.D. Dissertations
The Teachers Talent Toolbox needed a tool that could compile usable information on any given learning institution through data collection and analysis and provide usable qualitative and quantitative data that could be used to identify the causes of low achievement and provide necessary interventions within the school to improve student outcomes. To answer this need, the Instructional Culture Index/Insight Survey was developed by the New Teacher Project in 2016 and has been widely used and implemented in many schools and districts. This survey instrument was validated and deemed reliable by the RAND Corporation also in 2016. The purpose of this …
A Qualitative Case Study Of Teachers’ Perceptions And Practices In Social Justice Education And The Perceived Implications For K‒2nd Grade Children, Tina M. Lageson
A Qualitative Case Study Of Teachers’ Perceptions And Practices In Social Justice Education And The Perceived Implications For K‒2nd Grade Children, Tina M. Lageson
CUP Ed.D. Dissertations
This qualitative case study explored the perceptions and practices of three teachers who teach social justice concepts in kindergarten and 2nd-grade classrooms in an urban school district in the Northwest region of the United States. The research sought to answer the following central questions: (a) What do teachers perceive about how instruction on social justice concepts impact early grade learners in classroom settings? (b) What do teachers perceive about how this instruction influences learner perceptions regarding their role in society? Through a three-phase data collection approach that included teacher and parent interviews, teacher observations with observation debrief, and student artifact …