Elementary Education Commons^™

Training And Support Systems And Their Impact On First-Year Teachers In Kentucky, Ashley E. Dunn

Murray State Theses and Dissertations

This qualitative study surveyed elementary school teachers across the state of Kentucky in regards to these four main concepts: (a) identifying the challenges and needs of FYT, (b) identify and explore the trainings provided to FYT, (c) identify and explore the supports provided to FYT, and (d) identifying what is needed to effectively support FYT. The driving question of the study asked: what are the training and support experiences of first-year K-5 teachers and how can these experiences be improved for future educators? Based on this question, the following hypothesis was created: having been provided comprehensive induction programs, FYT will …

Can Virtual Observations Effectively Prepare Pre-Service Educators For A Career In Teaching?, Krystle N. Gremaud

Murray State Theses and Dissertations

This study aimed to identify if virtual observations of preservice teachers could be an effective alternative means for universities to use when observing students in their various education practicums. If found to be effective, universities could use virtual observations in place of in-person observation as a cost-saving measure during times of financial instability. Additionally, the findings could allow universities to market their teacher preparation programs nationally where states have closed their teacher preparation programs in response to the national teacher shortage. Two surveys were used: The Teachers’ Sense of Efficacy Scale and a Likert scale to determine the perceived efficacy …

A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey

Journal of Mathematics and Science: Collaborative Explorations

How does the mathematics specialist provide a profound and lasting impact on instruction? We believe that a productive partnership between the principal and specialist, which we will call the principal-specialist relationship, is at the crux of the matter. When the principal-specialist relationship is built upon a foundation of a shared vision, clear roles, communication, and trust, both the teachers and students in the school benefit. We will explore the impact of the principal-specialist relationship on teacher success during the era of distance learning as necessitated by the COVID-19 pandemic. In order to explore how these ideas come alive in the …

"Nice, Quiet Hand": The Creation And Navigation Of Feeling Rules In A Second Grade Classroom, Avery Munns

Honors Theses

Emotions are largely viewed as individual and internal, but in reality, emotions are socially situated. This project aims to use a sociology of emotions framework in order to explore how emotional expectations are created, maintained, and navigated within a classroom environment. Through a series of observations over the course of a month, I set out to answer questions surrounding which emotions were encouraged, which emotions were discouraged, and how both teachers and students created and navigated these feeling rules. Overall, I found that emotions were largely discouraged, especially through the overarching feeling rules of “be quiet” and “control your body.” …

Ua64/4 College Of Education & Behavioral Sciences Human Relations Center, Wku Archives

WKU Archives Collection Inventories

Records created by and about the Human Relations Center.

Assessing The Impact Of Teacher Self-Efficacy On Teacher Led Physical Activity, Donovan Willard-Lee Ross

Theses and Dissertations--Education Sciences

Many children are not meeting national physical activity recommendations and are sedentary during the school day. This has led teachers to implement classroom physical activity to increase movement of their students. This dissertation focused on student perceptions of classroom physical activity and teacher self-efficacy to implement it. This dissertation includes three studies focusing on classroom physical activity: (1) student perceptions of classroom physical activity, (2) an examination of the relationship between teacher self-efficacy and implementation of classroom physical activity, and (3) a description of factors related to teacher implementation of classroom physical activity, including methods of implementation and teacher confidence. …

Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

This article describes accounts of grading reform initiatives that while well-intentioned, met with staunch opposition and eventually were abandoned. The implementation strategies employed by the leaders of these reform initiative are explored, along with reasons these strategies failed to result in meaningful and enduring change. Alternative grading reform strategies with supporting evidence are offered, justification for their use explained, and new directions for grading reform initiatives recommended.

Supporting Highly Mobile Literacy Learners : Examining How An Elementary School Provided Support To Mobile Students In An Urban School District, Rebecca L. Benjamin

Legacy Theses & Dissertations (2009 - 2024)

This dissertation explores the academic and social-emotional supports and constraints that impact the literacy learning of highly mobile students in an urban elementary school, utilizing interview, questionnaire, and achievement data from transient students and educational professionals who work with them. It examines a school year of highly mobile student experiences in literacy-learning across a wide range of factors and environments, considering student and educator observations, reflections, and participation, through different schools and across various settings in their current/newest school (in classrooms, at lunch, recess, rehearsals, and specials, working with social or academic service providers, etc.). This study’s theoretical framework was …

Open Education Exploration Grant: Leah Nillas, Leah Nillas

Ames Library Awards

No abstract provided.

The Motivation To Stay: Teacher Perceptions Of Factors That Influence Teacher Retention In High-Performing, High-Poverty Schools, Keisha Gabriel

Doctor of Education Dissertations

This is a qualitative study of teachers in high-poverty elementary schools in an urban school district. Participants who have been employed for at least 5 years in a high-needs school responded to surveys tracking their perceptions of their school environment. Follow-up interviews were conducted to provide a more in-depth study to gain further insight into why these teachers chose to work in Title I schools, despite the numerous challenges. Teachers reflected on how the following factors encouraged them to remain employed in the high-needs school setting: intrinsic motivation, extrinsic motivation, professional development, and commitment.

The results of this study indicate …

Evaluation Of An Elementary Alternative Learning Program, Joshua Sain

Doctor of Education Dissertations

Schools across the country have an increased responsibility to support appropriate mental health development for their student populations, especially those who have been diagnosed or are at risk of an emotional or behavioral disorder. Increased responsibility has led school leaders and stakeholders to make certain they have processes in place to ensure early identification of at-risk students, along with appropriate learning pathways to support academic achievement (Centers for Disease Control and Prevention, 2019). This study evaluated Trilogy, an elementary alternative learning program, which provides enrolled students with access to a learning environment that supports academics, behavior, and mental health in …

A Program Evaluation: Implementing A Dual Language Immersion Program, Jennifer Hall

Doctor of Education Dissertations

The research study evaluated the implementation of a kindergarten Spanish dual language immersion program (DLI) using Stufflebeam’s (2003) context, input, process, and product (CIPP) model of program evaluation. The study aimed to determine specific strategies to best implement a learning initiative not just in a stable year but also in a time of duress such as COVID-19. Interviews with the superintendent, chief academic officer, director of global studies, principal, teacher, and teacher assistant and head of household surveys informed the following research questions.

1. Context: What factors were considered when the district implemented the DLI program?
2. Input: What specific resources were …

Perceptions Of Classroom Teachers On Read-Aloud Practices Implemented Within The Elementary Setting, Kimberly J. Perry

Doctor of Education Dissertations

A problematic imbalance of academic discrepancies continues to exist within our schools today, leading to school failure for many of our students. Teachers must be prepared to provide effective instructional methods that increase the reading outcomes for all students. The purpose of this study was to describe and analyze the perceptions of elementary teachers, as compared to observable data, regarding the implementation of teacher read-aloud opportunities within the classroom setting. This dissertation analyzed and compared how elementary classroom teachers described their read-aloud practices to the tangible practices implemented in their classrooms, in order to determine a relationship between perception and …

Identification Of High-Performing School Characteristics In Successful Low-Wealth, Rural North Carolina Elementary Schools, Tammie Padgett Ash

Doctor of Education Dissertations

Poverty has been identified as an obstacle to educational success. In 2003, Washington state researchers, Shannon and Bylsma (2007), conducted a study to uncover the commonalities found in schools outperforming their socioeconomic indicators. Their work identified nine characteristics of high-performing schools and determined all successful schools had five or more of the characteristics firmly in place, although no characteristic was rated most important (Shannon & Bylsma, 2007). The desired outcome of this research study was first to determine if the nine characteristics identified by Shannon and Bylsma were still aligned with current research. Second, I sought to determine if five …

Competitive Edge Teaching: A Comparison Of Differentiated Reading Instruction In The K-3 Elementary Classroom To The Sports Psychology Behind High School Athletic Coaching Methods, Lindsay W. Lee

Doctor of Education Dissertations

This study explored the similarities between the philosophies and techniques used by select high school athletic coaches and select elementary reading teachers. The study shows parallels between the psychology behind coaching methodology within high school athletics and differentiated instruction within the elementary reading classroom. The purpose of this research was to develop a pathway to influence the increased implementation of differentiated instruction in elementary schools by determining and highlighting these parallels. The design of the study is a triangular analysis of interview questions conducted in a face-to-face interview format, document analysis, and surveys to show the parallels between the planning …

The Impact Of A Dual Language Environment On Social And Emotional Competency, Anne Parker

Doctor of Education Dissertations

As SEL is intentionally embedded into a student’s school experience, it is important to explore contexts in which SEL can be further enhanced. Because the bilingual brain has shown high correlation to social and emotional behaviors, this study examined the dual language environment and the impact on a student’s SEL. The setting is a K-5 global and dual language immersion school, and the study examined the social and emotional competency of students learning in the K-3 dual language immersion cohorts compared to K-3 students in the traditional learning cohorts. The study used the Devereux Student Strength Assessment (DESSA)-Mini from Aperture …

Designing An Expressive Writing Unit For Students With Asd In Mind: The Synthesis Of Social-Emotional Learning And Writing Strategy Instruction, Maya Govea

Honors Undergraduate Theses

In general education classrooms across the United States, students with Autism spectrum disorder (ASD) learn how to write and cultivate their writing skills. Teachers of students with ASD have the unique responsibility of carrying out effective instruction to all students. However, the growing body of research around evidence-based practices and approaches for students with ASD is limited. Two effective practices that have shown positive statistical significance for students with ASD are the self-regulated strategy development model (SRSD) and the social-emotional learning (SEL) framework. General education instruction faces a research-practice gap because of the widespread lack of strategy instruction and lack …

Examining One Teacher's Practices In Supporting Students With Exceptionalities In An Online Setting, Alyson L. Hepler

Honors Undergraduate Theses

This thesis explored how students with exceptionalities learned literacy skills in an online learning environment and how the teacher was supported in the online classroom environment through professional development. Analysis of classroom observations and interviews with a teacher resulted in five findings: (1) There was limited professional development for teaching exceptional education students online. (2) Meeting exceptional student educational needs in the online environment was challenging for the teacher. (3) During the teacher's online lessons, there were some elements of literacy present such as comprehension and real-world examples. (4) The teacher missed out on some key components for literacy development …

Second And Fifth Graders' Use Of Knowledge-Pieces And Knowledge-Structures When Solving Integer Addition Problems, Mahtob Aqazade, Laura Bofferding

Faculty Publications – Mathematics

In this study, we explored second and fifth graders’ noticing of negative signs and incorporation of them into their strategies when solving integer addition problems. Fifty-one out of 102 second graders and 90 out of 102 fifth graders read or used negative signs at least once across the 11 problems. Among second graders, one of their most common strategies was subtracting numbers using their absolute values, which aligned with students’ whole number knowledge-pieces and knowledge-structure. They sometimes preserved the order of numbers and changed the placement of the negative sign (e.g., −9 + 2 as 9 – 2) and sometimes …

Characteristics Of Rural Stem Clubs And Implications For Students With Disabilities, Karin M. Fisher, Peggy Shannon-Baker, Kelly Brooksher, Kania Greer

Elementary & Special Education: Faculty Publications

There are many benefits for students to participate in extracurricular science, technology, engineering, and mathematics (STEM) activities or clubs. It is also known that students with disabilities (SWD) do not participate as much as their peers without disabilities (SWOD). However, there is a lack of research on SWD and their participation in STEM clubs. This sequential explanatory mixed method study explored teachers’ perceptions of the types and characteristics of STEM clubs and their participants, and their professional development (PD) to work with SWD in their clubs. Findings suggest a variety of STEM clubs are offered with an average of 20 …

Teacher Decision-Making In Guided Reading, Brittany Worthen

Theses and Dissertations--Curriculum and Instruction

Guided reading provides teachers the opportunity to support students in literacy learning. When planning for and implementing this instructional approach, teachers are required to make various in-advance and in-the-moment decisions that involve responding to students’ instructional needs through adaptive teaching. Grounded in sociocultural and social constructivist theories, this study was designed to understand teacher decision-making within the context of guided reading instruction. Several questions were considered for this study: How do teachers make decisions about guided reading instruction? How do teachers make in-advance decisions about grouping, planning, and assessing? How do teachers make in-the-moment decisions about (a) feedback and support …

Learners' Motivational Response To The Science, Pe, & Me! Curriculum: A Situational Interest Perspective, Senlin Chen, Haichun Sun, Xihe Zhu, Ang Chen, Catherine D. Ennis (Posthumous)

Human Movement Studies & Special Education Faculty Publications

Background: The Science, PE, & Me! (SPEM) curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences. The purpose of this study was to evaluate students’ motivational response to the SPEM curriculum from the situational interest perspective.

Methods: The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition. Although all students in the 3rd, 4th, and 5th grades in the targeted schools were …

A Quantitative Study On The Effect Restorative Practices Has On Student Discipline In Grades Three Through Five, Angela Harding

Doctor of Education Dissertations

This study aimed to understand the impact restorative practices (RP) has on student discipline. Additionally, this study intended to understand teacher perspectives on the effect RP has in the classroom as a management system. The overarching research sought to answer, “What is the impact of RP on classroom management, teacher perception, student discipline, and teacher-student relationships?” Individuals’ beliefs have a powerful impact on practice. Moreover, the study aimed to ascertain how educators can better understand what RP is and how it fosters safe learning environments through community building and constructive conflict resolution. The findings from this quantitative study indicated that …

Integrated Curriculum In Physical Education, Delaney M. Rice

Cal Poly Humboldt theses and projects

This paper seeks to address an absence of resources for teachers that highlight cross-curricular integration of physical education and core academics to benefit the learning, motivation, health, and academic outcomes of students. Curricular integration, or the highlighting of overlapping themes between subjects, has become a popular way to maximize educational time in schools. The benefits of curricular integration are well documented, however, less known are the benefits of curricular integration in the fields of physical education and special education. By analyzing existing literature, reviewing existing curricula and educational resources, and surveying educational professionals, a guide was created to support teachers …

Kindergarten Entry Assessment Practices In Pennsylvania, Anne Katona Linn Ed.D.

Graduate Theses, Dissertations, and Problem Reports (ETD)

In the Commonwealth of Pennsylvania, there is significant variation in kindergarten programs and the entry assessment systems used in school districts. There are no reliable data on the kindergarten entry assessment (KEA) systems used in public kindergarten programs across the Commonwealth. It is well-established that comprehensive KEAs should be part of a broader preschool through third grade (P-3) continuum of early childhood education to assess whole-child skills, include families and community partners, be culturally and linguistically responsive, and developmentally appropriate. This study aimed to understand the KEA practices of kindergarten teachers in Pennsylvania. An online survey was distributed to kindergarten …

การศึกษาวิธีการอบรมบ่มเพาะความซื่อสัตย์สำหรับนักเรียนประถมศึกษาของโรงเรียนสังกัดมหาวิทยาลัยในกำกับของรัฐ, ปานวาด กอวัฒนา

Chulalongkorn University Theses and Dissertations (Chula ETD)

งานวิจัยนี้มีจุดประสงค์เพื่อศึกษาพฤติกรรมบ่งชี้ความซื่อสัตย์ของนักเรียนประถมศึกษาสังกัดมหาวิทยาลัยในกำกับของรัฐ และเพื่อศึกษาวิธีการอบรมบ่มเพาะความซื่อสัตย์ให้กับนักเรียนประถมศึกษาของโรงเรียนสังกัดมหาวิทยาลัยในกำกับของรัฐ เป็นงานวิจัยเชิงสำรวจ เก็บรวบรวมข้อมูลเชิงปริมาณ และ เชิงคุณภาพ โดยใช้แบบสอบถาม แบบสัมภาษณ์ และการสนทนากลุ่มจากอาจารย์ผู้บริหาร อาจารย์ประจำชั้น ประถมศึกษาปีที่ 1 – 6 และนักเรียนชั้นประถมศึกษาปีที่ 1 – 6 รวมจำนวน 210 คน วิเคราะห์ข้อมูลด้วยสถิติเชิงบรรยาย และวิเคราะห์เนื้อหา ผลการวิจัยพบว่า นักเรียนระดับชั้นประถมศึกษาปีที่ 1 – 6 อาจารย์ผู้บริหาร และอาจารย์ประจำชั้นประถมศึกษาปีที่ 1 – 6 มีมุมมอง ทัศนคติด้านพฤติกรรมตังบ่งชี้ และความหมายของความซื่อสัตย์ที่ใกล้เคียงกัน โดยแตกต่างกันที่พฤติกรรมในการแสดงออก ความรู้ และประสบการณ์ที่ได้รับในด้านการปลูกฝัง และส่งเสริมความซื่อสัตย์ให้กับนักเรียน อาจารย์ประจำชั้นมีการปลูกฝัง และส่งเสริมความซื่อสัตย์ให้กับนักเรียน คือ สอนความซื่อสัตย์ผ่านการโฮมรูม ยกย่อง ชื่นชม นักเรียน บุคคลภายนอกที่มีความซื่อสัตย์ เป็นแบบอย่างให้กับนักเรียน ปลูกฝังความซื่อสัตย์ผ่านการสอนในรายวิชาที่รับผิดชอบ มอบหมายให้นักเรียนได้ฝึกปฏิบัติด้านความซื่อสัตย์ หรือ นำไปใช้ในชีวิตประจำวัน ให้นักเรียนระดมความคิดเห็นต่อสถานการณ์ ประเด็น หรือ ข่าว และให้นักเรียนได้ปฏิบัติผ่านสถานการณ์จำลอง หรือ เหตุการณ์สมมติ ทั้งนี้นักเรียนอยากให้อาจารย์สอนเรื่องความซื่อสัตย์ โดยการยกตัวอย่างที่เห็นภาพชัดเจน เข้าใจง่ายมากยิ่งขึ้น รวมทั้งเชื่อมโยงความซื่อสัตย์สู่การนำไปใช้ในชีวิตประจำวันผ่านเรื่องเล่า การแสดงบทบาทสมมุติ ข่าว สถานการณ์ เกม คลิปต่าง ๆ นอกจากนี้คำพูดของอาจารย์สามารถเป็นการกระตุ้น และกำลังใจให้นักเรียนทำความดี ตลอดจนคิดต่อยอดสร้างสรรค์ในเรื่องต่าง ๆ

Lao Pdr: Policy Insights From A Multi-Year Teaching And Learning Study Series, Debbie Wong, Hilary Hollingsworth

Education Analytics Service

The Australian Government is supporting significant education reforms in Lao PDR. This policy note summarises baseline findings on primary school teacher practice and student learning outcomes, at a point just prior to major curriculum changes. Key findings include the need for intensive action on Lao language literacy, targeted teacher training on the new curriculum with a special emphasis on second language learners, and deepened engagement with school communities to reduce student absenteeism and improve student readiness for school. Part of a multi-year study series, the Education Analytics Service is investigating how the Basic Education Quality and Access in Laos program …

Teacher Development Multi-Year Studies. Emerging Themes: Challenges And Enablers, Debbie Wong, Elizabeth Cassity

Education Analytics Service

The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves …

Timor-Leste: Policy Insights From A Multi-Year Teaching And Learning Study Series, Jennie Chainey, Elizabeth Cassity

Education Analytics Service

The Australian Government is supporting significant education reforms in Timor-Leste. This policy note summarises findings on primary school teacher practice and student learning outcomes during the phased introduction of major curriculum changes. Key areas identified for action include the need to promote inclusive classroom practices and address capacity gaps in this area. In addition, establish measures to ensure effective school leadership and school practices continue once the Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA) program support ceases or there are institutional changes. Part of a multi-year study, the Education Analytics Service is investigating how ALMA is making a difference to …

The Effects Of Systematic Manipulation Of Reinforcement Within A Classroom Management System, Amanda Gayle Chavez

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Research suggests that best practice is for teachers to incorporate evidence-based classroom management strategies into their daily routines to improve student behavior. One aspect crucial to evidence-based practices is the rate at which teachers deliver reinforcement. Though research recommends reinforcement be provided frequently within classroom management systems (Robacker et al., 2016), no objective recommendation exists that assists teachers in delivering it systematically. In this study, a single case withdrawal design was used to analyze the effects of the systematic delivery of reinforcement within ClassDojo on the off-task behavior of three students in a fifth-grade general education classroom. The participating teacher …