Other Education Commons^™

Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson

Walden Dissertations and Doctoral Studies

The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored …

The Role Of The Faculty In Retaining Students, Alisha Lizette Edmonds

Walden Dissertations and Doctoral Studies

Decreasing retention rates have become a serious issue at several universities in the United States. At a university in middle Georgia, retention rates have been steadily declining for the last several years. The purpose of this study was to explore how the faculty at this university might implement more educational services on campus to increase retention. Bandura's theoretical framework of self-efficacy was used in this qualitative case study. Key questions for the study asked faculty about what programs or instructional strategies they believe currently offer support to retaining students at this university, how faculty at the university perceive that they …

Internet Technology As A Means Of Delivering Reading Instruction In The Content Areas, Kimberly Rose Pintok

Walden Dissertations and Doctoral Studies

Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how teachers used …

Promoting Social Change By Increasing Oral Reading Fluency By Second Grade, Ella D. Davis

Walden Dissertations and Doctoral Studies

Teaching students to read fluently has always been a national problem. At an elementary school in Louisiana, over 50% of second grade students earned at risk or at some risk ratings on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test in reading fluency from 2007 to 2009. The purpose of this project study was to determine the professional learning needs of educators for teaching oral reading fluency by investigating 2 aspects of reading proficiency: educators' perceptions of additional skills needed to increase students' fluency by second grade, and the types of professional development educators believed would assist them …

Impact Of Professional Development In Response To Intervention On Secondary Teachers' Efficacy, Crystal Joy Spence

Walden Dissertations and Doctoral Studies

In 2012, a southeastern state mandated that all school districts employ the response to intervention (RtI) tiered approach model to meet the needs of struggling students. RtI was implemented at the study site; however, secondary teachers were not confident in their abilities to implement RtI. Researchers have found that a teacher's sense of efficacy can impact student academic outcomes. Professional development on implementing RtI was provided for teachers in the study school. The purpose of this study was to examine the effect of explicit RtI professional development on the perceived self-efficacy of secondary teachers and their ability to impact student …

Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart

Walden Dissertations and Doctoral Studies

Many teachers in a low socioeconomic school district in Florida struggle with differentiating instruction for the large at-risk population; however, one school has been identified as a high functioning school. The purpose of this qualitative case study was to investigate how classroom teachers at the high functioning school are differentiating instruction and how their reading coaches are supporting the teachers in designing instructional interventions. Guided by the concepts of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction, this study examined the connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk …

High School Science Teachers' Perceptions Of Teaching Content-Related Reading Comprehension Instruction, Theresa D. Williams

Walden Dissertations and Doctoral Studies

In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of …

Exploring Literacy Coaching As A Form Of Staff Development, Kate Matthews Welborn

Walden Dissertations and Doctoral Studies

Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development …

Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey

Walden Dissertations and Doctoral Studies

Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken …

Using Auditory Modalities To Develop Rhythmic Competency In Children's Fundamental Movement Skills, Sally Suzanne Severy

Walden Dissertations and Doctoral Studies

Physical education classrooms often have low levels of moderate to vigorous physical activity levels. This is a problem since many young elementary students are not building a foundation of fundamental movement skills necessary to be lifelong participants in physical activities. This study investigated how elementary physical education teachers used auditory modalities in their classrooms. The research question explored the emergence of rhythmic competency in fundamental movement skills to increase overall moderate to vigorous activity levels. This concurrent, mixed-methods, multiple case study used a constructivist paradigm using the schema and dynamic system theories as the underlying motor system theoretical framework. Two …

Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge “Common Sense”, Lilia D. Monzó, P. Zitlali Morales

Education Faculty Articles and Research

In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …

Geoheritage Of The Keweenaw Peninsula, Erika Vye

Dissertations, Master's Theses and Master's Reports

The Keweenaw Peninsula is a compelling intersection of cultural, industrial, and mining heritage - all of which is rooted in its ancient geologic underpinnings. The incredible geodiversity of the Keweenaw expresses a billion year geologic history that has shaped the landscape and resulted in the discovery of one of the largest native copper deposits on Earth; in turn, originating one of the oldest metal workings in the Western Hemisphere, and the famed mining boom of the Keweenaw in the late 1800’s. This rich human story intertwined with globally significant geosites has endowed the Keweenaw with a strong geoheritage.

Geoheritage considers …

Identifying Characteristics Of Expert Elementary School Technology Integration Teachers - A Cognitive Task Analysis, Mark Campoli

Doctor of Education in Teacher Leadership Dissertations

In all domains, certain individuals consistently perform better than their peers. In ill-structured domains such as education, the identification of experts can be difficult. This is especially true when considering technology integration experts (TIEs). In order to be a TIE, one must be an expert in content knowledge, pedagogy, and instructional technology. Systematically identifying and studying TIEs could provide characteristics consistent with expert performance.

Typically, it takes 1,000 hours, or ten years, of practice to acquire expertise. In domains such as education, the acquisition of expertise can happen sooner. Acquiring expertise can be further hastened by deliberate practice. Not all …

The Role Of Technology In Elementary Schools How Has Technology Taken Over?, Alyssa Kersey

University Honors Program

Starting in kindergarten, at the age of five, children are beginning to learn with technological gadgets such as iPads and computers. Society today continuously brings technology into as many aspects of life as possible, even in the elementary schools. Educators need to be aware of this rapidly changing culture to keep up with the times as well as their students. Teachers can integrate this technology into their curriculum to help enhance and differentiate learning for their students. Methodologies used in conducting research on this topic consisted of online journals, books, and a survey written up and handed out to actual …

The Effects Of Preparedness On Career And Technical Education Student’S Program Performance And Vocational Attainment, Walter Warren

Doctoral Dissertations and Projects

The purpose of this quantitative correlational study was to consider the effects that academic and vocational preparedness have on postsecondary students’ performance in a Career and Technical Education (CTE) or apprenticeship program, and the relationship between their in-program performance and vocational attainment after program completion. The study was conducted using archival data from a postsecondary CTE institution with a proven track record for administering apprentice programs. The findings from this study are an indication that academic and vocational preparedness are relevant factors when considering students’ ability to complete a postsecondary CTE program, level of performance in a CTE program, and …

Pragmatic Competence In Efl Context: Suggestions In University Office Hour Discourse, Hatime Ciftci

USF Tampa Graduate Theses and Dissertations

Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form of academic or institutional discourse (Drew & Heritage, 1992). In such real world communication, both parties employ several linguistic strategies and attend to various interactional goals to address the academic concerns at hand (Chiang, 2011; Chiang & Mi, 2008; Limberg, 2007; 2010; Reindhart, 2010; Skyrme, 2010). Embracing a discourse analytic approach, this study investigated the primary functions and topics of office hour interactions; discourse organization of office hour interactions with regard to the features of …

Gatekeepers For Gifted Social Studies: Case Studies Of Middle School Teachers, Teresa Michelle Bergstrom

USF Tampa Graduate Theses and Dissertations

This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies …

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

A Case Study Of Four Female Electrician Technicians In A Male-Dominated Occupation, Maniphone S. Dickerson

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to understand the reasons the four female participants decided to pursue electrician technician training, their perspectives of the apprenticeship program, their perceptions of successful employment in a male-dominated occupation, and differences in treatment based on their gender. The exploratory questions that guided the study were: what led the females to make the decision for applying to the electrician technician apprenticeship; what was the nature of the education and training experiences of the participants in the electrician technician apprenticeship program, what were the participants’ perceptions of being successful in advancement within the workforce as a …

Faculty Formative Self-Reflection Tools And Best Practices, Lisa Martino

Publications

Formative self-reflection helps bridge the gap for our growing diverse student population and aids differentiated learning. The self-reflection practice is instrumental in making personal connections necessary to bridge that gap. It also provides an opportunity to adjust current and future courses to improve student learning outcomes. In this session, participants will collaborate and design formative self-reflection questions with at least one diversity question to assist in this process. Then, appropriate data collecting mediums for various academic subjects will be discussed. Each participant will take home a Formative Self-Reflection Guide that can be easily modified for any course at any level.

Kim Hofmann, Kim Hofmann, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

With over 25 years’ experience, Kim has extensive skills in multiple aspects of management, cost control, training, DISC, and customer service (and she is a past school nutrition director). She is a Trainer/Consultant and eLearning developer for ICN, and a certified trainer for DISC training. She has published numerous articles for Carroll Service’s Child Nutrition Professional’s magazine, has presented at many SNA conferences, taught Food Systems Management at the University of Akron, was a cost control specialist for US Foods, and was a trainer for Career Track/Fred Pryor specializing in management training.

Qualitative Phenomenological Study Exploring Instructional Practices That Contribute To Academic Success For Public Elementary School English Language Learners, Mechelle Champion

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to explore effective instructional strategies of mainstream classroom teachers working with English Language Learners (ELLs). Many teachers feel unprepared to adequately educate English Language Learners. School systems have attempted to rectify this situation by providing teachers with professional development that provides instructional strategies which may or may not be effective. This study answered the questions: What teaching strategies do teachers and administrators perceive to have the most positive impact on learning for ELLs?; How does the culture of the classroom and school impact ELLs’ academic success?; and What are building level administrators’ …

The Power Of Nature: Developing Prosocial Behavior Toward Nature And Peers Through Nature-Based Activities, Ibrahim H. Acar, Julia C. Torquati

Department of Child, Youth, and Family Studies: Faculty Publications

An early childhood teacher nurtures children’s perspective taking and respect for another living thing. These interactions happen daily at the Schlitz Audubon Nature Center (SANC) Preschool in Milwaukee, Wisconsin. Experiences like this promote children’s development of prosocial behavior, consistent with the Early Childhood Environmental Education Programs: Guidelines for Excellence (NAAEE 2010). This article examines the research question, How can teachers nurture the development of prosocial behavior for preschool-aged children through nature-based play and activities? To address this question, five researchers (including the second author) conducted 74 running record observations of children’s behavior and social interactions over the course of two …

The Effects Of Professional Development On Online Adjunct Faculty Job Satisfaction In A Community College Setting, Marie Ferguson

Doctoral Dissertations and Projects

This quantitative causal comparative research study, guided by Herzberg’s (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members’ levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one-way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the …

A Mixed-Methods (Quantitative-Qualitative) Study To Identify The Perceived Level Of, Zeky Zardo

Dissertations

Different approaches to developing leaders have been established through various forms of self-assessment, action learning, and education and training activities (Smither et al., 2005). The existing body of research on the impact and success of college and university leadership development programs focuses heavily on undergraduate leadership programs and not graduate-level programs such as the Master of Business Administration (MBA) or the doctorate. The purpose of this mixed-methods (quantitative–qualitative) study was to identify the perceived level of transformational leadership skill development by students enrolled in a doctoral program in organizational leadership. In addition, it was the purpose of this study to …

What Can Jesus Teach Us About Student Engagement?, Glenn James, Elda Martinez, Sherry Herbers

Journal of Catholic Education

This article examines Jesus’s teaching methods as described in the four Gospels, highlighting the ways in which He led listeners to participate actively in their learning. We identify similarities between many of Jesus’s techniques and current practices in the field of student engagement, with a focus on applications for instructors in higher education. Several of His approaches, most notably storytelling and the use of analogies, point to recommendations for improving teaching practice by increasing student engagement in the learning process.

Qu'est-ce que Jésus peut nous apprendre sur l'engagement des élèves?

Cet article examine la manière dont les méthodes d'enseignement de …

Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke

Journal of Catholic Education

In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called “difficult knowledge”—content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires English teachers to take significant pedagogical risks, especially in the Catholic school classroom. Drawing on critical theology and Cormac McCarthy’s novel The Road (2006) as a difficult text, the authors employ a case study looking at how the traumatic difficulty of the novel could be fruitfully taught at a Catholic school. How might students reckon with The Road …

Technology Literacy Skills Needed In Further Education And/Or Work: A Delphi Study Of High School Graduates’ Perspectives, Christina Louise Smith

USF Tampa Graduate Theses and Dissertations

Technology and the importance of computers in education have been recognized since the educational reform movement of the 1980’s. Change that acknowledged a need for high school students to: understand the computer as an information, computation, and communication device; use computers for personal and work-related purposes; and understand the world of computers, electronics, and related technologies (A Nation at Risk, 1983, p. 26). The study, A Nation at Risk recognized our nation’s lack of computer technology skills and since, the standards in education have changed to design curriculum and integrate technology to better prepare high school students with necessary ready …

A Reflection On My Challenged Assumptions, Darvesh Karim

Professional Development Centre, Gilgit

No abstract provided.