Teacher Education and Professional Development Commons^™

Returning To School After A Pandemic: K-6 Education Teachers Perspectives On Low- Income Students Returning To School With Regard To Academic Achievement, Behavior, Mindset, And Social Connections, Sarah Orendorff

Dissertations

Purpose: The purpose of this phenomenological study was to determine K-6 educators’ perceptions of the impact on low-income students returning to school after the trauma of a pandemic for 2 years with regard to behavior, academic achievement, mindset, and social connections.

Methodology: This qualitative study interviewed 12 K6 teachers who taught before, during, and after the pandemic in Orange County, CA. Semi-structured open ended interview questions was the main source of data collection with other sources including observations, and artifacts. Data was coded and the researcher analyzed the data for themes and patterns.

Findings: After analyzing data, codes, and themes …

The Effects Of A Site-Based Teacher Professional Development Program On Student Learning, Abha Gupta, Guang-Lea Lee

Teaching & Learning Faculty Publications

A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on schoolbased teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly …

Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford

Department of Educational Foundations Scholarship and Creative Works

The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' …

Early Gender Differences In Self-Regulation And Academic Achievement, Jamaal Matthews, Claire Cameron Ponitz, Frederick J. Morrison

Department of Educational Foundations Scholarship and Creative Works

This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed boys in both assessments. Although gender differences in self-regulation were clear, no significant gender differences were found on the 5 academic achievement …

A Structured Observation Of Behavioral Self-Regulation And Its Contribution To Kindergarten Outcomes, Claire Cameron Ponitz, Megan M. Mcclelland, Jamaal Matthews, Frederick J. Morrison

Department of Educational Foundations Scholarship and Creative Works

The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of …