Teacher Education and Professional Development Commons^™

How Technology Teachers And Coaches Use Digital Tools In Instruction, Cecil Winston Mittoo

Walden Dissertations and Doctoral Studies

While technology teachers and coaches have successfully integrated digital tools into their schools’ curricula, many classroom teachers still struggle with that integration. Not enough is known about how technology teachers and coaches plan and implement instruction using digital tools, and this knowledge may be useful for classroom teachers. This basic qualitative study explored some digital tools such as interactive whiteboards (IWBs), desktop computers, iPad devices, and apps used in instruction for pedagogy and content. The Technology Pedagogy and Content Knowledge (TPACK) was the study's conceptual framework. The purpose of the study was to determine how using digital tools in instruction …

Early Childhood Education Teacher Experience And Knowledge Regarding Outdoor Learning And Affordances, Jennifer Karshna

Walden Dissertations and Doctoral Studies

Early childhood education (ECE) teachers have indicated that they are interested in supporting children’s learning outdoors but have been challenged with intentional use of the outdoor learning environment (OLE). The purpose of this qualitative study was to illuminate ECE teacher experience with and knowledge of supporting children’s learning in the OLE, specifically using affordances for teaching and learning. The conceptual framework was based on the Reggio Emilia approach, Gibson’s affordance theory, Dewey’s ideas regarding educational experiences, and Vygotsky’s zone of proximal development. The key research question addressed teachers’ experiences and knowledge of affordances in the OLE. The 12 participants were …

Analysis Of School Discipline Policies At A Title I High School In Texas, Kimberly N. Guess

Walden Dissertations and Doctoral Studies

Discipline referrals and suspensions are used as a last resort to address inappropriate student behavior in schools. The problem investigated in this study was the inconsistent trend in the number of discipline referrals and suspensions during implementation of three different discipline policies (zero tolerance, progressive discipline, and restorative practice) at a local Title I high school in north Texas from 2013 to 2019. Guided by Skinner’s theory of behaviorism, the purpose of this quantitative, ex post facto study was to determine if significant differences in the total number of disciplinary referrals and suspensions existed between the 2-year implementation period of …

Implementation Of Universal Basic Education Program In The North-Central Region Of Nigeria, Kazeem Oladimeji

Walden Dissertations and Doctoral Studies

Government reports document that the North-Central region of Nigeria has experienced increased negative ineffectiveness of preschool education policy implementation. At the same time, other data suggest that key stakeholders' contribution is missing in the preschool education policy formulation and implementation processes. However, much less is known regarding specific key stakeholders’ perceptions that could help reverse this trend. Grounded in the advocacy coalition framework and appreciative inquiry, narrowing this knowledge gap was the purpose of this study. The research question focused on key stakeholders’ perceptions that could increase full participation and facilitate the establishment of more quality preschools in the region. …

Educators’ Perspectives Regarding Challenges Implementing The Highscope Curriculum And Support Needed, Charmaine Christopher

Walden Dissertations and Doctoral Studies

AbstractSince 2008, the Ministry of Education in Grenada, where this study took place, started curriculum reform with the implementation of the HighScope curriculum in preschools. The problem is that many teachers faced challenges implementing the HighScope curriculum. The purpose of this basic qualitative study was to explore the perspectives of early childhood educators about challenges when implementing the HighScope curriculum, which involves balancing child-initiated and teacher-directed activities, and the support they need for executing the curriculum effectively. The conceptual frameworks that guided the study were Vygotsky’s sociocultural theory and Piaget’s theory of cognitive development. Both theories reinforce the need for …

The Effect Of Coding Classes On Mathematics Achievement Of Preschool Students, Ebru Hacer Erbilgin

Walden Dissertations and Doctoral Studies

The problem that inspired this study is that Turkish students’ mathematics rankings on global exams such as The Program for the International Students Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS) had been below the average for many years, a problem that may have rooted in children’s early experiences with mathematics. The purpose of this quantitative pretest posttest quasi-experimental control group study was to determine the effect of computer-programming classes with Code Studio on mathematics scores of preschool students. Siemens’s connectivism theory for the digital age formed the foundation for this research. A single research question regarding …

Teacher Perceptions Of Culturally Relevant Strategies To Promote Black Student Achievement, Kimberly Elyse Hendricks

Walden Dissertations and Doctoral Studies

A long-standing, race-based academic achievement gap between Black and White students has existed in a local district in the southwest United States for more than 5 years. The purpose of this qualitative, descriptive case study was to explore teachers’ perceptions and experiences related to the use of culturally relevant or responsive (CRR) teaching strategies. The study was guided by Hale’s theory explaining how culture shapes a child’s cognition and learning styles, indicating benefits when the teacher used the students’ cultural assets during instruction. Research questions were written to address teachers’ perceptions of, experiences with, and the value of using CRR …

Public Prekindergarten Teacher Perspectives On Professional Development In Literacy Pedagogy, Tunyia Lashawn Williams

Walden Dissertations and Doctoral Studies

Abstract Low achievement in literacy for children entering kindergarten exists despite district-sponsored professional development (PD) in literacy pedagogy for prekindergarten teachers. PD has been shown to be important in improving teachers’ instruction, so low achievement of children is unexplained. The purpose of this basic qualitative study was to explore public prekindergarten teacher perspectives of district-sponsored literacy PD in a school district in the Southeast United States. The conceptual framework was guided by Knowles’s adult learning theory, which holds that adults are self-directed learners with many experiences upon which to draw. Research questions addressed teacher PD perspectives regarding inclusion of adult …

Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher

Walden Dissertations and Doctoral Studies

Despite the use of professional development (PD), early childhood inclusive teachers lack the knowledge and skills needed to support students with disabilities. It was unclear what types of PD teachers have received and what supports they still need. If teachers lack PD and the skills needed to teach students with disabilities effectively, then student progress may be negatively affected. The purpose of this basic qualitative research study and the research questions were to understand early childhood inclusive general education teachers’ perceptions of past PD experiences of working with students with disabilities and what supports they need to implement evidence-based practices. …

Intermediate Schoolteachers’ Perceptions Of The Impact Of Professional Development On Their Classroom Instruction, Gwendolyn Adams Lockett

Walden Dissertations and Doctoral Studies

Despite increased district-provided professional development (PD) opportunities for teachers to improve classroom instruction, there has been a steady decline of academic achievement at an intermediate school in a large urban school district in the southwestern United States. One of the factors campus administrators attributed the lack of student success to was that the district does not provide PD that is effective in changing in intermediate schoolteachers’ instructional practices. The purpose of this qualitative study was to explore intermediate schoolteachers’ perceptions of the impact PD provided by the district has on their classroom instruction, as well as the impact these trainings …

Early Childhood Teachers’ Perspectives Of Teaching Children Who Are Experiencing Toxic Stress, Stephanie Renee Abell

Walden Dissertations and Doctoral Studies

A growing number of children entering early childhood classrooms are experiencing toxic stress. Early childhood teachers are responsible for meeting the educational needs as well as fostering their social and emotional development. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of being challenged to support the emotional and academic needs of young children who are experiencing toxic stress in the early childhood classroom, which the research questions focused on. The theory of social constructivism was the conceptual framework for this study. Purposeful sampling was used to select 10 early childhood teachers to share their …

A Sense Of Hope: Parents Treating Their Epileptic Child With Cannabidiol, Jennifer Nguyen Potage

Walden Dissertations and Doctoral Studies

Epilepsy is the most common neurological condition in the world. Of those affected, about 30% are treatment-resistant, making it difficult for symptom relief. Children are also among those affected by epilepsy, and the unpredictable epileptic symptoms often induce stress, anxiety, confusion, depression for the parents/caretakers. Furthermore, epilepsy is a condition that can impair cognitive abilities, social interaction, and physical ailments. Antiepileptic drugs are the common medical treatment for epileptic symptoms. However, parents have often reported minimal positive change, ineffectiveness, and negative side effects that included nausea, fatigue, rash, insomnia, change in personality, cognitive impairment, and diarrhea. A review of the …

Perspectives Of Online Cda Recipients Regarding Development Of Expertise Without Apprenticeship, Victoria Lynn Long-Coleman

Walden Dissertations and Doctoral Studies

Little was known about how online Child Development Associate (CDA) credential recipients developed practical expertise in early childhood education (ECE) without the benefit of an apprenticeship. Learning the practice of teaching from a qualified more knowledgeable other (MKO) through an apprenticeship is a feature of teacher preparation in public school contexts but is missing in preparation for child care teachers. The purpose of this basic qualitative study was to explore how online CDA recipients developed practical expertise in ECE without a supervised apprenticeship. Vygotsky’s social construction of knowledge was the conceptual framework of the study. The research question addressed how …

How Prekindergarten And Kindergarten Teachers Supported Students' School Readiness Skill Development During The Covid-19 Pandemic, Eileen Manoukian

Walden Dissertations and Doctoral Studies

Scholarly literature lacks studies on how prekindergarten and kindergarten (PK-K) teachers supported students’ school readiness skill development and successful transitions to formal schooling during the COVID-19 pandemic. Framed by school readiness theory and social development theory, this qualitative study explored perspectives of 16 PK-K teachers to answer two research questions about how teachers support students’ school readiness skill development foster students’ successful transitions to formal schooling during the COVID-19 pandemic in a metropolitan area in the southwest region of the United States. Data were collected through one on one, semistructured interviews, and analyzed by following an inductive process using Saldaña’s …

Exploring Novice Elementary Teachers' Use Of Academic Language In Planning, Teaching, And Assessment, Lori Teegarden

Walden Dissertations and Doctoral Studies

Academic language is the key that promotes disciplinary reading, writing, speaking, and thinking. The novice teacher may not be prepared with the knowledge, skills, and strategies to effectively plan, teach, and assess for academic language achievement. The purpose of this basic qualitative study was to understand the novice teacher’s experiences and perspectives of academic language development. The research questions focused on the novice elementary teacher’s practice of addressing academic language demands in teaching. The conceptual framework that guided the study comprised Bruner’s education theory that places teaching and learning within the culture and society and Rumelhart’s theory focused on vocabulary …

Early Childhood Teachers' Perceptions Of Professional Learning Communities, Andress Devon Carter-Sims

Walden Dissertations and Doctoral Studies

Teachers are struggling to transfer newly acquired knowledge and skills from professional learning experiences into their classrooms. This study aimed to explore teachers' perceptions of how professional learning communities (PLCs) enhance elementary teachers' instructional practices based on interviews with teachers in a rural school district. Olivier and Huffman's theory of utilizing PLC to their fullest potential was used as a conceptual framework for the study. This framework highlighted five dimensions of meaningful collaborative learning to increase teaching and learning in schools. This was a qualitative study with semi-structured interviews of 10 certified elementary teachers who engaged in PLC. Interview transcripts …

Perceptions Of The Reggio Emilia Approach To Early Childhood Education, Brandon Harris Gantt

Walden Dissertations and Doctoral Studies

Preschools provide a method of early intervention to prepare children for school. Reggio Emilia (RE) curricular approach widely used for early childhood education that has not consistently shown a positive influence on cognitive, social, and emotional development of young children. It is also unknown whether those who participate in the RE curricular approach perceive it to foster cognitive, social, and emotional development in early childhood. The purpose of this qualitative, exploratory case study was to investigate participant-perceived benefits of RE as a curricular approach. The conceptual grounding of the study was social constructivism because the RE curricular approach emphasizes the …

Exploring Eco-Friendly Strategies In Early Learning Businesses, Henry Smith

Walden Dissertations and Doctoral Studies

Some early learning business owners (ELBOs) lack implementation strategies for eco-friendly programs. ELBOs that can successfully implement eco-friendly programs in their organizations can promote long-term sustainability. Grounded in Freeman’s stakeholder theory, the purpose of this qualitative multiple case study was to identify ELBOs’ implementation strategies for eco-friendly programs. The participants comprised of three ELBOs from three certified eco-friendly organizations. Data were collected using semistructured interviews and analyzed using thematic analysis. Five themes emerged: (a) managing stakeholders’ expectations, (b) health and wellness for sustainability, (c) business sustainability, (d) environmental sustainability, and (e) partnerships and community involvement. A key recommendation is for …

Teachers’ Opinions Of Coteaching, Tashina White

Walden Dissertations and Doctoral Studies

Georgia’s College and Career Ready Performance Index for 2014-2016 showed that students with disabilities (SwD) did not meet performance targets when taught in co-taught inclusion classrooms with both general education teachers (GET) and special education teachers (SET) in the classrooms. The purpose of this study was to determine the differences in teacher opinions of co-taught inclusion classrooms and their ability to teach SwD between GET and SET. The theoretical basis for this study was Johnson and Johnson’s cooperative learning theory. A sample of 88 elementary, middle, and high school teachers completed the Opinions Relative to Integration of Students with Disabilities …

Perspectives Of Transitioning Students With Disabilities From Pre-K To Kindergarten, Josette Joanne Farmer

Walden Dissertations and Doctoral Studies

Students with disabilities (SWDs) and their parents, teachers, and early intervention service providers face problem in a southern state about the transition process from Pre-K to Kindergarten. During transition SWDs and the stakeholders experience challenges with the Individual Educational Program, the physical environment of the new classroom, and new relationships resulting in delays or gaps in required services. The purpose of this bounded qualitative case study was to explore the perspectives of parents, teachers, and service providers on transitioning SWDs from Pre-K to Kindergarten and factors that influence the transition process. This study was guided by Bronfenbrenner’s bioecological model of …

Perspectives Of Family Engagement In The Migrant And Seasonal Head Start Program, Toni L. Mahaney Stubbs

Walden Dissertations and Doctoral Studies

The problem is that there is a significantly lower percentage of Migrant and Seasonal Head Start (MSHS) families (2%) volunteering in Head Start (HS) programs where 75% of volunteers are former or current HS families. The purpose of this qualitative case study was to explore how the local MSHS program incorporates family engagement through home and school experiences by examining how migrant family participants and teaching staff define family engagement, the role family engagement has on parent-teacher relationships, and how families enrolled in the local MSHS program are influenced by family engagement. The conceptual framework was culturally responsive teaching/practice. This …

In-Service Prekindergarten Educators’ Perspectives On Characteristics Of Professional Development That Influence Their Self-Efficacy And Performance, Schalette Poteat

Walden Dissertations and Doctoral Studies

AbstractResearch on how professional development has influenced teacher self-efficacy revealed that properly executed professional development promoted effective teacher practices and positive student outcomes. Bandura’s and Tschannen-Moran’s social learning theories were used in this basic qualitative study to address the problem of the lack of current investigations related to prekindergarten (pre-k) educators’ perspectives regarding professional development that influenced their teacher self-efficacy. The research questions focused on pre-k educators’ perceived characteristics of professional development that increased their confidence in their ability to be effective in the area of curriculum, classroom management, and motivating and engaging students. Findings from coding analysis of the …

Educators’ Perspectives On Strategies To Close The Achievement Gap For African American Elementary Students In Mathematics And English Language Arts, Keamber Denise Booker

Walden Dissertations and Doctoral Studies

There is a persistent academic achievement gap between African American and European American elementary students in mathematics and English language arts. The purpose of this basic qualitative study was to explore third through fifth-grade elementary educators’ perspectives on strategies used to narrow the gap in achievement for African American students in mathematics and English language arts from a school located in the southeastern region of the United States; consequently, the research question was developed to focus on these perspectives. The conceptual framework for this study was Ladson-Billings’s culturally relevant pedagogy. Purposeful sampling and snowball sampling were used to select study …

Preservice Teacher Efficacy To Teach Informational Text Comprehension Through Literature Circles, Amy J. Clark

Walden Dissertations and Doctoral Studies

Preservice teachers in an elementary education teacher preparation program are tasked with teaching informational text comprehension through literature circles during a literacy field experience. The problem addressed is that even after receiving explicit classroom instruction on this topic, preservice teachers expressed apprehension and self-doubt and may not have the self-efficacy to effectively teach informational text comprehension. The purpose of this project study was to explore preservice teachers' perceived self-efficacy to teach informational text comprehension. This study was grounded in a constructivist paradigm centered on Bandura’s concept of self-efficacy. The research questions concerned preservice teachers perceived self-efficacy to teach informational text …

Differentiated Instruction For Students With Significant Disabilities In Inclusive Secondary Classrooms, Oghenevwaire Odeworitse Malomo

Walden Dissertations and Doctoral Studies

Secondary general education teachers often face many challenges when differentiating instruction to meet the learning needs of students with significant disabilities (SD) in an inclusive secondary general education classroom. A qualitative case study that included eight general education teachers from different content areas in southwest state in the US was used to investigate the general education teachers’ perception of the challenges they face when differentiating instruction to meet the learning needs of students with SD in an inclusive secondary general education classroom. Tomlinson’s differentiated instruction (DI) model serve as the conceptual framework for this study, which emphasizes maximizing learning for …

Teacher Perspectives On Implementing Social-Emotional Learning Curriculum At An International Baccalaureate Elementary School, Whitney Nicole Niles

Walden Dissertations and Doctoral Studies

Teachers have difficulty implementing a social-emotional learning (SEL) program in the classroom at an International Baccalaureate (IB) elementary school in Georgia. As a district mandated initiative, elementary schools in the metro area have included SEL programs as an essential part of the curriculum to support the needs of the whole student. The purpose of this generic qualitative study was to explore teachers' perspectives on implementing SEL at an IB elementary school. The conceptual framework drawn from Rogers' diffusion of innovations theory, focuses on what an individual does to implement and adopt an intervention. The study's guiding question explored 15 IB …

Preschool And Kindergarten Teachers’ Perspectives On Effective Strategies And Practices For Supporting Self-Regulation, Cheryl Denise Thomas

Walden Dissertations and Doctoral Studies

Research indicates that young children need to be able to self-regulate their emotions and behaviors to be successful in preschool and later schooling. However, there is no consensus in the education sector regarding what constitutes best strategies and practices when supporting self-regulation in young children. The purpose and guiding research question for this qualitative study were to explore teachers’ perspectives on effective strategies and practices used to support self-regulation in preschool and kindergarten classrooms. This study was premised on Bandura’s social learning theory, which explains human behavior in terms of continual interaction between cognitive, behavioral, and environmental factors when attempting …

Preschool Teachers’ Perspectives On Engaging Fathers In Their Child’S Education, Jawan Marquis Burwell

Walden Dissertations and Doctoral Studies

Preschool environments set the educational foundation for children in the early years. Despite the positive effects that preschool environments have on children and families, previous studies have shown that preschool teachers are challenged to engage fathers in their child’s education. The purpose of this basic qualitative study was to investigate preschool teachers’ perspectives on engaging fathers in their child’s education. The conceptual framework was based upon Bronfenbrenner’s ecological systems theory. The research question focused on the challenges that teachers encounter in engaging fathers in their child’s education. This qualitative study included individual one-on-one interviews with 12 teachers using an open-ended …

Parent Practices In Homeschooling Children With Autism Spectrum Disorder Who Demonstrate Problem Behaviors, Cymantha Jewel Channey-White

Walden Dissertations and Doctoral Studies

AbstractThere is a gap in literature regarding parent practices in homeschooling children with autism spectrum disorder (ASD) who demonstrate problem behaviors during instructional sessions. Research literature showed that children with ASD demonstrate problem behaviors during instructional sessions in educational environments. The problem is a gap in the literature regarding how parents who homeschool their students with ASD address the same behaviors. The conceptual framework—social learning theory. The research questions were focused on parent practices of managing problem behavior during homeschool instructional sessions and the support they received. Qualitative research was used to explore the experiences of homeschool parent practices in …

The Pre-School Teacher Experience Of Social Skills For Early Education Success, Cheryl Dorsey

Walden Dissertations and Doctoral Studies

Abstract

Pre-school is foundational to future academic success, and social skills have been recognized as a critical component of that foundation. How pre-school teachers facilitate social skills development is an area requiring further study. The purpose of this research was to describe the experience of social skills development from the perspective of early educators. Attachment and social learning theories were used as theoretical frameworks to explore how early education teachers describe the social skills for early education success in young children and how early education teachers facilitate the development of important social skills. This study used a generic, qualitative design …