Teacher Education and Professional Development Commons^™

Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede

Walden Dissertations and Doctoral Studies

Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …

Elementary Teachers’ Perceptions Regarding Behaviors That Lead To Disproportionate Referrals By Race, Susan Johannes

Walden Dissertations and Doctoral Studies

AbstractDisproportionate office referrals through teachers in Grades 3-5 based on their students’ race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell’s critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers’ perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers’ perceptions about …

Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly

Walden Dissertations and Doctoral Studies

AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …

Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver

Walden Dissertations and Doctoral Studies

In 2003, the Trinidad and Tobago Ministry of Education recommended that the early childhood care and education sector be regulated to improve the quality of programs. The problem is that the sector remains unregulated, and improving program quality in the private sector remains a challenge. This basic qualitative study examined private early childhood program administrators’ perspectives on challenges to improve program quality in Trinidad and Tobago. The research questions investigated the challenges private early childhood program administrators encountered in improving program quality and support needed for improvement. Ten purposively sampled private early childhood program administrators shared their perspectives. The conceptual …

Educators' Perspectives Of How To Support The Reading Needs Of Grade 3 Through Grade 6 Students With Low Ses Resources, Antoinette Laura Matthews

Walden Dissertations and Doctoral Studies

In an urban school district in a southwestern state, the problem investigated was that elementary educators are struggling to support the reading needs of Grade 3 through Grade 6 students from families having limited access to economic resources. Students with higher socioeconomic status (SES) outperform students with low SES backgrounds. Students with proficient reading skills demonstrate higher overall academic performance and more post-secondary opportunities. The purpose of this basic qualitative study was to investigate educators’ perspectives of why current reading interventions have not been successful for Grade 3 through Grade 6 students at the target site. Using Bandura’s social learning …

Primary Teachers’ Perceptions Of The Wilson Reading Fundations Program For Struggling Readers, Kianga Tene Mckinney

Walden Dissertations and Doctoral Studies

Despite 3 years of implementation, educators at McKinnley Elementary School (pseudonym) did not know teachers’ perceptions about whether the Wilson Reading Fundations Program (WRFP) was helping K-3rd grade teachers assist struggling readers with becoming proficient in reading in the elementary grades. The purpose of this qualitative single case study was to obtain primary teachers’ perceptions regarding how instructional components of the WRFP challenged or strengthened their instructional practices with assisting struggling readers gaining proficiency. Engelmann’s theory of instruction, Orton-Gillingham’s approach, and Engestrom’s activity theory were the theoretical frameworks that guided this study. Fifteen K-3rd grade teachers who implemented WRFP and …

Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino

Walden Dissertations and Doctoral Studies

AbstractAfter finding research confirming that the innovative approach of project-based learning (PBL) improves 21st century education for all students, the administrators of a large local diocesan Catholic school system (LDCSS) initiated PBL implementation in their schools. The problem was that after 6 years it was not known how the teachers were experiencing and perceiving their progress with this implementation in the classrooms. The purpose of this basic qualitative study was to discover and understand LDCSS teachers’ experiences and perceptions of their progress of PBL implementation in the classroom. The conceptual framework for the study comprised John Dewey’s educational philosophy of …

Early Childhood Teachers’ Perspectives On Their Responses To Children’S Challenging Behaviors, Dr. Sharon Denise Scallion

Walden Dissertations and Doctoral Studies

AbstractThe problem that was the focus of this study was the high rate of suspensions and expulsions of preschool children enrolled in independently funded childcare centers in Texas, and the lack of understanding of preschool teachers’ response to children’s challenging behavior. The purpose of this basic qualitative study was to explore preschool teachers’ perspective on how they handle children’s challenging behaviors, and what inclines teachers toward suspending or expelling children from independently funded childcare centers. Liu’s theory of children’s externalizing behavior provided the conceptual framework for the study. Ten preschool teachers from urban, independently funded childcare centers in Texas were …

A Paradox Of Fact And Fiction: Cultivating The 'Literary Imagination' Through Quiet Rebellion, Eden A. Evans

College of Graduate Studies: Theses & Dissertations

The dissertation explores the problems that patterned and processed teaching and learning poses for implementing principles of critical pedagogy in English Literature courses. I apply multiple theoretical frameworks including literary theory, critical theory and post-humanism to place my own experiences amidst the on-going conversations about standardization and democracy. I draw upon the work of educational theorists such as Maxine Greene, Martha Nussbaum, Louise Rosenblatt, and Mary Aswell Doll to explore the ways that literature can enrich students’ lives and society, and Geneva Gay and Lisa Delpit to explore how cultural bias regarding linguistics can function when teaching literature and language …

Educator Perceptions Of Self-Efficacy And Preparedness To Work In High Poverty Schools, Kristen Carroll

College of Graduate Studies: Theses & Dissertations

ABSTRACT

The school leader and teacher have the greatest impact on student success. The level of self-efficacy and level of preparedness is of the utmost importance for educators and students alike. This study investigated the perceptions of educators in the belief of whether they were adequately prepared to teach in a high poverty school. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The results of this study are aimed at impacting educator preparedness to better understand how to best support …

Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson

Walden Dissertations and Doctoral Studies

Schools have reported disparities in the use of discipline on a nationwide scale. The problem for this study was that early childhood teachers referred Black students for disciplinary action or exclusionary discipline at higher rates than their peers.The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of referring Black students for disciplinary action. Weinstein, Curran, and Tomlinson-Clarke’s model of culturally responsive classroom management formed the conceptual framework that guided this study. The research question focused on teacher perspectives about referring Black students for disciplinary action. A basic qualitative design was used to capture the insights …

Teacher Perceptions About Using Collaborative Inquiry In Professional Learning Communities, Linda Maria Armwood

Walden Dissertations and Doctoral Studies

A large suburban school system in the mid-Atlantic United States identified the Data Wise Improvement Process (DWIP) as a systemic strategy to achieve the district-wide goal of student achievement for college and career readiness. Elementary science teachers marginally participated in school-based instructional team meetings to analyze student data. The purpose of this qualitative case study was to understand teacher perceptions of working with colleagues in a collaborative learning environment focused on shared student data. Adult learning theory, social constructivist theory, and collaborative inquiry practices served as the conceptual framework for this study. Data were collected through an electronic web-based survey …

Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt

Walden Dissertations and Doctoral Studies

Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …

Reading Teachers’ Perspectives On Professional Development In Phonological Methods And Implementation Of Instructional Strategies, Lisa M. Toole

Walden Dissertations and Doctoral Studies

The problem addressed through this research study was although kindergarten through Grade 3 (K–3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K–3 reading teachers' perspectives regarding their professional development in phonological methods and what further professional development is needed for consistent and effective implementation of instructional strategies to support student achievement in phonemic awareness and phonics. Flavell's theory of thinking about thinking, otherwise known as metacognition, was the grounding conceptual framework. The research questions guided the study by …

Early Childhood Teachers’ Perspectives Of Being A Pbis Coach, Tiesha Laquan Allen

Walden Dissertations and Doctoral Studies

School districts across the United States have seen an increase in the number of students who need behavioral support. The problem is that early childhood teachers who serve as Positive Behavioral Interventions and Supports (PBIS) coaches have challenges implementing the PBIS framework because of lack of buy in and resources such as time and funding. This basic qualitative study was conducted to explore early childhood teachers’ perspectives of being a PBIS coach and their experiences with implementation within the school. The conceptual framework used for this study was implementation science. The research questions for this qualitative study focused on the …

Perspectives Of Teachers On The Use Of Technology Within The Preschool Experience, Cynthia L. Basse

Walden Dissertations and Doctoral Studies

Due to the increased use of technology in people’s lives, digital media literacy has become increasingly more important in young children’s early experiences. When used appropriately, children discover how to use digital media in ways that enhance their learning, preparing them for the positive benefits of technology use across their lifetime. The problem investigated in this study is that preschool teachers reported they did not use technology within the preschool experience. The purpose of this study was to explore teachers’ perspectives on technology use within the preschool experience. The conceptual framework for this qualitative study was developmentally appropriate practice. The …

High School Language Arts Teachers' Perceptions Of Students' Motivation To Learn In A Project-Based Learning Class, Elizabeth Merrell Gross

Walden Dissertations and Doctoral Studies

Project-based learning (PBL) is a widely used methodology in the sciences for grades K-12. Forward-thinking instructors are also implementing PBL by creating student-led learning opportunities in other subjects. There is, however, a lack of research on teacher perceptions of PBL as a motivational factor in high school. The purpose of this basic qualitative study was to explore high school language arts teachers’ perceptions of student motivation in a PBL class. Keller’s model of motivation focusing on attention, relevance, confidence, and satisfaction (ARCS) was the conceptual framework for this study. Nine language arts teachers participated in interviews, which were coded and …

Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede

Walden Dissertations and Doctoral Studies

Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …

Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort

Walden Dissertations and Doctoral Studies

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic awareness during their mentored practicums. This may have contributed to kindergarten students’ poor performance in phonics and phonemic awareness on the national literacy assessments between 2015 and 2018 in one education district in Guyana. These students are not prepared for reading success. Using a basic qualitative design, semistructured interviews were …

Reflective Freewriting As A Strategy To Improve Pre-Service Teacher’S Physics Content Knowledge And Overall Attitude Toward Physics And Physics Teaching, Kali Ann Shoaf-Laughlin

Graduate Theses/Dissertations

A pilot study conducted in the pre-service teacher (PST) physics classroom at Missouri State University sought to validate a tool for learning. A writing treatment, in which students were asked to participate in reflective freewriting exercises over the course of the semester was administered to one lab group. The Physics Attitude Scale was used to determine whether a positive impact was made on pre-service teacher attitudes about physics and teaching physics. Classroom exams and lab reports were used to determine whether or not aptitude was affected. This action research study used qualitative data to assess content knowledge and overall shift …

A Phenomenological Study Of Flexible Blended Learning In A Fourth Grade Classroom, Betsy Kim Henn

Dissertations and Theses

This phenomenological study explored fourth-grade students' perspectives on the barriers and successes they experienced in flexible blended learning. Focus group interviews were conducted to gain insight into the students' motivation, perceived barriers, possible changes, and their own skills and characteristics for success. Thematic analysis was used to identify themes that addressed the research questions. Students identified several barriers to participation in flexible blended learning. Internal distractions, such as losing focus, and external distractions caused by disruptive behavior by classmates were barriers. Students found video lessons to be passive learning experiences that lacked flexibility. Technology problems and glitches were also identified …

Examining Elementary Teachers’ Self-Efficacy To Teach Engineering: The Impact Of Project Lead The Way Launch Professional Development, Branden Robert Hoefert

Dissertations and Theses

Today’s elementary teachers are expected to teach the engineering practices included in the National Research Council’s Framework for K-12 Science Education and the Next Generation Science Standards. Recent studies have indicated that teachers are less self-efficacious in teaching engineering than in other subject areas. Project Lead the Way (PLTW) is a nonprofit organization that offers pre-K–12th grade curricula and teacher training focused on three pathways: engineering, computer science, and biomedical science. Due to the COVID-19 pandemic, PLTW transitioned its teacher trainings to a virtual modality. At the time of this study, most of PLTW’s teacher training remained virtual or hybrid. …

Collaborative Lesson Study: A Qualitative Case Study Of Elementary Teachers’ Professional Learning Experience, Arlene D. Harmon

Theses and Dissertations

Teacher collaboration practices in schools have impacted how teachers work together to prevent professional isolation. The mandate of collaborative practices has resulted in some teachers expressing frustration and a lack of benefit from their current experiences. The purpose of this qualitative case study, conducted in the Southeast region of the United States, was to determine if lesson study provided a more meaningful collaborative approach during focused group sessions. Using New London Group’s (1996) designs of meaning concept encapsulated in the Pedagogy of Multiliteracies Theoretical Framework to gauge the relevance of lesson study, I sought to explore a deeper understanding of …

Professional Learning Communities Effectiveness On Teacher Learning As Perceived By Title I Elementary Teachers: A Case Study, Tiffany Nicole Baisden

Theses and Dissertations

Professional learning communities (PLCs) have undergone decades of research as an improvement strategy for schools. PLCs are known to foster a collaborative culture among educators through shared learning. Teachers can improve their effectiveness by strengthening their pedagogical practices, which will have a positive impact on student achievement. The purpose of this bounded case study was to examine how Title I elementary school teachers who participated in a PLC perceived PLCs and their effectiveness on improving teacher learning. The goal was to gather teachers’ insights and experiences of PLCs to provide state, district, and school leaders with an understanding of how …

Counseling Skills For Educators, Craig Hall

UNLV Best Teaching Practices Expo

The University of Nevada, Las Vegas is touted as a diverse campus. Indeed, students represent a wide range of demographics concerning race, gender, identity, socioeconomics, physical and mental ability issues, as well as non traditional students and those the intersectional representation of multiple demographic groups. It is incumbent upon educators to provide safe spaces for all students. This is an equitable practice. How can educators be more equitable? By using counseling skills in their education such as: empathy, active listening, belief in the capabilities of students, and avoiding labeling students. It must be noted that the use of counseling skills …

Why Ask That? Low Stakes Questions Build Engagement, Van Whaley

UNLV Best Teaching Practices Expo

A few low-stakes questions during the term build engagement, encourage persistence, and can improve learning outcomes.

During labs, students work together to learn Anatomy & Physiology… plus answer these Engagement Booster Questions.

The Need
/="/">Students need to meet classmates. After two years of online-only education, returning to in-person labs is a new experience many students find uncomfortable and challenging.

The Existing Resources
/="/">Students in the same lab have several similarities that include enrolling in the same lecture section, similar schedules, the same completed prerequisites, similar majors, and career aspirations.

The Goal
/="/">Building engagement between students should help …

Inclusive Practices In Catholic Education: A Restorative Realignment, Carla Vellutini

University of the Pacific Theses and Dissertations

Catholic schools need to examine the barriers to, benefits of, and interventions needed when implementing inclusive practices into their institutions. Catholic schools are experiencing an increase in enrolled students identified with learning and behavioral needs; however, they frequently lack resources and expertise to provide the necessary support for these students and their families to succeed. Research studies identify teacher attitudes and perceptions regarding inclusive practices as vital factors to create successful culture change.

A single group pretest-posttest design, incorporated into this action research study, measured the attitudes and stress of teachers before and after a 14-week long intervention for eight …

The Perceived Results Of Feedback And Evaluation Of Teaching Effectiveness On Adjunct Faculty Professional Development And Growth, Luda V. Vine

Dissertations

Problem

While full-time faculty at any institution of higher learning undergo an established system of evaluation of teaching effectiveness, adjunct faculty members' experience varies greatly from institution to institution. There is little in the relevant academic literature about an effective feedback mechanism for evaluating teaching effectiveness among adjunct faculty members. Limited qualitative research has been done to understand the effects of teaching evaluations on the professional development and growth of individual adjunct faculty members. Developing an understanding of effective evaluation of teaching that will result in improved adjunct faculty professional development and growth will impact not only the faculty members' …

Resilience In Early Second Career Stem Teachers Employed In Public Secondary Schools, Donald Selway

Theses and Dissertations

A troubling shortage of K-12 Science, Technology, Engineer and Mathematics (STEM) teachers exists in the United States. One solution to increase STEM teachers involves recruiting STEM professionals to transition from industry to K-12 teaching. Research indicates that fostering resilience is one way to help new STEM teachers’ retention and persistence in the field. This study explored individual and programmatic factors that increase early career and early second career K-12 STEM teachers’ resilience. Moreover, this research examined how strategic initiatives and programs assisted STEM professionals to build resilience as they transitioned into K-12 STEM educators.

This study utilized mixed-methods design to …

Portraits Of Practice: A Case Study On Elementary Schools Successfully Implementing Multi-Tiered Systems Of Support, Catherine "Cat" Merkle

Honors Theses

Multi-tiered systems of support (MTSS) is an educational framework that aims to make the general education classroom more inclusive to all students and types of learners. MTSS has been found to improve student growth and achievement and decrease special education referrals through the use of layered supports that allow students to stay in the classroom as much as possible. There is a direct focus on progress monitoring, universal screening, and data-based decision making in order to ensure that all students are getting the support they need, whether it be universal, group-based, or individualized. This study aimed to understand what factors …