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Walden Dissertations and Doctoral Studies

Curriculum and Instruction

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Full-Text Articles in Secondary Education and Teaching

Teachers Support For English Language Learners To Build Inquiry Skills In Online Biology Simulations, Hermione Joseph-Orelus Jan 2019

Teachers Support For English Language Learners To Build Inquiry Skills In Online Biology Simulations, Hermione Joseph-Orelus

Walden Dissertations and Doctoral Studies

The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science …

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Teacher Clarity Strategies Of Highly Effective Teachers, Megan Olivia Hall Jan 2019

Teacher Clarity Strategies Of Highly Effective Teachers, Megan Olivia Hall

Walden Dissertations and Doctoral Studies

Teacher clarity supports both cognitive and affective learning for all learners. The scholarly literature lacks research related to teacher clarity in nonlecture learning environments. The purpose of this qualitative study was to discover teacher clarity strategies that effectively promote student learning, particularly in nonlecture learning environments. The conceptual framework involved cognitive load theory and constructivism. The research questions explored how highly effective teachers experience clarity to promote student learning in nonlecture learning environments and what innovative strategies highly effective teachers practice to ensure clarity in nonlecture learning environments. For this in-depth qualitative interview study, data were collected through virtual synchronous …

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Perceptions Of The Community Of Inquiry In An Online Rn To Bsn Program, Beth Ann Townsend Jan 2015

Perceptions Of The Community Of Inquiry In An Online Rn To Bsn Program, Beth Ann Townsend

Walden Dissertations and Doctoral Studies

Basic nursing education is no longer sufficient to meet the escalating demands of today's complex healthcare environment. Recognizing the need for the advanced cognitive skills incurred by these demands, increasing numbers of registered nurses (RNs) have been enrolling in online Bachelor of Science in Nursing (BSN) programs. The problem identified in the RN to BSN degree completion program at a large Midwestern university was the lack of information as to how online teaching and learning strategies were experienced by students. Research has demonstrated that the online community of inquiry (CoI) model facilitates higher order thinking through collaborative learning strategies and …

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Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks Jan 2015

Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks

Walden Dissertations and Doctoral Studies

The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected …

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Effects Of Common Core Curriculum Standards On High School Students With Disabilities, Nancy Beth Thompson Loedding Jan 2015

Effects Of Common Core Curriculum Standards On High School Students With Disabilities, Nancy Beth Thompson Loedding

Walden Dissertations and Doctoral Studies

This case study examined the effect of implementing the Common Core Curriculum Standards (CCCS) on students with disabilities (SWD) in a county in northeast Georgia. The study investigated teachers' perceptions regarding the effect of implementing the CCCS in high school English language arts and mathematics classes on the academic success of SWD and their ability to graduate from high school with a regular diploma. Information was also gathered to determine if teachers offered additional supports to SWD as part of the increased academic expectations of the CCCS. In addition, teachers were asked about the preparation they received prior to teaching …

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A Case Study Of Teachers’ And Administrators’ Experiences Integrating Project-Based Learning, Gastrid Harrigan Jan 2014

A Case Study Of Teachers’ And Administrators’ Experiences Integrating Project-Based Learning, Gastrid Harrigan

Walden Dissertations and Doctoral Studies

Implementation of project-based learning (PBL) has contributed to increases in students’ retention of concepts, engagement, and academic success. The problem for this study is that teachers’ and administrators’ experiences and perceptions have not been sought regarding the integration of PBL in the classroom at the school district. The purpose of this qualitative instrumental case study was to gain a deeper insight into the experiences of teachers and administrators implementing PBL. Centered on the theory of constructivism, the research questions focused on 10 teachers’ and 5 administrators’ experiences integrating PBL. Face-to-face interviews with participants and 10 classroom observations were conducted. Inductive …

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Activating Prior Knowledge With Cues And Questions As A Key Instructional Strategy To Increase Student Achievement In Low Socioeconomic Middle Schools, Michael Glenn Cason Jan 2011

Activating Prior Knowledge With Cues And Questions As A Key Instructional Strategy To Increase Student Achievement In Low Socioeconomic Middle Schools, Michael Glenn Cason

Walden Dissertations and Doctoral Studies

The No Child Left Behind (NCLB) Act created new accountability for educational institutions where schools must demonstrate adequate yearly progress (AYP) by regularly increasing student achievement. Many school districts across the nation failed AYP, searched for effective teaching strategies, and used new instructional models to help, yet they continued to fail. Thousands of educational institutions turned to the learning-focused schools (LFS) model of instruction, but increases in student achievement were sporadic. The rationale for this project stemmed from inconsistent student achievement results at a local middle school while using LFS from the inception of NCLB. This project study reviewed the …

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The Relationship Between Emotional Intelligence And Literacy Achievement Of Secondary Students, David P. Jones Jan 2011

The Relationship Between Emotional Intelligence And Literacy Achievement Of Secondary Students, David P. Jones

Walden Dissertations and Doctoral Studies

Proficiency in language arts and communication skills is essential to success in the global workforce. Most states assess students in language arts literacy (LAL) through standardized tests that assess a student's ability to read, interpret literature, and write expressively. Although educational reformers strive to improve the foundations that prepare students in literacy, reforms have not fully incorporated the theory of emotional intelligence (EI), which explains a student's ability to use, understand, perceive, and manage their emotions in order to think critically, make decisions, and solve problems. Although it is not known whether EI directly correlates to literacy, emotional skills are …

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Attitudes Towards Inclusion Of General Education Teachers Who Have And Have Not Taught In An Inclusive Classroom, Nicole P. Maccarthy Jan 2010

Attitudes Towards Inclusion Of General Education Teachers Who Have And Have Not Taught In An Inclusive Classroom, Nicole P. Maccarthy

Walden Dissertations and Doctoral Studies

Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teaching experience was with solely general education students but who now teach in an inclusive classroom, and those …

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Impact Of A Ninth-Grade Transition Program On Cumulative Gpas And Credits, Ninth-Grade Dropout Rates, And Student Satisfaction, B. R. Buhrman Jan 2010

Impact Of A Ninth-Grade Transition Program On Cumulative Gpas And Credits, Ninth-Grade Dropout Rates, And Student Satisfaction, B. R. Buhrman

Walden Dissertations and Doctoral Studies

Concerned educators have been implementing ninth-grade transition programs to help freshmen adjust to the demands in high school and to reduce ninth-grade failure rates. The purpose of this quasi-experimental quantitative study was to investigate the impact of a ninth-grade transition program. The research questions addressed impact on cumulative GPAs and credits, ninth-grade dropout rates, and student satisfaction with ninth grade as measured by a survey of 120 ninth-grade transition program participants and 102 nonparticipants. Theoretical foundations were provided by the construction of new knowledge based on different background knowledge, different social conditions, and different life experiences. Another theoretical foundation was …

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Empowering Adolescents: A Multiple Case Study Of U.S. Montessori High Schools, Wendy J. Larue Jan 2010

Empowering Adolescents: A Multiple Case Study Of U.S. Montessori High Schools, Wendy J. Larue

Walden Dissertations and Doctoral Studies

The standards-based, teach-and-test methods that have come to proliferate secondary education since the inception of the No Child Left Behind Act (NCLB) fail to adequately prepare students for higher education and employment. This system lacks opportunities for developing 21st century skills such as higher-level thinking, problem solving, and group dynamics, as well as opportunities for fostering spiritual growth and personal development. This problem impacts graduates of U.S. high schools because they are unprepared for higher education and the 21st century workplace. Using qualitative multiple case study methodology, this study examined five U.S. Montessori high schools through the lens of cultural-historical …

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High School Teachers' Perspectives On Effective Approaches For Teaching Biology To Students With Special Needs, Agnieszka Kos Jan 2010

High School Teachers' Perspectives On Effective Approaches For Teaching Biology To Students With Special Needs, Agnieszka Kos

Walden Dissertations and Doctoral Studies

The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via …

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Effect Of Cooperative Learning And Traditional Strategies On Academic Performance In Middle School Language Arts, Susan Queen Jan 2009

Effect Of Cooperative Learning And Traditional Strategies On Academic Performance In Middle School Language Arts, Susan Queen

Walden Dissertations and Doctoral Studies

Research indicates that the use of cooperative learning techniques fosters higher order thinking and problem solving skills in students. However additional information is needed to determine how cooperative learning affects various groups of learners. Based in constructivist theory, this quasi-experimental study examined the effects of cooperative learning verses traditional teaching strategies on the academic performance of 216 6th grade language arts students in north central Georgia. The single stage convenience sample was divided into a control group that was instructed using traditional strategies; and a treatment group that was instructed using cooperative learning strategies. Pre and posttest scores from a …

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A Phenomenological Study Of Assessment Methods In The Inquiry -Based Science Classroom: How Do Educators Decide?, Gina G. Tash Jan 2009

A Phenomenological Study Of Assessment Methods In The Inquiry -Based Science Classroom: How Do Educators Decide?, Gina G. Tash

Walden Dissertations and Doctoral Studies

The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators …

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Mandated Differentiated Instruction Effectiveness Examined, Kathlyn Joan Graham Jan 2009

Mandated Differentiated Instruction Effectiveness Examined, Kathlyn Joan Graham

Walden Dissertations and Doctoral Studies

Educational institutions are implementing curriculum mandates without data to support the benefits of the mandates to students. The purpose of this concurrent, mixed-method study, which utilizes quasi-experimental and case study approaches, was to address the effectiveness of mandated differentiated instruction in a suburban high school. This study investigated the significant differences in achievement before and after the implementation of differentiation as well as differences in achievement between a school that mandated the use of differentiation and one that did not. The study also investigated strategies used to implement differentiation and student and teacher attitudes toward it. For ninth grade literature …

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