Download or read book A Qualitative Case Study Examining Middle School Teachers Perceptions when Implementing a 1 1 Laptop Program on Military Installations written by Angelique Lamonski and published by . This book was released on 2014 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study of One Middle School Labeled Failing written by Cynthia S. Dixon and published by . This book was released on 2015 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this expository case study was twofold: 1) to ascertain what components of strategic teaching and types of technology six teachers were using at a middle school digital academy labeled failing and 2) to explore teachers' perceptions about their use of strategic teaching and technology integration in their classrooms. The case study design utilized semi-structured interviews, observations, and field notes. The researcher created a unique instrument to record the field notes that incorporated three frameworks: the ARI Strategic Teaching Model, Bloom's Revised Digital Taxonomy, and Marzano's Four Levels of Implementation. By using this instrument, the researcher was able to document evidence, or lack thereof, for strategic teaching with or without technology integration. The semi-structured interviews revealed the participants' perceptions of their implementation of strategic teaching and of their own technology integration. The findings of the study revealed that teacher's implementation of strategic teaching or their integration of technology correlated to the amount of pre-service training or relevant professional development they had received. The six participants rated their own implementation of strategic teaching and their own integration of technology by using Marzano's Four Levels of Implementation of strategic teaching that was adapted to also embrace technology integration.

Download or read book The Impact of a Middle School 1 1 Laptop Initiative on the Quality of Instruction Teacher Engagement and Digital Equity written by Julie A. Pack and published by . This book was released on 2013 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In 2011, a small school district invested in a middle school 1:1 laptop initiative as part of its mission to educate all students to be globally competitive graduates. This study investigated the program's potential to raise the quality of instruction, to increase levels of teacher engagement, and to provide equity of access to enriched learning experiences for students within the district's two middle schools. Through utilizing a mixed method design, data were collected from an online teacher survey as well as teacher and support personnel interviews. The online survey asked a random sample of middle school teachers to respond. Teachers who participated in the survey volunteered to be interviewed because they perceived themselves to be proficient with classroom technology. Support personnel interviewed included administrators, technology facilitators, and media specialists at both schools. The goal of the study was to explore if the technology impacted the decisions teachers made concerning classroom instruction, their planning and professional learning processes, and the types of learning experiences to which teachers exposed students. Analysis of the findings is organized through the study's conceptual framework, which utilizes the TPACK model, and the study's central themes of (a) quality of instruction, (b) teacher engagement, and (c) equity. The results of this study provide insight for middle schools implementing a 1:1 laptop initiative. A strong culture of support and professional development, helping teachers to engage with technology personally and professionally, seeing the broader issues of digital equity, and understanding how quality instruction is enhanced but not dependent on technology integration can impact teacher perceptions and practice. The study concludes with recommendations, including the use of standard protocols for selecting digital content and ongoing, relevant professional development with a specific recommendation for professional development on handling negative student laptop behaviors, and a recommendation for administrative leadership to play a continual, active, and visible role in the technology implementation of the school. Finally, an updated conceptual framework that could potentially help teachers plan instruction with technology is introduced."--Abstract from author supplied metadata.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of a Teaching and Learning Action Plan for the Development and Implementation of Problem Solving Strategies in Middle School Mathematics written by Jessica E. Shambaugh and published by . This book was released on 2018 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Declining standardized test scores due to the increased rigor of curricular standards is a problem for many school districts in the United States. To combat this issue, administrative teams develop plans to better meet the needs of teachers and students. The purpose of this case study is to identify teachers' perceptions of an action plan that addressed declining test scores through the development and implementation of problem-solving strategies in the classroom. The researcher interviewed six middle school teachers and two school administrators regarding their experiences and perceptions working with the math action plan. Open-ended interviews with all 8 participants informed answers to the following research questions: 1) How do middle school math teachers in a residential school perceive the impact of an action plan on their development and implementation of effective teaching strategies for problem-solving in a mathematics classroom? 2) What evidence is there that the action plan influenced teachers' instructional strategies related to teaching problem-solving in the mathematics classroom? 3) What supports, and constraints do teachers identify that benefit or impede their ability to implement components of the action plan? In addition to open-ended interviews, the researcher also analyzed the action plan, teacher lesson plans, and previously analyzed student achievement data. Based on the participants' shared experiences and the researcher's analysis, four themes emerged: shift in curriculum and instructional strategies, time as a negative and positive factor, the effectiveness of professional development, and collaboration. Teachers expressed a strong focus on professional development and the need to increase reading and writing in the math classroom. The researcher determined multiple recommendations to improve instruction through the findings of this study.

Download or read book Middle School Teachers Use of IPads to Support Disciplinary Literacy Practice in the Social Studies Classroom written by Lisa Janezic and published by . This book was released on 2018 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined how middle school teachers combined technological, pedagogical, and content area knowledge together with a 1:1 iPad initiative to implement a disciplinary literacy approach to teaching social studies. Six teachers in a far northwest suburb of Chicago took part in text-based verbal protocol and standard interviews, allowed classroom observations, and completed self-report surveys as part of the data collection process. Data revealed that although the teachers did not recognize the term disciplinary literacy, they did incorporate these principles and practices into their classroom instruction. Although teachers identified content as more important in lesson planning over technology and pedagogy, the iPad was identified as a necessary tool for communication and sharing content and resources with students during and outside of instructional classroom time. The results of this study concluded with a model that provided a visual representation of the three interrelated constructs necessary for successful implementation of disciplinary literacy in the 21st century: inquiry-based curriculum, disciplinary literacy standards and practices, and district-supported technology. It was suggested that future research address a more in-depth look into teaching with disciplinary literacy in mind, and how teachers' decision making with technology, pedagogical, and content knowledge impact instructional practices in the social studies classroom.

Download or read book Middle School Teachers Perceptions and Tranformation During One to one Student to IPad Technology Implementation written by Zachery R. Kline and published by . This book was released on 2016 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Computers for Teaching and Learning in a Middle School written by Kathryn Jean Carlton Poland and published by . This book was released on 1991 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Ethnographically Informed Case Study Exploring the Culture of Writing Instruction in One Middle School English Language Arts Class written by Misha Zaidi and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative, ethnographically informed case-study examines how social, psychological, and organizational factors of a culture impact writing instruction and practice within an English Language Arts middle school class. In order to explore possible reasons for stagnant writing instruction in middle schools, two research questions guided this study: (RQ1) What do the components of writing instruction look like in one middle school class?, and (RQ2) How does one middle school ELA class exhibit identity distinction, writing development, and discourse surrounding writing instruction? I examined how one middle school class exhibits identity distinction among students and teachers within writing, development of writing, and discourse surrounding writing instruction and practice. Data were collected through observations, field notes, interviews, and cultural artifacts (i.e., lesson plans, student data, student work samples, and district curriculum) over a five week period for a total of 18 data collection days (16 of which were observations). Observations were conducted in one seventh grade teacher’s class period and lesson planning meetings. The seventh grade teacher, students, and Testing Coordinator were interviewed for member checking sessions pertaining to observations and student work. Semi-structured interview verbatim transcripts were audio recorded and transcribed, after which the following themes emerged: understanding of writing instruction, understanding of writing workshop, confidence in students’ writing abilities, establishing spaces for student engagement, feedback on student writing, and teacher and student identities. Also included are recommendations for establishing a positive writing culture through improved middle school writing instruction.

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book Exploring Novice Teachers Perceptions of Data driven Decision Making written by Jill Hartsock and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: With the passing of No Child Left Behind (2001), data from statewide tests are now being used to shape curriculum, evaluate teacher effectiveness, and determine the success of individual schools. Consequently, data analysis and data-driven decision making have become common terms in the educational world. Teachers are now required to utilize the data to drive their instructional practice to best meet the needs of individual students. However, little research has explored the factors that influence novice teachers' data-driven decision making. This qualitative study explored novice teachers' perceptions regarding data-driven decision making through an in-depth case study of four novice teachers, each teaching in a different elementary school, in a rural Pennsylvania district. Specifically, this study examined how factors, such as training and social influences, impacted novices' data use. Data collection occurred over a six-month period and included in-depth conversations with novice teachers and the district's Director of Elementary Education. Additionally, relevant documents were collected and analyzed. Extensive data analysis was accomplished through thematic coding based upon the research questions and Ajzen's theory of planned behavior (1991). The research resulted in a rich description of the factors that novice teachers perceived to have influenced their data-driven decision making. Four broad conclusions can be drawn from this study. First, training is imperative for data use. The novices' lack of pre-service and in-service professional development regarding assessments and data use negatively impacted their decision to engage in data-driven decision making. Second, novices perceived incongruity between the assessment data and their instruction. Thus, the teachers in this study perceived the assessment data as invalid; consequently, they relied heavily on their personal observations rather than the data when making instructional decisions. Third, the underlying culture of the schools significantly impacted novice teachers' perceptions regarding data-driven decision making. While on the surface it appeared that the novices experienced pressure from the district administration and the state to use data, in reality the beliefs and values exemplified by their colleagues deterred them from whole-heartedly embracing data use. Fourth, principal leadership is crucial for meaningful data use. The principal leadership in this study's schools influenced the teachers' beliefs regarding data and how the data were used. Recommendations for future practice and research were also provided.

Download or read book Engage NY written by Erika Wilson and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This thesis is a qualitative research study on the phenomenon of the implementation of the EngageNY math curriculum. It discusses the purpose and need for educational reform and the important duty educators hold for preparing students to be college and career ready. My aim was to accurately describe the phenomenon of the new curriculum implementation and to remain true to the facts without bias or pre-given framework. The interviews were conducted within a month and a total of ten teachers of mathematics voluntarily participated. Participants were from sixth, seventh, and eighth grade and from seven different schools within the same district. The interviews were designed in response to the review of the literature about professional development and implementing new curriculum in education, with a specific focus on what the participants experience with the new EngageNY math curriculum. This study provides understanding through the implementation of new curricula and the perceptions new and experienced teachers have for future application.--Abstract, leaf vi

Download or read book Teachers Perceptions of Case based Online Professional Development written by Mercedes P. Cordero and published by . This book was released on 2008 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Teacher Perceptions of the Notice and Note Signposts a Qualitative Case Study written by Monica G. Beussink and published by . This book was released on 2020 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)

Download or read book Middle School Math Teachers Perceptions of Standards Assessment Literacy and Professional Learning written by Michael Brom and published by . This book was released on 2012 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Qualitative Case Study on Instructional Practices in a Pennsylvania Online Middle School written by Shaikha BuAli and published by . This book was released on 2020 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the experiences of teachers and parents at an online middle school in Pennsylvania to understand their perceptions of what instructional practices teachers employ in the classroom that lead to student success through student engagement, student attendance, and student academic achievement. The following overarching research questions guided the research. In an online middle school, what instructional practices from the perspective of teachers and parents support student achievement? 1. What instructional practices do teachers use to engage students in the online classroom? 2. What instructional practices do teachers use to promote student attendance in an online setting? 3. What instructional practices do teachers use to ensure students are mastering the content taught and performing well on standardized assessments? Throughout the research, teachers noted the need for professional development, addressed stigmas and misconceptions about online education, and discussed why they chose online education as a career option. Parents also shared why they wanted online education for their children while surfacing the role they play as parents and partners in this model of education.