Download or read book A transcendental phenomenological investigation of novice teachers experiences with parental involvement in Title I Elementary Schools written by Kelly Jean Wilson and published by . This book was released on 2018 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe novice teachers' experiences with parental involvement in Title I elementary schools in southern Virginia. Parental involvement was defined as parents actively engaging in their child's education, critically important to academic development. Kolb's (2015) experiential learning theory was the theoretical framework for this study. The significance of this study investigated novice teachers, those with five or fewer years' teaching background, and their experiences with parental involvement in Title I elementary schools. In doing so, 14 novice teachers from Title I elementary schools in southern Virginia, were chosen to participate. Interviews, individual and focus group, as well as writing prompts, were used to collect data. This study attempted to answer the central research question: How do novice teachers describe their experience with parental involvement in Title I elementary schools in southern Virginia? This study also attempted to answer sub-questions: (a) What role do novice teachers perceive Title I elementary schools to have when engaging parents in family-school relationships? (b) How do novice teachers in Title I elementary schools describe prior experiences in teacher-preparation programs when training for building family-school relationships? (c) What successful academic and social experiences can novice teachers describe with students in Title I elementary schools when parents are home- and/or school-base involved? and (d) What do novice teachers perceive as academic challenges with students when observing a lack of home- and/or school-based parental involvement in Title I elementary schools? Data analysis used Moustakas' (1994) step-by-step method, to provide a rich description of novice teachers' experiences.
Download or read book A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High poverty High minority Rural South Carolina Schools written by Celestine LaVan and published by . This book was released on 2018 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to develop a deeper understanding of the lived experiences of novice teachers who remain teaching in high-poverty, high-minority rural schools in South Carolina in relation to the administrative support they received. The research questions guiding this study are: (1) How do novice teachers describe their administrative support experiences in high-poverty, high-minority schools? (2) How do novice teachers in high-poverty, high-minority rural schools describe administrative emotional and social support experiences? (3) How do novice teachers in high-poverty, high-minority rural schools describe administrative instructional support experiences in high-poverty, high-minority rural schools? This study intended to capture the authentic voice of novice teachers who teach in high-poverty, high-minority rural schools in South Carolina. The theory guiding this study was House’s (1981) theory of social support as it grounds research that administrative behaviors such as leadership style, feedback, and support impact teacher career decisions. The method for this transcendental phenomenological study incorporated purposeful sampling, individual in-depth interviews and focus groups as the primary data collection methods. Data in this phenomenological study was analyzed by using reduction methods and analyzing specific statements to reveal overarching themes as recommended by Moustakas (1994).
Download or read book A Phenomenological Study of Novice Teachers Experiences with Diverse Classroom Readiness written by Syreeta Palmer and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to examine how novice teachers from the American Association of Educators (AAE) described their readiness for diverse classroom settings. Novice teachers are generally described as teachers employed in their first through third year. The central research question for this study was, "In what ways do novice teachers describe their readiness for teaching in diverse classroom settings?" Transcendental phenomenology was selected as a research method for this study to examine the lived experiences of novice teachers and explore their sense of preparedness for diverse classrooms. The theory guiding this study was Albert Bandura's social cognitive theory. Through purposive and snowball sampling, 12 participants participated in the research study. The data presented in this study was gathered through interviews, surveys, and a focus group discussion. Braun and Clarke's (2006) six-phase thematic analysis was used as a framework for the analysis of data within this study. The research findings indicated that novice teachers feel unprepared to teach in diverse classroom settings while seeking the support of mentor teachers, colleagues, and their administrative team. In this study, participants indicated that school closures during the Covid-19 pandemic further exacerbated their level of unpreparedness by limiting their clinical practice opportunities. The research findings revealed several implications for policies that should be created and practices that should be followed by teacher preparation programs and administrators within diverse school environments.
Download or read book A Phenomenological Study of Novice Teachers First year Experiences in Curriculum Development in International Schools written by Rachel Morgan Pedigo and published by . This book was released on 2019 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to describe the experiences of teachers in Christian international schools during the process of developing curriculum for their classes during their first-year of teaching at the school. In light of the purpose of the study, the following research questions framed this investigation: How do first-year teachers describe their experiences developing curriculum during their first year of teaching at an international Christian school? What challenges do first-year teachers encounter when beginning to develop curriculum for their classes? What are first-year teachers’ expectations of support during curriculum development? How do first-year teachers describe their experiences adjusting to a new culture while at the same time working to develop curriculum? The participants for this study were purposefully selected classroom teachers who had been teaching at an ACSI international school at least one year, but no more than three years. The theories guiding this study were experiential learning theory and the theory of cultural intelligence. Data collection methods included analyzing school documents, a photo narrative, and interviews. Data analysis procedures followed a heuristic research approach. The following themes emerged as a result of analyzing teacher interviews, photo narratives, and curriculum documents: (a) decision to teach internationally, (b) first year challenges teaching overseas, (c) outgrowth of living cross culturally, (d) developing curriculum at an international school, and (e) challenges to developing curriculum in an international school.
Download or read book New Teacher Induction in the Age of Social Media written by Loretta Ann Carter and published by . This book was released on 2020 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand the perceptions and experiences of teachers who have used social media to facilitate their first year of teaching during new teacher induction. Social media is described as blogging, discussion boards, Facebook, Google Hangouts, Instagram, LinkedIn, Pinterest, Snapchat, Twitter, or YouTube videos. The theories guiding this study were Knowles’ adult learning theory and Bandura’s social cognitive learning theory as they relate to how adults learn and are motivated by following the examples of role models. Transcendental phenomenology was selected as the research method to consider the experiences of teachers returning for their second or third year of teaching and attempt to discover what their induction encounter was like. This study considered if social media has become a formal or informal part of induction programs. The central research question that guided the study asked, What role does social media play in the new teacher induction experience? Ten teachers provided input through three data collection methods that included online participant journals, semi-structured interviews, and focus group discussions. Five themes were developed during data analysis including social media usage, communication between new teachers and mentors, reasons teacher quit, teacher induction experiences, and what support is needed. These themes confirmed that social media plays an informal yet important role in the new teacher induction experience. All participants connected with social media resources daily for assistance with lesson planning, classroom management, advice for interactive and engaging activities, and for questions and emotional support.
Download or read book A Teacher s Journey written by Wanda Margarette Brubaker and published by . This book was released on 2016 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was concerned with the challenges beginning teachers face when they enter the field of education. Through the use of reflective practice, beginning teacher personal reflections of experience were recorded and analyzed to discern particular experiences that present as the most challenging to these novice educators. -- Reflective practice and experiential learning theories are used in this qualitative phenomenological study. This study includes reflective practice as first introduced by master theorist John Dewey, considered by many to be the father of reflection in education, and theorist Donald Schon. Dewey (1944) recognized reflection as an active and intentional action and further that even a minute amount of experience is better than an abundance of theory, because it is through experience that theory has significance. Theorist Donald Schon (1983) expanded on Dewey’s work in developing types of reflection: reflection-in-action in which reflection occurs during the event and reflection-on-action occurring after the event. Kolb (1984) introduced experience as the main source of learning and contended that experiential learning is a combination of experience, perception, cognition, and behavior and is a holistic and integrative perspective in the cycle of learning. -- In this qualitative study, the experiences of purposefully chosen candidates in their first 3 years of teaching were analyzed. The research method of interpretive phenomenology was used to analyze teacher reflections for the purpose of obtaining a better understanding of the experiences beginning teachers deem as most challenging and if these challenges include differentiation of instruction, classroom management, and the unexpected expectations required of the teaching profession. These three primary themes are identified in the literature.
Download or read book Teacher Perceptions Regarding Traditional Instruction and the Theory of Multiple Intelligence written by Darcel Harper-Hogans and published by . This book was released on 2017 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to investigate the lived experiences of 10 elementary teachers in Georgia classrooms who have implemented traditional instruction as well as the theory of multiple intelligences created by Gardner. The basic research question lies in teacher perspectives of teaching traditional instruction and then switching over to teach the theory of multiple intelligences. A qualitative approach was used with a transcendental phenomenological design to obtain data for this research study. This phenomenological study used interviews, focus groups, and journals to understand the thoughts and ideas from purposefully sampled, 10 full-time certified teachers from Myrtle Crisp Elementary on implementing both methods. The following research questions guided the study: How do teachers of elementary students describe their teaching experiences using the theory of MI after using traditional teaching experiences? How do teachers of elementary students decide whether or not to use the theory of MI? What benefits do participants identify regarding the use of the theory of MI in the classroom? The data analysis utilized Moustakas’ methodology in order to develop a thick description of the phenomena and the participants’ perceptions of the best teaching method.
Download or read book The Impact of Teacher Training and Professional Development on Novice Teachers Beliefs about Parental Involvement written by Shelley Fandel and published by . This book was released on 2009 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Teachers Participation in Edmodo as a Community of Practice written by Cynthia Reasoner and published by . This book was released on 2017 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the shared, lived experience of elementary teachers’ participation in Edmodo as a community of practice. The theoretical framework guiding this research included Lave and Wenger’s (1991) community of practice theory and Bandura’s social learning theory (1977, 1984) which explained how learning through participation and observation occurs among teachers involved in learning communities. Social constructivism (Bruner, 1996; Piaget, 1971; Vygotsky, 1978) and adult learning theories (Mezirow, 1991, 1995; Knowles, 1984) also provided understanding as to how adults learn and create knowledge. This study described the lived experience of 10 elementary teachers and one elementary math coach in central Virginia who participated in Edmodo as a community of practice, how the presence of external factors influenced teachers’ beliefs about participating in a community of practice, how the experience of teaching more rigorous mathematics instruction changed for elementary teachers before and after participating in Edmodo as a community of practice, and how elementary teachers viewed the future of their profession based on their shared experience of participating in Edmodo as a community of practice. Qualitative data collection methods to include semi-structured interviews, online document analysis, and focus group interviews were employed. Data analysis provided a rich textural and structural description of the phenomenon that elementary teachers experience when participating in Edmodo as a community of practice. This analysis included a generation of significant themes and statements followed by coding to capture the essence of the phenomenon. Further, this research study offered suggestions for future studies concerning elementary teachers’ participation in online professional learning networks as communities of practice.
Download or read book Understanding One s Own Teaching Experiences written by Sheila K. Cook and published by . This book was released on 2020 with total page 740 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the experiences of new Family and Consumer Sciences (FCS) teachers and to describe their perceptions of classroom teaching readiness. The researcher completed a series of three classroom observations and three interviews of five first-year FCS teachers. The Danielson's Framework for Teaching instrument was used for all observations and two sections of interviews used Interview Questions for Family and Consumer Sciences Educators instrument, which was taken in part, with permission, by Horizon Research, incorporated. All observations and interviews were completed over a time span of two to three weeks and examined essential teaching skills and Family and Consumer Sciences pedagogical content knowledge. In addition, this study examined their content knowledge and perceived quality of their student teaching experience during their teacher preparation semester. This study was completed during the spring of 2020 with five participants who had graduated from Pittsburg State University in Pittsburg, Kansas. This case study was qualitative in design with the purpose to learn more about a unique phenomenon: first-year FCS teachers' readiness. While the majority of participants indicated they felt prepared to teach in the examined content areas and felt comfortable with the progression of their essential teaching skills, they recognized that some aspects of their teaching needed improvement, particularly: (a) resolving lesson planning to reflect higher-order thinking, (b) implementation of routines and procedures, (c) engaging students in learning, and (d) applying more accurate ways of reflecting on teaching. Although the majority of participants described their student teaching as positive, they mentioned there were improvements to be made in teacher education curriculum at the post-secondary level. Although there was much literature regarding teacher effectiveness, there was a lack of literature concerning Family and Consumer Sciences teachers. This study was created to add to existing research, to give voice to those individuals in their first-year of teaching, and to assess content and pedagogical areas of strengths and weaknesses. The results of this study will provide educators, mentors, administrators, and researchers with a better understanding of how new Family and Consumer Sciences teachers were prepared to teach their content areas and where they need to improve in essential teaching skills.
Download or read book Negotiating a Professional Self written by Sharon Gayle Fargason and published by . This book was released on 2017 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: California is in the midst of a teacher shortage crisis in part due to poor retention of new teachers and because of novice teacher attrition. In response to this crisis, some teacher education programs have emphasized equitable teaching practices in urban schools so that teachers can experience more success in the classroom. These programs produce teachers with a strong teacher identity towards reflection and student centered practices. This is important since teacher identity manifests in classroom practice and commitment to the field. However, studies show that teachers with strong identities are often confronted with different beliefs and practices during their early teaching years. New teachers often find that the contexts and cultures present in their new schools leave them feeling that they do not have the agency needed to operationalize the identity they have formed. Thus, new teachers often shift their identities in order to align them with the ideas present in their new schools. Using frame analysis, this qualitative study explores how novice teachers interpret their role as new teachers and how this affects identity development. In this study, an analysis of digital video projects completed when the participants were near completion of their teacher education program was done in order to determine the nature of identity before the participants began their first year of teaching. Interviews were conducted to uncover teachers' interpretations of how and why their identity developed over the course of their first year. Analysis of the data revealed that the participants took on different archetypal patterns that were a combination of their personality, pre-service identity, disposition toward learning, and their notion of how to handle the insecurities of being a first year teacher. These factors led them to frame support structures at their school differently, and this framing led each teacher archetype to act in different ways within their school. This study's contributions to research and theory, as well as implications for policy, practice, and future research are also discussed.
Download or read book Researching Lived Experience written by Max van Manen and published by Routledge. This book was released on 2016-06-16 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bestselling author Max van Manen’s Researching Lived Experience, Second Edition, introduces a human science approach to research methodology in education and related fields. It shows readers how to orient oneself to human experience in education and how to construct a textual question which evokes a fundamental sense of wonder, and it provides a broad and systematic set of approaches for gaining experiential material which forms the basis for textual reflections. The second edition of this classic work has never before been released outside Canada.
Download or read book Bridging the Achievement Gap written by John E. Chubb and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers for years. This book provides, for the first time in one place, evidence that the achievement gap can be bridged.
Download or read book Phenomenological Research Methods written by Clark Moustakas and published by SAGE Publications. This book was released on 1994-07-27 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume, Clark Moustakas clearly discusses the theoretical underpinnings of phenomenology, based on the work of Husserl and others, and takes the reader step-by-step through the process of conducting a phenomenological study. His concise guide provides numerous examples of successful phenomenological studies from a variety of fields including therapy, health care, victimology, psychology and gender studies. The book also includes form letters and other research tools to use in designing and conducting a study.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What s Hot in Literacy written by Evan Ortlieb and published by Emerald Group Publishing. This book was released on 2020-09-30 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book showcases hot topics in literacy, providing teachers with practices for literacy improvement. The international scholars which comprise the author line-up for this edited collection describe the evidence-based research findings from their research in K-12 schools to demonstrate how literacy success is fostered across the globe.
Download or read book The Vocational Education Act of 1963 written by United States. Office of Education and published by . This book was released on 1964 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: Report and comment on USA vocational training legislation. Illustrations.
