Download or read book The Lived Experience of Public School Teachers written by Mike W. Wallace and published by . This book was released on 2008 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Lived Experiences of Filipinx American Teachers in the U S written by Eleonor G. Castillo and published by Taylor & Francis. This book was released on 2022-08-09 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text offers a hermeneutic phenomenological exploration of the lived experiences of Filipinx American teachers in U.S. schools, classrooms, and colleges. By drawing on one-on-one dialogues, group discussion, and reflective writing, the text identifies racial, cultural, and linguistic barriers that members of this minority group have faced in their training and practice as educators. The text questions the underrepresentation of Filipinx Americans among U.S. teaching staff and identifies causes both within the Filipino community and via external factors, including the absence of Filipino culture in curricula, as well as a lack of peer support in the development of Asian American teacher identities. This timely volume highlights the need to expand diversity teacher education to create a more racially diverse and inclusive workforce. Offering rich insight into the experiences of Filipinx American teachers, this volume will be of interest to students, scholars, and researchers drawn to studies of multicultural education, as well as teacher education.

Download or read book A Phenomenological Study of Perspectives on Teacher Diversity and the Lived Experiences of Black Public School Teachers written by Michael Browner and published by . This book was released on 2019 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding the Lived Experiences of Public School In service Early Childhood Teachers with Integrating 21st Century Educational Learning Technology in Classrooms with Spanish speaking English Language Learners ELLs written by Susana Rios and published by . This book was released on 2015 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological qualitative study is to provide further understanding of the lived experiences of five public school in-service early childhood teachers with integrating 21st century educational learning technology in classrooms with Spanish-speaking English language learners (ELLs) in a southwest border community in New Mexico. This study draws from two theories (Denzin & Lincoln, 2011). I employed a critical theoretical framework informed by Peter McLaren' to help me analyze and understand the teachers' experiences in relation to the notion of race (Hispanic), age (early childhood), and language (English language learners). Also social constructivism from the Russian socio-linguistic Lev Semenovich Vygotsky is used to understand the meaning-making process and representations of reality built through forms of social interactions in relation to culture and society. Portraiture is used as the ethnogrphic and epistemologically based research method to systematically investigate the lived experiences of the teachers' stories and perspectives. A modification of long interviews (McCraken, 1988) and classroom observations are employed as data collection methods. The findings of this study included: 1. Participants' knowledge on developmentally appropriate practices for English language learners, second language acquisition, and cultural and linguistic responsive pedagogy with ELLs is not valued; and 2. Early childhood teachers are willing to learn about 21st century educational learning technology, but the lack of professional development that is continuous and personalized to their learning needs prevents them to enhance the learning experience of their ELLs. With this study, I attempt to raise consciousness and add to the body of research literature in favor of democratic education for young English language learners (ELL) with unfavorable social, economic, cultural, ethnic, or linguistic status. Keywords: teachers' lived experiences, early childhood bilingual education, English language learners, 21st century educational learning technology

Download or read book The Lived Experience of Secondary Career and Technical Education Teachers Collaborating with Special Education Teachers written by Padro L. Gould and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This transcendental phenomenological study aims to describe the lived experiences of secondary career and technical education (CTE) teachers in a Michigan public school district who collaborate with special education teachers to meet the instructional needs of students with special needs. The theory guiding this study is Bandura’s self-efficacy theory as it is used to assess CTE teacher confidence levels, and how those levels directly and indirectly affect their capacity to offer adequate instruction to CTE students with special needs through collaborative efforts. This research intended to answer this central research question: What are the experiences of CTE teachers who collaborate with special education teachers to meet the instructional needs of students with special needs? Four sub-questions extrapolate data regarding CTE teacher self-efficacy and its influence on their instructional adequacy. A qualitative transcendental phenomenological approach was employed. This study was conducted at high schools located in a northern suburb of a Michigan school district. The sample consisted of 10 CTE teachers. The data collection methods utilized were: (a) face-to-face interviews, (b) focus group interviews, and (c) physical artifacts. Analysis of the data utilized epoché, phenomenological reduction, and imaginative variation, as well as textural and structural descriptions for each data collection method. The research found that real and imagined hurdles limited CTE teachers' ability to fulfill special needs students' educational demands. Despite the fact that many educators want to improve their teaching practices and collaborate to achieve goals, not all educators are open to instructional collaboration.

Download or read book The International Experiences of First year Teachers written by Carole Richardson and published by . This book was released on 2009 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every year, a number of preservice teachers graduate from Canadian universities, are hired into international positions, and spend their first year of teaching adapting to a new career and a new country. In addition to adjusting to the expectations of a new culture, they must also deal with the stress and joy of the first year of teaching in their own classrooms. Individually, each of these experiences is life changing; together they represent a unique experience. Many of these students remain in touch with professors and colleagues and tell stories rich with reflection and description of this first year in an unfamiliar country. Correspondence and conversations ring with professional and personal insights and choruses of "I wish I had known...." Editors Carole and Warnie Richardson's belief in the importance of hearing first-year teachers tell their stories of international teaching and learning is rooted in their own practice. As preservice professors who taught in the public school system on a small Caribbean island, they have experienced firsthand the challenges and rewards of living in an unfamiliar cultural environment and teaching in an educational system much different from their own. When they moved from Canada to the Cayman Islands to teach in the public system, their world changed as they adapted to a very different way of life, both personally and professionally. As seasoned educators, the editors were able to use their previous teaching experiences and ongoing reflective practice to identify and understand the dissonances, both internal and external, that resulted from working to fit into their new surroundings without losing themselves or compromising their philosophical beliefs about education. They were able to recognize that certain conflicts within their classrooms related as much to their students' and colleagues' anxiety about their expectations as to their own anxiety about what was expected of them. Conversations with each other and with expatriate teachers helped the editors to understand that their latent desire to implement their well-developed teaching practice in a new environment signaled an unconscious unwillingness to adapt to change; rather, they assumed that their new environment would adapt to them. As the editors began to acknowledge that change within their practice was vital to success in their new environment, they developed new expectations, new relationships, and new understandings that contributed to their becoming part of the culture and community. They also grew as educators as they began to appreciate that to effectively communicate with their students, they needed to validate the students' individual realities, even as they expected them to embrace theirs. The editors realized that there was no right way to adapt to change; the willingness to expand their ability to see through the eyes of others was the key to successful teaching and learning-regardless of the culture. The narratives in this book honor the voices of the individuals as they tell the personal and professional stories that live behind surveys and numbers. They speak frankly of the difficulties faced and triumphs experienced while beginning a career in a new country. Each of the stories chronicles a very different journey, and we hear these young teachers begin to reflect on their personal growth and come to a greater understanding of what it is to be a teacher-regardless of the country and the educational system. All of the stories reflect the personal backgrounds and styles of their authors, and it is in these differences that this book finds its strengths. Ultimately, these stories provide glimpses into the lives of first-year teachers who venture beyond the defined borders of their country-and their comfort. This book is critical for all those in education.

Download or read book Half an Inch from the Edge written by Noah Borrero and published by Rowman & Littlefield. This book was released on 2019-11-13 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Half an Inch from the Edge: Teacher Education, Teaching, and Student Learning for Social Transformation is a book about the tensions and opportunities reflected in today’s public school classrooms in the U.S. Through detailed case studies of four classrooms, the authors explore socially transformative pedagogy in action. The result is a narrative that intertwines a critical social analysis of our educational system with real-life examples from K-12 classrooms. The four teachers highlighted in the book are new, urban, socially-conscious educators of Color who strive to make their classrooms something new and something different—spaces where youth can learn about and express their own cultural identities as a part of the curriculum. These stories are told through the creation, implementation, analysis, and assessment of teachers’ action research projects as they complete their Masters degrees and begin their first years as full-time teachers. Central to each of the case studies—which span multiple grade levels and content areas—is a focus on self-reflection, a deep desire to build meaningful relationships with students, and a quest to make learning relevant to students’ lived experiences. Also painfully clear is the role of failure, and the tremendous creativity, ingenuity, and persistence of these new teachers, as they learn alongside their students and together fight the injustices inherent in their schools, districts, and the national system of education. Ultimately, the portraits of these teachers show that amidst all of the forces working against them and their students, there is hope—hope that the great experiment of American public education can transform into a system that serves all students.

Download or read book The Hidden Curriculum written by Anthony F. Loporchio and published by Vantage Press, Inc. This book was released on 2007 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Many feel that kids come in; the teachers teach them and simply deal with disciplinary problems accordingly. There is much more to that, hence, The Hidden Curriculum," states author and high school teacher Anthony F. Loporchio, Jr. In The Hidden Curriculum Loporchio presents a semi-autobiographical account of his experiences in the classroom while offering commentary on the ups and downs of teaching. For the person considering a career in education or one who seeks an insider's look at life in public schools, The Hidden Curriculum is a must-read.

Download or read book A Phenomenological Study on Teachers Lived Experience with Self efficacy Teaching Face to face Instruction During the COVID 19 Pandemic written by James Scott Phillips and published by . This book was released on 2022 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe teachers’ lived experiences with self-efficacy teaching face-to-face instruction during the COVID-19 pandemic in a public school district in South Georgia. The theory guiding this study is Bandura’s (1977) theory of self-efficacy which was used to answer the following central research question: What are teachers’ lived experience with self-efficacy teaching face-to face-instruction during the COVID-19 pandemic? Twelve teachers from two schools provided a description of their lived experiences teaching in-person instruction amid the pandemic. Data was collected through semi-structured interviews, teacher journals, and a focus group. Data analysis followed Moustakas’ (1994) transcendental methods of epoché, phenomenological reduction with horizontalization and thematic development to create a textual description of the phenomenon, imaginative variation to create a structural description of the phenomenon, and synthesis of textural and structural descriptions to present the essence of the phenomenon. The study produced four themes and nine sub-themes. The themes were perseverance, awareness, a need to socialize, and challenging. The findings revealed that teachers’ self-efficacy in teaching in-person instruction continuously fluctuated and was informed by their classroom experiences and perceptions of their classroom environment. Teachers experienced increased self-efficacy through mastery experience, vicarious experience, and verbal persuasion, which enhanced their commitment and relationships but experienced decreased self-efficacy through emotional arousal because they perceived their environment as challenging, which exacerbated stress.

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 Becoming Teachers of Inner City Students written by James C. Jupp and published by . This book was released on 2013-10 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Christian Teachers in Public Schools written by Dalene Vickery Parker and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by veteran teacher Dalene Parker, this is an inspirational and encouraging book designed to prepare and equip teachers in the rough and tumble field of public education.

Download or read book The Victimization of Public School Teachers in America written by Emmanuel Edouard, PhD and published by Fulton Books, Inc.. This book was released on 2024-08-09 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: The assault on public school teachers' integrity, livelihood, and professionalism started in 1983 with the publication of A Nation at Risk. Based on the results of our education system performance, they were indirectly accused of failing our children. Still, it peaked in 2004, when Rod Paige, then George W. Bush's secretary of education, called the country's leading teachers union a "terrorist organization." Teachers felt dehumanized then. In 2009, Barack Obama blamed them for "letting our grades slip, our schools crumble, our teacher quality fall short, and other nations outpace us." Teachers felt let down again. In 2017, President Donald Trump lamented how "beautiful" students had been "deprived of all knowledge" by our nation's cash-guzzling public school system. Teachers felt humiliated and rejected. Currently, in states like Florida, public school teachers are besieged by politically motivated laws and unrealistic demands from parents, politicians, and noneducation experts. They have lost their freedom to teach as they see fit to meet the needs of their students. Teachers feel more disrespected, devalued, unappreciated, and under attack than ever. The bad news is that a recent NEA survey revealed that 55 percent of currently employed teachers are seriously considering leaving their jobs. If that rate of resignations continues to grow, the question is, Will there be a public school system in America in the future?

Download or read book Exploring Lived Experiences of Public Elementary School Teachers Perceptions of Cognitive Engagement in Distributed Virtual Professional Learning Experiences in Their Place of Work written by Ryan Chistopher McCloskey and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engagement of learners is a critical determinant of efficacy in any educational program, and presents a unique challenge in a distributed, virtual method of delivery. The purpose of this phenomenological study is to explore lived experiences and perceptions of K-12 teachers and administrators about cognitive engagement in distributed, virtual learning environments in order to understand the pedagogical strategies that influence effective learning experiences in such settings. Finding actionable solutions to this problem will benefit organizations that utilize distributed, virtual professional education experiences by recommending key strategies for increasing student engagement and building effective learning communities in programs. The research questions that guide this study are: (1) What are the most significant pedagogical factors that affect cognitive engagement of adult participants in distributed, virtual professional education experiences? (2) What are the non-pedagogical factors that affect cognitive engagement of adult participants in distributed, virtual professional education experiences? (3) How do adult learners in a distributed, virtual professional learning experience conceptualize an effective professional education experience? This research aligns to prominent instructional theory, including: Garrison's Communities of Inquiry, Vygotsky's Social Development Theory, Bruner's Constructivist Education Theory, and the work of Coates and Kuh on engagement in online learning. Knowledge gathered from the subjective experiences of participants will be used for data collection on factors that most significantly affect cognitive engagement in such learning experiences. After a reflection on the possible methods of data collection, the researcher has concluded that semi-structured interviews and focus will be the most appropriate research tools for data collection in this study. Once the interviews are each transcribed for analysis, the researcher will employ first and second cycle coding methods to analyze data for findings. Keywords: professional development, distributed learning experiences, virtual education, cognitive engagement, organizational learning, professional education

Download or read book Public School Teachers Experiences with High stakes Testing written by LaMorris Nakita Smith 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 public school elementary teachers perceive high-stakes testing situations as it relates to the impact of test anxiety on young children. Bandura’s (1997) social cognitive theory guided this study as it sought to explain the role of human self-belief in cognition, motivation, and behavior. Eleven teachers who are elementary teachers within a North Carolina public school system, have been teaching at least three years, and have administered high-stakes testing over the course of their teaching careers shared their lived experiences of high-stakes testing through their answers to the following: How do teachers describe their students’ experiences with high-stakes testing? Purposeful sampling was used in identifying and selecting participants who had experience with high-stakes testing situations as it relates to the impact of test anxiety on young children. Data were collected via individual interviews, a focus group, and open-ended essay questions, and analyzed in keeping with Moustakas’ (1994) phenomenological procedures. The findings indicated that though accountability measures are needed to assess student achievement, teachers felt that too much emphasis has been placed on the current models that are being used. Alternative measures should be implemented to track student achievement over the course of the academic year.

Download or read book Teaching for a Living Democracy written by Joshua Block and published by . This book was released on 2020 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book shares a vision of project-based learning that is rooted in systemic understandings of social change and provides a pragmatic framework and tools for teachers to develop their practice in creative and sustaining ways. It demonstrates how to support different learners to produce intellectually rigorous and creative work by centering students' lives and experiences and offers the realistic perspective of a teacher working in an urban public high school. The text includes many classroom scenes and examples of curriculum design strategies"--

Download or read book Public School Building Conditions in One New York State Urban School written by Ariana Ames and published by . This book was released on 2018 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study uses qualitative case study analysis to explore the lived experience of teachers in one school building in a New York urban school district, and examines how they perceive the effects of school building conditions on the teaching and learning process. This study found that teachers are not able to make teaching and learning a priority when the school building and surrounding neighborhood are perceived as unsafe. Moreover, it was found that teachers' experiences of school building condition are largely dependent on their students' experiences. Finally, while teachers are often indifferent about the condition of the school building itself, they are frustrated and upset by the lack of support they receive from school system leaders when they do report building issues. The outcomes of this study can be utilized to inform future research on the experiences of teachers and leaders in New York State urban school buildings. Moreover, the outcomes can be utilized to better understand the impact of teacher effectiveness on student achievement"--Author's abstract.