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 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 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 Novice Teachers Preparedness Towards Successfully Interacting with Culturally Diverse Student Populations written by Tremaine Ronnell Young and published by . This book was released on 2019 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher effectiveness is the most influential factor to student achievement. Systems of public education in the United States have traditionally centered on White, middle class norms, as suggested by the founding arguments of Critical Race Theory. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either predominately White or Black postsecondary institutions. The study found that teachers trained at PWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts due primarily to a lack of exposure to culturally diverse experiences both personally and within their teacher education programs. This inadequate preparation manifests itself through increased frustration and a disproportionate reporting of disciplinary incidents toward African American students. To address the training gap between PWI- and HBCU-trained teachers, the findings of this study suggests taking candidate dispositions toward diversity into account in the teacher selection process, providing ongoing, community-based diversity training, and professional coaching models to support the unique needs of novice teachers and their diverse student populations.

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 Teachers Feelings of Preparedness written by and published by . This book was released on 1999 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ready to Teach written by Ryan Patrick Donlon and published by . This book was released on 2018 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The changing socioeconomic realities of schools, the well-documented achievement gap between socioeconomic classes, and the exodus of beginning teachers from high poverty urban schools demand a closer examination of the ways in which we prepare and support the greatest resource for influencing the success of students and schools of poverty: high quality beginning teachers. This phenomenological study explores factors that lead beginning teachers to feel ready in their ability to educate and support the students of poverty who need their help the most. Seventeen teachers in their first five years of teaching were interviewed regarding their career paths, their preparation experiences, the challenges they faced working in high poverty settings, and their own evolution as teachers within those settings. The sample included teachers from nine schools within a PK-12 system of magnet schools in the capitol region of Connecticut - all the schools exceeded the Connecticut state average for the percentage of students receiving free or reduced lunch. Semi-structured interviews were analyzed via open coding. Findings were organized into three categories: preparation, teaching in high poverty settings, and professional reflections. The preparation category includes participants' perspectives on their life experiences and the value of preservice preparation experiences which added to their readiness to teach in high poverty settings. The teaching in high poverty settings category encompasses participant reflections on initial experiences working in high poverty settings as well as their own levels of preparation to teach within those settings. This category also includes participants' rationale for working in high poverty schools, challenges they faced, and strategies that have helped them be successful. Finally, the professional reflections category includes participants' ideas on how to improve professional practice within high poverty schools through changes to preservice preparation and induction programming. Ultimately, the study yielded five main recommendations for teacher preparation programs and school leaders: seek and develop teacher diversity in all its forms; design learning opportunities to mediate the specific challenges of teaching in high poverty schools; address the skill and opportunity gaps of students; develop a strength-based perspective for teachers; and foster stronger school, home, and community connections.

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 Yes You Can written by Gail L. Thompson and published by Corwin Press. This book was released on 2014-05-08 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: An all-in-one toolkit that empowers new teachers to meet the needs of diverse learners In this book, renowned experts give novice teachers the self-confidence and empathy they need to address what may be their greatest challenge: guiding disadvantaged students to success in the classroom. Yes, You Can! includes: Powerful vignettes about real teachers and students help promote teacher empathy and understanding Original research conducted by the authors on the confidence levels of new and experienced educators Targeted strategies for many student profiles: African American, Latino, Asian American, White, high-achiever, low-achiever, and more

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 White Teacher in a Diverse Classroom written by Margaret A. M. Saunders and published by . This book was released on 2007 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Phenomenological Studies in Education written by DeHart, Jason D. and published by IGI Global. This book was released on 2023-07-03 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Phenomenology is a rich and varied approach in the world of qualitative research. This book will draw upon phenomenological methods and methodology, including but not limited to hermeneutical and descriptive approaches, to study education from K-12 to university and teacher-focused inquiry. It will enrich the field of research methodology by promoting a greater understanding of phenomenology and applying it to studies in the realm of education. Phenomenological Studies in Education explores and applies methods associated with phenomenological work to build knowledge of experiences in education and pedagogy. Covering topics such as building inclusive environments, descriptive phenomenology, and phenomenological interviewing experiences, this book is ideal for researchers in educational studies, qualitative researchers, and students studying education.

Download or read book The Oxford Handbook of Qualitative Research in American Music Education written by Colleen M. Conway and published by Oxford Handbooks. This book was released on 2014 with total page 697 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Qualitative Research in American Music Education is a resource for music education researchers, music education graduate students, and P-16 music teachers. Qualitative research has become an increasingly popular research approach in music education in the last 20 years and until now there has been no source that clarifies terms, challenges, and issues in qualitative research for music education. This Handbook provides that clarification and presents model qualitative studies within the various music education disciplines. The first section of the text defines qualitative research, provides a history of qualitative research in music education, clarifies epistemological foundations and theoretical frameworks and addresses quality in qualitative research. The approaches of case study, ethnography, phenomenology, narrative, and practitioner inquiry are addressed in the second section. Part III examines data collection and analysis with regard to observations, interviews, documents and multi-media data. Within the 11 chapters in the fourth part of the book authors provide syntheses of qualitative research within various areas of music education (i.e., early childhood, strings, and teacher education). The final part of the book examines technology, rigor, ethics, and the future of qualitative research.

Download or read book Standards for Teachers written by Linda Darling-Hammond and published by . This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educators and teachers must be leaders in developing learner-centered standards for preparing teachers. Standards can help teachers build their own knowledge and understanding of what helps students learn. As schools undergo restructuring, teachers will be responsible for students, not just subject-matter information; for understanding how learning is occurring; and for having tools to assess how students learn and think as well as what they know. Teachers will also be responsible for curriculum development, assessment, decision making about special needs of students, and reaching out to parents from different communities. Licensing requirements and teacher evaluation requirements generally do not focus on this conception of teaching. The National Board for Professional Teaching Standards is setting standards that reflect the real complexities and real judgments that teachers must deal with. Teachers' development of materials to be submitted for Board certification and teachers' reflection upon their teaching are powerful professional development activities. The goal should be to create, use, reflect upon, operationalize, and enliven standards in a way that produces learning. This kind of work among teachers can lead to the development of a profession that can take ownership and leadership for creating and using an expanding base of knowledge to serve all children well. (JDD)

Download or read book Preparing Teachers for Diverse Classrooms written by Elizabeth A. Smolcic and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As the lives of citizens around the world become more globalized, the need intensifies to examine the learning process that is negotiated when an individual crosses borders. The borders we cross may be external, physical ones, but more significantly, as human interaction is sustained, they take the form of cognitive and internal transformations. The need is urgent in U.S. public schools where the teaching cohort is predominantly White and monolingual while the student population is increasing in cultural and linguistic diversity. In a teacher education program, how do teacher-learners transform their monolingual and first culture life experience to move towards some degree of intercultural competence? What specific teacher education practices can move teacher-learners towards 'political clarity' and help them to analyze assumptions that are subsumed in our views towards the educational system. This study investigates the cognitive activity of intercultural development as novice ESL teachers become border-crossers in a TESL preparation program which includes a short-term immersion experience in a Spanish/Quichua-speaking community in Ecuador. Using cultural historical activity theory (CHAT) as a theoretical framework, the study theorizes the complex web of interaction that unfolds as teachers negotiate a new culture, language(s) and ESL teaching practice. CHAT views human action as deriving equally from agency (the power to act and make deliberate choices, rather than be guided by the context) and structure (social and material) and in this way highlights the relations between micro-interactional activity and macro-social structures. Significantly, the study illustrates how a short-term cultural and linguistic immersion experience brings up tensions surrounding home, university and school-based ideologies, and most importantly, how teachers respond to contradictions, resulting in far-reaching transformations to their social identities and teaching practices. Qualitative data from participant journals, interviews, classroom observations, and ethnographic observation offer a holistic view of teachers as they interact over a one year period. This study fills a gap in the existing literature to advance understanding of mechanisms that variably promote or constrain teacher learning about culturally responsive instructional practices in public schools.

Download or read book Who Am I written by Sarah Kingsley and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising rate of teacher attrition within the first five years of entry into the profession has initiated inquiries of new educators’ working conditions, perspectives, and identities (Beauchamp & Thomas, 2009; Conway, 2006; Jalongo & Heider, 2006; Ruohotie-Lyhty, 2013; Scherff, 2008). This qualitative study considers an area that is relatively unexplored, that is, the connection between emotions and identity, by examining one central question: How are emotions embedded in the identity construction of novice teachers? Two participants were involved in this investigation over the course of their first year of teaching. They engaged in exploratory discussions in three focus group interviews during which they shared personal accounts and individual perspectives. They also produced three written reflections, which allowed them to explore their experiences more introspectively. Findings from this study support the existing literature in two areas: firstly, the workplace acted as a site for fulfillment and vulnerability, and secondly, contextual factors affected both emotions and identities (Beauchamp & Thomas, 2009; Nias, 1996; Rippon & Martin, 2006; Ruohotie-Lyhty, 2013). However, contrary to the work of Schutz and Lee (2014) and Zembylas (2005), emotions and identity did not have a reciprocal relationship. Emotions informed the identities of both participants, but their identities did not inform their emotions. With negative emotions being reported 1.5 times as often as positive emotions, these findings raise concerns about the emotional preparedness of novice teachers. The results from this study suggest the need to address emotional preparedness in university teacher education programs and to integrate emotional awareness and coping strategies into induction models.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt: