Download or read book A Study of Teachers Perceptions to Change in Their Classrooms written by Kerry M. Tucci and published by . This book was released on 1984 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Change written by Jennifer L. Katzin and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teachers' perceptions of change impacted by the Network for Educator Effectiveness teacher evaluation system as presented by the University of Missouri. The study gathered teachers' perceptions of the impact NEE had on their teaching, specifically noting changes in teaching practice. This information served as an evaluation of the program and will be used to guide its further development. The study was guided by the following research questions. What are teachers' perceptions of change impacted by the Network for Educator Effectiveness based on the framework presented by Kim Marshall? Specifically, what changes have been made as a result of the mini-observations, unit of instruction evaluation, professional development plan, and student survey data? Data for the study was collected through focus group interviews and surveys. The population included two small southwest school districts in Missouri that had implemented the NEE system. An interpretive analysis of data was done to make the following conclusions. The mini-observation piece has affected the most change in classroom instruction. The unit of instruction evaluation, professional development plan and student survey data have affected little change due to incomplete or improper implementation. It is recommended that the NEE system continue with further implementation to see a greater effect on change.
Download or read book Effecting Change in Classrooms written by Ellen M. Regan and published by . This book was released on 1985* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2020-08-14 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers' own learning. The first article examined teacher experiences in the use of "design thinking" by Retna. Next, Hong's and Youngs' article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers' commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers' experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers' first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers' perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors' rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Download or read book Teachers Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning written by Dr. Althea Seivwright-Lue and published by Xlibris Corporation. This book was released on 2019-11-20 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
Download or read book Study of the Relationship Between Teachers Perceptions of the Change facilitator Style of Their Principals and the Extent to which the Characteristics of Effective Schools are Present in Their Schools written by Keith E. Mino (Jr) and published by . This book was released on 1990 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions on Response to Intervention and Instruction written by Tina Giambattista and published by . This book was released on 2017 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teacher perceptions of the Response to Intervention model implemented throughout three school districts in the state of Pennsylvania. Response to Intervention (RTI) emerged as an approach to instruction, to identify and support students who were at risk for school failure. This model was designed to provide effective interventions for students who demonstrated need in the content area of reading. This study was conducted to analyze teacher perceptions of the effectiveness of this intervention model. This research study includes feedback provided from teachers from three suburban school districts, similar in size, in Montgomery County, Pennsylvania. Within each district selected for the study, teachers were selected from two elementary schools to participate in this study. Additionally, the group of teacher participants was randomly selected and included both general and special education teachers. The research instrument used for this qualitative study included a teacher questionnaire that was delivered to the participants through an online survey. The data analyzed in this study provide insight regarding teacher perceptions related to instructional changes in the classrooms as a result of RTI. With the use of the RTI framework, teachers reported successful outcomes by incorporating high quality instruction and frequent progress monitoring. Teachers were able to provide instructional interventions early and relied on assessment data to support instructional decisions. Teachers also reported using multiple levels of intervention and research-validated practices for core instruction in the classroom.
Download or read book Change Theory written by Michael Fullan and published by . This book was released on 2006 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Take 5 Changing Teachers Perceptions of At Risk Students written by Johnel Robinson and published by . This book was released on 2019-02-27 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: With a focus on teachers' efficacy and its effect on their perceptions of at-risk students, this book examined the perceptions of teachers toward at-risk students, following a school's 3-year implementation of an initiative that was geared toward helping educators improve teaching efficacy. The effects of professional development on improving the relationships with at-risk students and the influence on middle school educators' perceptions and efficacy were explored. Data was gathered by conducting 20 interviews with the participants; including classroom teachers, an administrator, and a guidance counselor, regarding teachers' perceptions of the at-risk students, following a schoolwide initiative. Six themes were found when the codes were analyzed and grouped within and across interviews. The themes included Awareness, Relationships, Impact, Teacher Efficacy, Teacher Perception, and Take 5. The majority of the teacher participants mentioned that the school's initiative increased their awareness of their perceptions. The findings of this study suggested that districts seeking change should consider providing educators with concrete strategies and consistent reminders of the importance of forming healthy relationships of mutual respect with all students. Professional development should be provided for the interaction with at-risk students and effective strategies should be designed to improve teachers' perspectives that will impact the success of all students.
Download or read book A Study of Teacher Change written by David P. Butts and published by . This book was released on 1969 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Did it Change how We Teach written by Leanne M. Holies 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 case study was to understand the perceived change in educator attitudes from the pandemic concerning technology at Cornerstone School. The problem addressed in this study was the lack of motivation of educators to try new ways to use technology in their classrooms. The theory guiding this study was J. Bruner’s constructivist theory which focuses on obtaining knowledge through discovery. The connection between Bruner’s theory and the perceived change in teachers’ attitudes was that teachers learned technology through their use and discovery. A qualitative case study design was used to carry out this investigation. Ten educators were recruited using a typical purposeful sampling strategy; all were from a small private school. These included educators from the kindergarten through 11th-grade levels. The data were collected through a questionnaire followed by semi-structured individual interviews, an analysis of reflective journal prompts, and an analysis of artifacts. Findings revealed themes pertaining to the study’s purpose, including pre-pandemic attitudes toward technology, successful practices using technology during the pandemic, and post-pandemic attitudes toward technology. Confidence developed by the participants through the discovery of technology used confirmed Bruner’s theory that learning through discovery gave the participants a more positive attitude towards technology and influenced how the participants taught.
Download or read book Teacher Perceptions Beliefs and Attitudes about Technology and the Implementation of Classroom Technology Integration Practices written by Carol Annabel Askin and published by . This book was released on 2017 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent focus on the 21st-century skills of communication, collaboration, creativity, and critical thinking, technology use in classrooms seems to have stalled. Through this mixed methods case study, the researcher sought to explore the impact that teachers' perceptions, attitudes, and beliefs have on classroom technology integration practices. It is anticipated that by gaining a better understanding of this complex relationship, there may be a greater appreciation for why more teachers are not using computer technology in ways advocated in the literature. Moreover, this may enable educators to facilitate a better alignment between research, practice, and beliefs in order to provide more effective ways of supporting and documenting teacher change. Results from this study showed that there is a strong positive relationship between computer efficacy, teacher efficacy, and the integration of classroom technology. Results also showed there is evidence that student-centered classroom approaches positively influence how what, and when teachers decide to integrate technology into their classrooms and curriculum. Through this case study, the researcher provided a roadmap for larger scale investigations on this topic."--Boise State University ScholarWorks.
Download or read book TEACHERS PERCEPTIONS AND EXPERIENCES WITH A REFORMED TEACHER EVALUATION SYSTEM written by Amy Elizabeth Long and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the introduction of the Race to the Top initiative in 2009, many states and school districts have rapidly modified their teacher evaluation models in order to hold teachers accountable for student learning and meet federal mandates. Through evaluative feedback and professional learning, the intended outcome in many districts is improved instructional practices by ensuring quality teachers in every classroom. Due to these changes, this phenomenological study sought to understand how teachers experience a reformed evaluation system and their perception of changes in their practice as a result of teacher evaluation. This study found that while teachers have varying experiences with reformed teacher evaluation within one school district, there are components of evaluation that lead to teacher change in practice. Teachers desire feedback that helps them reflect on their practice or try something new in their classroom. By setting a meaningful annual goal for their evaluation, teachers had a focal point for the year and something to work towards which often lead them to refine or make changes to their instruction. Through a survey and teacher interviews, this study contributes to the academic literature by demonstrating that teacher evaluation can result in more than simply accountability; it has the potential to bring about change for teachers if the right conditions are in place through the evaluation process.
Download or read book Do You See what I See written by Simone Anne Senisin and published by . This book was released on 2011 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the beginning phase of a school change process in curriculum innovation and its role in school reform. It aims to identify and explore aspects of the process as understood by participating teachers. Student voice is included in this study to further contextualise teachers' experiences. The changes in relation to the curriculum innovation are central to the aims and purpose of this study and were internally driven by a new principal, the vision he bought with him to the school and the processes put in place to facilitate attempts to reculture the school.Data for this study comes from semi-structured interviews with six teachers and seventeen students. The data explores the impact of the change process on teacher practice in the classroom. In what ways did changing school culture inform and change teacher practice? Teachers were interviewed individually twice over a period of twelve months from August of one year to July of the following year. Group interviews were used for the collection of student data. Teacher discourse was analysed for implicit and explicit meaning in relation to changing school culture, beliefs about student learning and teacher identity.The study concludes that teacher emotions and their subsequent relationships with other teachers underpin the perceptions that teachers hold of the school culture. This, in turn, affects their levels of engagement in professional learning opportunities and subsequent classroom practice. The study suggests that teacher identity is linked to emotional labour and that there is correlation between the emotions and perceptions of teachers in and outside the classroom. This study has implications for those responsible for leading curriculum innovation as part of school reform, and those in the field of teacher education.
Download or read book A Study of Teachers Perceptions of the Management of the Change Brought Into the Primary Classroom by the Adoption of the National Curriculum in a Middle Eastern Country written by Mary Mensah-Brown and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning written by Althea Seivwright-Lue and published by Xlibris Us. This book was released on 2019-11-20 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was developed to explore teachers' perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
Download or read book Teacher s Perceptions of Implementing Personalized Learning in Urban Elementary School Classrooms written by Toni Michelle Dinkins and published by . This book was released on 2017 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored teachers' perceptions of implementing personalized learning in several urban elementary school classrooms. Additionally, this study examined teachers' readiness for change through the lens of Ely's (1990) Eight Conditions of Change Model. The study participants included five elementary school teachers and the school principal. Teachers in this study utilized a comprehensive framework for personalized learning developed by a regional educational service agency. The research methodology utilized in this study was phenomenological. Classroom observations were conducted to check the fidelity of the implementation and to collect data. Two rounds of interviews were also completed with each study participant to collect data about their implementation of personalized learning and their own readiness for change. After analyzing interview data using constant comparison analysis, the results suggested that teachers perceived their implementation of personalized learning was related to three themes, which included student benefits and ownership, ongoing professional development and staff readiness, and district infrastructure and system barriers. While teachers felt they had the resources needed to implement personalized learning and were empowered to make decisions about the implementation process, additional analysis revealed that being dissatisfied with the status quo was not a condition for changing to personalized learning. Furthermore, it was found that teachers did not feel they had sufficient knowledge and skills to implement the approach. Based on these findings, several implications for leadership, learning, and service were discussed. Recommendations for improved implementation of systems of personalized learning included reallocation of resources to support more focused professional development and a prioritization on relationships and roles.
