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A Phenomenological Exploration Of Teacher Experiences In Creating And Teaching A Senior Year English Transition Course
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Book Synopsis A Phenomenological Exploration of Teacher Experiences in Creating and Teaching a Senior Year English Transition Course by : Kimberly Kaye Creech
Download or read book A Phenomenological Exploration of Teacher Experiences in Creating and Teaching a Senior Year English Transition Course written by Kimberly Kaye Creech and published by . This book was released on 2014 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Interpretative Phenomenological Analysis Exploring Teacher Experiences with Professional Development in Middle School English Language Arts Classrooms by : Duaa Khalid Lutfi
Download or read book An Interpretative Phenomenological Analysis Exploring Teacher Experiences with Professional Development in Middle School English Language Arts Classrooms written by Duaa Khalid Lutfi and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-quality and effective professional development is necessary and “...should be made available to all teachers” (Borko, 2004, p. 3). This dissertation focuses on teacher professional development (PD) and an exploration into the meaning teachers attribute to a PD experience. Stemming from interdisciplinary questions such as, how do we align PD to meet teachers’ needs and expectations? and how do teachers learn?, this study aims to examine the experiences and meanings of specific sixth grade ELA teachers in their participation in District PD, a district-led PD series using Interpretative Phenomenological Analysis (IPA). IPA stems from qualitative and ontology research perspectives and captures the context of human experience, phenomena, and life. After thorough analysis of each participant interview transcript and reflection, the results of this dissertation shed light about the reality of the District PD experience for each of the three participants. Moreover, these findings indicated five themes: Teacher Embodiment, the District PD Experience, the Meaning of PD, the Success and Value of District PD, and Unexpected Findings. These themes demonstrated the need for teachers to be heard, their epistemological beliefs to be acknowledged, their meanings of a PD experience, and the design of PD that enhances task value, expectancies for success, and cost across all PD experiences. Results suggested the flexibility of IPA and its application to current PD practices of teachers’ experiences and meaning. Implications and recommendations such as, a prescreening survey given to future participants would aid the development of an aligned PD for teacher participations and collecting data across all four sessions of District PD would better inform this phenomenon. Further research into teacher PD and IPA across other disciplines are also presented and discussed. These include researching participatory research approaches, a longitudinal study of District PD over a course of two years, and the intersectionality of teacher PD, Interpretative Phenomenological Analysis, and Expectancy Value Theory (EVT).
Book Synopsis Building Asset-Based Transitions to Postsecondary Education with Multilingual Students with Disabilities by : Audrey A. Trainor
Download or read book Building Asset-Based Transitions to Postsecondary Education with Multilingual Students with Disabilities written by Audrey A. Trainor and published by Taylor & Francis. This book was released on 2024-09-30 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services. It aims to improve our understanding of, and thus the supportive service provisions for, the dually identified student population in secondary and higher education settings. The book explores dually identified students’ complex and intersectional experiences, strengths, and needs using multiple methods of inquiry, including the examination of educational transition-focused policies and practices, a comprehensive review of research results, case studies, and comparative analysis of key stakeholder perspectives for this student population. With a focus on equitable, culturally sustaining transition research and practice, the book informs graduate students, researchers, and teacher educators about how to mitigate the effects of historical marginalization, increasing our collective understanding of intersectional experiences and how they shape young adults’ choices as they leave high school and move into young adulthood.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Navigating Two Worlds by : Cynthia F. Cid
Download or read book Navigating Two Worlds written by Cynthia F. Cid and published by . This book was released on 2021 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study is to understand the experiences of high school teachers instructing dual credit courses for which they serve as college adjunct faculty in South Texas. The central research question addressed in this study is: What are the experiences of adjunct faculty teaching dual credit courses in South Texas? The theory guiding this study is Albert Bandura’s social cognitive theory. This study used a qualitative research design with a phenomenological approach. The settings of the research were three high schools that offer dual credit courses in Arroyo Nordville, located in South Texas. In this study, pseudonyms were used for the three high schools, namely East Arroyo High School, West Arroyo High School, and North Arroyo High School. Participants were eligible to participate in the study if they are high school teachers instructing a dual credit course at the high school and serve as adjunct faculty at Nordville Texas Community College. This qualitative study utilized extensive interviews, photo interviewing techniques, and document analysis to study the experiences of high school dual credit teachers. The data gathered were analyzed through open coding and the phenomenological method of analysis utilizing Moustakas’ epoché, phenomenological reduction, imaginative variation, and synthesis of description. Five themes were identified from the study: upholding college standards, institutionalized expectations, double edge experiences, key factors to succeed in dual credit teaching, and training and support. The research corroborated and extended previous findings. Theoretical, empirical, and practical implications are discussed in this research.
Book Synopsis The Experience of Teachers Implementing Problem-cased Learning in an English Language Arts Class in Hawaii by : Lavinia Sonia Mikaela Callahan
Download or read book The Experience of Teachers Implementing Problem-cased Learning in an English Language Arts Class in Hawaii written by Lavinia Sonia Mikaela Callahan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand teachers’ experiences of implementing problem-based learning (PBL) at Leeward School. The theory guiding this study is Knowles’s self-directed learning (SDL) theory; it explored skills related to SDL. A transcendental phenomenological research approach was to understand how teachers implement PBL experiences, the phenomenon studied. A purposeful sampling method was used to select participants. The central research question was: What are the experiences of teachers implementing PBL in an English language arts classroom in a private school in Hawaii? The setting is Leeward School in Hawaii. Data were collected through semi-structured interviews, follow-up interviews, and a focus group discussion. Data collected from the semi-structured interviews, follow-up interviews, and a focus group discussion created descriptions, apply codes, and develop themes. Data analysis was done by using open coding, embedded analysis and looking for themes. The themes found were self-efficacy, resources and supportiveness.
Book Synopsis Teacher Development for Immersion and Content-Based Instruction by : Laurent Cammarata
Download or read book Teacher Development for Immersion and Content-Based Instruction written by Laurent Cammarata and published by John Benjamins Publishing Company. This book was released on 2020-09-15 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Its primary aim is to inform teacher education practice and stimulate additional research in the field by showcasing ground-breaking research on teacher preparation and professional development programs from around the globe as well as teacher educators’ experience in these varied educational contexts. The contributions illustrate several points of access into classroom research and pedagogy and add insight into the complexity of teacher preparation and professional development in this dynamic and constantly evolving sector. The depth of scholarship and breadth of experience represented by the contributors promises a productive and rewarding read. Originally published as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018).
Book Synopsis A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students by : Carrie Olstad Sueker
Download or read book A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students written by Carrie Olstad Sueker and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exit Narratives by : Nathalis G. Wamba
Download or read book Exit Narratives written by Nathalis G. Wamba and published by University Press of America. This book was released on 2010-06-14 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exit Narratives examines what constitutes good teaching and engaged learning and how to use this knowledge to support teachers in their efforts to create learning environments that encourage academic mastery and nourish students as social beings. The authors explore a range of issues: why they became teachers, their first years of teaching, what worked for them, the micropolitics of teacher interactions, becoming proficient teachers, as well as their last year of teaching and what they did next. These former teachers took a stand in their careers to create a better environment for both teaching and learning.
Book Synopsis The Transition from Classroom Teacher to Instructional Coach by : Karin Elizabeth Graham
Download or read book The Transition from Classroom Teacher to Instructional Coach written by Karin Elizabeth Graham and published by . This book was released on 2019 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental, phenomenological study was to describe the experiences of 13 teachers who have transitioned from the role of classroom teacher to instructional coach. All participants were actively involved in at least one of two online instructional coaching forums. At this stage in the research, the teacher to instructional coach transition experience can be described as the decisions and circumstances that led a classroom teacher to pursue the role of instructional coach. The instructional coach can be defined as a collaborative teaching partner that helps build teacher capacity and provides teachers individualized professional development to meet their learning. Using Schlossberg’s (1981) transition theory to examine the teacher decision-making process and the transition to instructional coach and Bandura’s (1992) social cognitive theory to examine self-efficacy and its relation to transitions, the study sought to answer the central research question: What are the experiences of teachers who transitioned from the role of classroom teacher to instructional coach? Interviews, online focus groups, and hypothetical letters from participants to teachers considering transitioning from a classroom teacher, explained their experience with the transition. I analyzed the data to determine emerging themes that explored teachers’ decisions to transition from the classroom to the role of instructional coach. Themes from the research that emerged as the essence of the phenomenon are presented as: (a) need for change; (b) call to support teachers; (c) transition is difficult but rewarding; (d) relationships matter. Using participant’s shared experiences the study revealed the transition, although difficult at first, yielded personal and professional rewards for each participant.
Book Synopsis A Phenomenological Study of Novice Teachers' First-year Experiences in Curriculum Development in International Schools by : Rachel Morgan Pedigo
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.
Book Synopsis Secondary Teacher Experiences in Professional Learning Communities by : Tiphani Jo Morris Morris
Download or read book Secondary Teacher Experiences in Professional Learning Communities written by Tiphani Jo Morris Morris 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 research study was to describe secondary mathematics, science, English Language Arts (ELA), and social studies teachers’ experiences with PLCs at Central Texas secondary schools. Using Wenger’s (1998) social theory, the study answered the central research question: What are the lived experiences of secondary mathematics, science, ELA, and social studies teachers involved in PLCs in Central Texas? The sub-questions included: What collaborative experiences do secondary teachers have during PLCs? What professional learning experiences do secondary teachers have during PLCs? The setting included two middle schools and one high school located in Central Texas. The sample size was 12 public-school teachers, and data were collected through interviews, focus group conversations, and observations. The data were categorized into common themes and patterns.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Phenomenological Study of Performance Assessments in Detracked Secondary English Classes by : Susan Renee Mahlburg
Download or read book A Phenomenological Study of Performance Assessments in Detracked Secondary English Classes written by Susan Renee Mahlburg and published by . This book was released on 2020 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand how teachers described the experience of using performance assessments in detracked English classrooms. The theory guiding this study was constructivism, a psychological theory of learning based on the work of Vygotsky, which holds that learning, especially lasting, meaningful learning, results from the activity and self-organization resulting from learners’ attempts to create meaning. The central research question addressed how teachers described the experiences and purposes of teaching in detracked secondary English classrooms, with additional research questions focusing on the use of performance assessments, advantages and disadvantages of detracking, professional development, and other differentiation methods in detracked English classrooms. Interviews, focus groups, and open-ended prompts were used to collect data from 14 teachers who taught in detracked English classrooms using performance assessments. I carried out data analysis through the transcendental phenomenology approach described by Moustakas (1994). Three themes emerged from the analysis: students need support, teachers need support, and performance drives learning. In answering the research questions, teachers described detracked classrooms with a wide range of readiness that makes individual attention necessary for effective differentiation, which is rewarding but time-intensive. Professional development was described as lacking in availability and quality. Performance assessments are used to promote higher-level thinking, provide choice that enhances relevancy, and drive student efficacy.
Book Synopsis Exploring Teachers' Phenomenological Experiences of a Principal's Change Initiative by : Anne-Marie Louise Black
Download or read book Exploring Teachers' Phenomenological Experiences of a Principal's Change Initiative written by Anne-Marie Louise Black and published by . This book was released on 2018 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational change has traditionally been viewed as an objective and rational process. From this perspective, school leaders have been dependent on solving the infuriatingly elusive effective change process puzzle by trying to “finetune the plan to ensure it incorporated every essential piece of the jigsaw” (Branson, 2010, p. 18). Despite educators seeking to explain events and control processes for change for many decades, effective educational change remains an elusive outcome. By striving to objectify the process, people can overlook the subjective influence that a change initiative may have on the behaviour and attitudes of those involved in enacting change. For this research, the term 'phenomenology' is used to refer to a person's subjective emotional dimension and this is distinct from its use in a research methodology sense. (...) Consistent with a broader body of scholarship concerned with educational change, this research is guided by an interpretivist paradigm through which educators' constructions of the principal's change initiative are elucidated. Within a school, teachers constantly interpret their experiences and construct multiple views of reality. The way that each teacher enacts their professional role is shaped by their individual perception of reality and the meaningful social interactions that they have with the people they interact with. Case-study methodology enables a detailed exploration of an experience, and for this research it is the implementation of the principal's change initiative. Perceptions of this particular change initiative are gathered from the principal, the change facilitator, and the teachers from a Catholic primary school in the State of Queensland, Australia. All teachers at the research school completed an electronic survey to share their perceptions of the change initiative implemented at this school. Individual semi-structured interviews were also conducted with the principal, the change facilitator, and 16 of the teachers at the research school. It is argued in this thesis that imposing a change initiative on teachers can result in them expressing negative phenomenological responses towards the focus area of change which reinforces their reluctance, if not resistance, towards continuing to enact the change. Furthermore, it supports the understanding that a planned educational change strategy is significantly deficient if it does not incorporate a means for ascertaining, and positively responding to, the ongoing phenomenological responses to the change processes from those involved in bringing about the change. This implies that those who are overseeing the change need to not only be effective managers of the change process, but they also need to have the dispositional characteristics to be effective leaders of people.
Book Synopsis The Science of Learning and Development by : Pamela Cantor
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Book Synopsis A Phenomenological Study Exploring the Experiences of Flourishing Among University Students Transitioning Directly from High School by : Christina Volstad
Download or read book A Phenomenological Study Exploring the Experiences of Flourishing Among University Students Transitioning Directly from High School written by Christina Volstad and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the experiences of flourishing, among first year university students making the transition directly from high school, to develop a beginning understanding of 1) the factors that promote flourishing amidst this academic and developmental transition, and 2) how first year students define and experience flourishing. An interpretive phenomenological approach, underpinned by Gadamer's hermeneutic philosophy, was used with semi-structured interviews, in a sample of nine full-time, first year university students, ages 18-20 years. The experience of flourishing emerged as temporal thematic understandings unearthing factors associated with: 1) personal strengths and areas of personal challenges 2) positive and trying aspects of personal health challenges 3) family/parental support and challenges 4) positive and challenging aspects of the living, high school and university environments and 5) positive and challenging aspects of community involvement. These perceptions offer new understandings of the concept of flourishing as well as implications for practice, policy, and research.
