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A Phenomenological Study Of High Performing Middle School Students And Their Experiences Of The Development Of Their Relationships With Their Teachers
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Book Synopsis A Phenomenological Study of High Performing Middle School Students and Their Experiences of the Development of Their Relationships with Their Teachers by : Kristy Ann Clapper
Download or read book A Phenomenological Study of High Performing Middle School Students and Their Experiences of the Development of Their Relationships with Their Teachers written by Kristy Ann Clapper and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What Is Important to Middle School Students in Their Relationships With Their Teachers? A Journey Into Phenomenology by : Kauffman
Download or read book What Is Important to Middle School Students in Their Relationships With Their Teachers? A Journey Into Phenomenology written by Kauffman and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2009, I began my journey to earn an EdD with determination and passion but found the road included twists and turns that required perseverance and patience. By examining middle school students perceptions about the role their relationship with a teacher has in the learning process, I listened for elements of their experiences that might inform educators. Previous studies looked at the impact of trustworthy relationships among the adults in the school and the positive impact that had on achievement. One study done by Dr Megan Tschannen-Moran looked at trustworthy relationships between administrator and teachers and found this also has an impact on achievement. The study documented here looked at the students experience with trustworthy relationships and how they perceived the impact on their learning these relationships had. Data were gathered through interviews and analyzed using hermeneutic phenomenology with reflexivity in the analysis. This case study presents a description of the challenges in completing one kind of qualitative study known as phenomenological study and care needed to interview minor participants.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Excuses written by Stephan Thernstrom and published by Simon and Schuster. This book was released on 2009-07-14 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black and Hispanic students are not learning enough in our public schools, and their typically poor performance is the most important source of ongoing racial inequality in America today—thus, say Abigail and Stephan Thernstrom, the racial gap in school achievement is the nation's most critical civil rights issue and an educational crisis; it's no wonder that "No Child Left Behind," the 2001 revision of the Elementary and Secondary Education Act, made closing the racial gap in education its central goal. An employer hiring the typical Black high school graduate or the college that admits the average Black student is choosing a youngster who has only an eighth-grade education. In most subjects, the majority of twelfth-grade Black students do not have even a "partial mastery" of the skills and knowledge that the authoritative National Assessment of Educational Progress calls "fundamental for proficient work" at their grade. No Excuses marshals facts to examine the depth of the problem, the inadequacy of conventional explanations, and the limited impact of Title I, Head Start, and other familiar reforms. Its message, however, is one of hope: Scattered across the country are excellent schools getting terrific results with high-needs kids. These rare schools share a distinctive vision of what great schooling looks like and are free of many of the constraints that compromise education in traditional public schools. In a society that espouses equal opportunity we still have a racially identifiable group of educational have-nots—young African Americans and Latinos whose opportunities in life will almost inevitably be limited by their inadequate education. When students leave high school without high school skills, their futures—and that of the nation—are in jeopardy. With successful schools already showing the way, no decent society can continue to turn a blind eye to such racial and ethnic inequality.
Book Synopsis A Phenomenological Study of Middle School Teacher Experiences in a Standardized Testing Environment by : Megan Raines Stevens
Download or read book A Phenomenological Study of Middle School Teacher Experiences in a Standardized Testing Environment written by Megan Raines Stevens 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 qualitative transcendental phenomenological study was to describe the lived experiences of middle school teachers in a standardized testing environment. Using Spiro, Feltovich, and Coulson’s theory of cognitive flexibility as a theoretical framework, this study sought to answer the central question: What are the experiences of middle grade teachers in a standardized testing environment? Sub-questions sought to understand how and why middle school teachers adjust instructional practices in a standardized testing environment. A purposeful criterion sampling followed by snowball sampling was used to select participants with the shared lived experience of teaching in a standardized testing environment from four middle schools within a single rural southwest Virginia school district. Data was collected through a writing prompt, interviews, and focus group interviews. Data analysis occurred through epoché phenomenological reduction, imaginative variation, and describing the essence of the lived experience. The study revealed that teachers perceived this environment limits their ability to adjust instructional practices to meet the needs of the students, fosters feelings of resentment regarding the teacher evaluation process, and introduces concerns on the effects of the Covid-19 pandemic on the standardized testing environment as the continued focus of instruction in this environment is the end-of-course standardized assessment.
Book Synopsis Creating the Opportunity to Learn by : A. Wade Boykin
Download or read book Creating the Opportunity to Learn written by A. Wade Boykin and published by ASCD. This book was released on 2011 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explore why some schools are making more progress than others, so you can focus on what works and build the capacity of high-performance, high-poverty schools.
Book Synopsis Understanding the Experiences of Middle School Social Studies Teachers Creating Personalized Learning Classrooms by : Robert Lee Carlyle (III)
Download or read book Understanding the Experiences of Middle School Social Studies Teachers Creating Personalized Learning Classrooms written by Robert Lee Carlyle (III) and published by . This book was released on 2018 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to examine teachers’ experiences of implementing personalized learning in the social studies classroom at middle schools in Georgia. Personalized learning is the ability to tailor learning to each learner’s interest, strengths, and needs. The theory guiding this study is the discovery learning theory, which was introduced by Jerome Bruner. The central research question guiding the research was “How do middle school social studies teachers in Georgia describe their experiences creating personalized learning classrooms?” Sub-questions used to further refine the central question were: (1) How do teachers motivate students in the personalized learning classroom? (2) How do teachers relate to the students in a personalized learning classroom? (3) How do teachers identify ways to adjust learning in the personalized learning classroom? (4) How do teachers describe the student’s ability to achieve autonomy in the personalized learning classroom? The setting was three middle schools in Georgia. The sample was 15 middle school social studies teachers who currently teach in the personalized learning classroom. The data received came from interviews, focus groups, and document analysis. The Van Kaam Method of Analysis was used for this study. This method and the transcendental phenomenological approach allowed the researcher to obtain a full description of the participants’ experience of the phenomenon (Moustakas, 1994).
Book Synopsis A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program by : Nathan John Buhl
Download or read book A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program written by Nathan John Buhl and published by . This book was released on 2010 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological research study, using three tiers of interview and focus group data, described the attitudes and perceptions of middle students towards the Character, Advisory, Remediation, Enrichment, and School Spirit (CARES) program implemented at a rural middle school in north Georgia. The CARES program is a middle school advisement program designed to better meet the needs of the adolescent learner with the intent of creating a caring learning community which supports the social, emotional, and academic needs of middle school students. Results of the study showed that the students perceived the CARES program positively. Specifically, students communicated high levels of listening, advisory, and academic support from their teachers during the CARES program. Furthermore, students felt as if the program allowed them to socialize with their peers as well as assist them in the development of good character. The students expressed a desire for higher levels of autonomy and independence, and also welcomed more opportunities to know their teachers and increase levels of trust within the teacher-student relationship. There were no significant differences in attitudes and perceptions between grade level and academic eligibility (general, special, and gifted education).
Book Synopsis Middle School Teachers' Experiences Addressing Gifted Students' Basic Psychological Needs by : Lorri Thibodeaux Caldwell
Download or read book Middle School Teachers' Experiences Addressing Gifted Students' Basic Psychological Needs written by Lorri Thibodeaux Caldwell and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative, hermeneutic phenomenological study aimed to investigate teachers’ experiences addressing the psychological needs of gifted middle school students within a public school district in Louisiana. Psychological needs-supportive teaching was defined as the pedagogies teachers employ to build students’ perceptions of autonomy, competence, and relatedness. The study was grounded in Deci and Ryan’s self-determination theory (SDT), which posits that human beings seek growth as part of human nature. The participants were a sample of 12 middle school teachers of identified gifted students in a Louisiana school district. Data collection included personal interviews, artifact submissions, and a focus group discussion. The data were analyzed following van Manen’s wholistic and highlighting approach and Saldaña’s thematic analysis process of in vivo coding to code the data and develop categories. The three themes that emerged from the data analysis were relationships, pedagogy, and balance. The study revealed participants described their experiences addressing gifted middle school students’ psychological needs as a challenging but rewarding process. However, participants also felt they needed more training specifically related to needs-supportive academic and socio-emotional teaching for gifted learners. Findings of this study also showed a need for increased support for gifted education at all administrative levels and opportunities for professional development for teacher growth.
Book Synopsis A Phenomenological Study of Middle School Teachers' Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District by : David Thacker
Download or read book A Phenomenological Study of Middle School Teachers' Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District written by David Thacker and published by . This book was released on 2016 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand middle school teachers' implementation of formative assessment (FA) practices. The study used a transcendental phenomenological design to understand these practices, centering on the teachers' lived experiences with the phenomenon of FA practices. Four essential questions guided the research and concentrated on middle school teachers' implementation of FA practices, perceptions about FA theory and its practices, the obstacles hindering implementation, and beneficial resources and professional learning experiences. The study focused on the lone concept of FA practices and the shared lived experiences that shaped meaning for the participants, 17 middle school teachers as co-researchers from four schools. Data were collected through a screening protocol, semi-structured individual interviews, a focus group, and school- and district-generated site documents. The data were collected, organized, analyzed, and interpreted based on Moustakas's (1994) transcendental phenomenology model and a theoretical framework based on formative assessment theory (FAT) (Black & William, 1998a, 1998b; Bloom, 1968; Marzano, 2010; Sadler, 1989; Scriven, 1967), social constructivism (Vygotsky, 1962, 1978), and experiential learning (Dewey, 1897). Four themes were identified. First, the study found that middle school teachers' implementation of FA practices is evolving with new experiences and social-cultural interactions. Second, teachers desire to know their students academically, socially, and emotionally through FA practices. Third, they need the development of common language and shared expectations for FA practices. Fourth, middle school teachers want leaders to collect their feedback and provide differentiated professional learning.
Book Synopsis Being Myself in School by : Melanie Joy Lichtenstein
Download or read book Being Myself in School written by Melanie Joy Lichtenstein and published by . This book was released on 2019 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chimamanda Adichie (2009), Nigerian novelist, warns the "danger of a single story" is that it becomes the only story. Current scholarly research often features the stories of culturally, linguistically, and economically diverse students through deficit-lens while focusing on underrepresentation, underachievement, and undernomination. This deficit experience unfortunately becomes the "single story" for many high-ability and high-potential culturally diverse children in school. This phenomenological study aimed on centering the personal stories of middle school high-ability young adolescents who are members of historically underrepresented populations to answer the question: What is it like to be high-ability and a member of an underrepresented population in middle school? Using an assets-based lens, heuristic phenomenology, and arts-based inquiry; this study explores the lived experiences of historically underrepresented and high-ability middle school students (UHA). Four major thematic structures emerged from the descriptions of their experiences: (a) context, (b) curricular, (c) developmental, and (d) relationships. These thematic structures were used to create an emergent model of the intersectional experience of UHA middle school students to address contextual, curricular, developmental, and relational issues for young adolescents in school. The implications of this study are applicable to families, educators, policy actors, and researchers who are invested in creating culturally sustaining policies and pedagogical practices for high-ability historically underrepresented middle grades students.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Phenomenological Investigation of Experience in Middle School Honors Math and Language Arts Courses and Student and Teacher Perceptions of Preparedness for Similar High School Honors and Advanced Placement Courses by : Melissa Butler
Download or read book A Phenomenological Investigation of Experience in Middle School Honors Math and Language Arts Courses and Student and Teacher Perceptions of Preparedness for Similar High School Honors and Advanced Placement Courses written by Melissa Butler and published by . This book was released on 2013 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to investigate student and teacher perceptions concerning the impact of honors middle school language arts and mathematics courses on preparedness for similar ninth through twelfth grade classes at a high school in northwest Georgia. The questions that guided the study focused on examining the perceptions of students and teachers who had experienced this phenomenon and their notions of the impact that participation in middle school honors mathematics and language arts courses had on preparedness for non-gifted students enrolled in similar accelerated high school courses. A transcendental phenomenological design was used to discover the essence of experience in middle school honors mathematics and language arts classes. Student interviews, student surveys, and a teacher focus group contributed to the study in order to increase trustworthiness through triangulation of data. Horizontalization and clusters of meaning were utilized to identify common themes that depicted the essence of the experience. Almost all of the participants expressed the belief that middle school honors courses significantly contributed to increased feelings of preparedness and confidence for the challenges and rigor of similar high school honors and Advanced Placement courses. Both student and teacher participants shared mostly positive experiences regarding the phenomenon of middle school honors math and language courses and perceived the early exposure to these classes to be beneficial in preparing high-achieving students for success in subsequent high school honors courses.
Book Synopsis The Black-White Achievement Gap by : Rod Paige
Download or read book The Black-White Achievement Gap written by Rod Paige and published by AMACOM. This book was released on 2010-02-01 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to race in America, we must face one uncomfortable but undeniable fact. Almost 50 years after the birth of the civil rights movement, inequality still reigns supreme in our classrooms. At a time when African-American students trail their white peers on academic tests and experience high dropout rates, low college completion rates, and a tendency to shy away from majors in hard sciences and mathematics, the Black-White achievement gap in our schools has become the major barrier to racial equality and social justice in America. In fact, it is arguably the greatest civil rights issue of our time. The Black-White Achievement Gap is a call to action for this country to face up to and confront this crisis head on. Renowned former Secretary of Education Rod Paige believes we can close this gap. In this thought-provoking book, he and Elaine Witty trace the history of the achievement gap, discuss its relevance to racial equality and social justice, examine popular explanations, and offer suggestions for the type of committed leadership and community involvement needed to close it. African-American leaders need to rally around this important cause if we are to make real progress since students’ academic performance is a function not only of school quality, but of home and community factors as well. The Black-White Achievement Gap is an unflinching and long overdue look at the very real problem of racial disparity in our schools and what we must do to solve it.
Book Synopsis A Phenomenological Study of Middle School Teachers' Experiences of Implementing Social Promotion Policies in a Public School District by : Kelley L. Duffy
Download or read book A Phenomenological Study of Middle School Teachers' Experiences of Implementing Social Promotion Policies in a Public School District written by Kelley L. Duffy 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 describe middle school teachers’ experiences of implementing social promotion policies at a public school district in the southern United States. The study advanced understanding about teachers’ perceptions implementing social promotion policies and how those perceptions impacted their professional behaviors and identity. Weick’s sensemaking theory guided this study as it explains how individuals define and give meaning to their reality when ambiguities and uncertainties exist. The study was designed to explore the central research question, what are middle school teachers’ shared experiences with social promotion policies at a public school district in the southern United States? Thirteen veteran teachers participated in the study and were chosen through purposive sampling techniques. The data were collected through the use of interviews, journal prompts, and focus groups. Data were analyzed in accordance with phenomenological methods outlined by Moustakas. Textural and structural themes were synthesized to describe the essences of the shared lived experiences of the teachers implementing social promotion policies. The findings from this study supported understanding of how teachers make sense of social promotion policies and identified how the social promotion policies impacted the teachers and influenced instructional and assessment practices in the classroom. This study expanded knowledge of the efficacy and impacts of social promotion policies within a district specifically from the educators’ perspectives. This research may influence future policies related to improving the educational profession and opportunities of low achieving students.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Phenomenological Study in the State of Wisconsin by : Daniela M. Porro
Download or read book A Phenomenological Study in the State of Wisconsin written by Daniela M. Porro and published by LAP Lambert Academic Publishing. This book was released on 2011-09 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher conducted a qualitative phenomenological study to examine and disclose some of the factors that influence Spanish-Speaking English Language Learners' ability to complete high school in a public school district in the State of Wisconsin. Since there are multiple factors (individual, family, school, community) that affect the development of the child, the researcher decided to conduct a phenomenological study that would try to discover if there were any common experiences underlying some of these factors. The researcher used first-hand personal and professional experiences and brought individual lenses to the study which affected the design, understanding, and interpretation of the results. The data were extracted from face-to-face interviews with six students and their parents. The findings of this study revealed that these students were encouraged by both school staff and parents. In addition, successful students built deep relationships with their teachers, counselors, and bilingual resource specialists, and learned to advocate for themselves.
