A Phenomenological Study Of Middle School Teacher Experiences In A Standardized Testing Environment

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A Phenomenological Study of Middle School Teacher Experiences in a Standardized Testing Environment

Author : Megan Raines Stevens
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (138 download)

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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.

Understanding the Experiences of Middle School Social Studies Teachers Creating Personalized Learning Classrooms

Author : Robert Lee Carlyle (III)
Publisher :
ISBN 13 :
Total Pages : 168 pages
Book Rating : 4.:/5 (18 download)

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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).

An Examination of Teachers’ Experiences with the Multi-tiered System of Support Process in a Middle School Setting

Author : Martavious K. Johnson
Publisher :
ISBN 13 :
Total Pages : 152 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis An Examination of Teachers’ Experiences with the Multi-tiered System of Support Process in a Middle School Setting by : Martavious K. Johnson

Download or read book An Examination of Teachers’ Experiences with the Multi-tiered System of Support Process in a Middle School Setting written by Martavious K. Johnson and published by . This book was released on 2022 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to understand teachers’ experiences when implementing the Multi-Tiered Systems of Support systemic framework in a middle school setting. The problem was teachers’ lack of emotional and tangible support from their schools when exerting time, energy, and resources necessary for successful implementation of the components of the Multi-Tiered System of Support (MTSS) framework. The theory that guided this study was Revans’ action learning theory (ALT), which consisted of four components: (a) problems, (b) clients, (c) self-advisors, and (d) processes. The central research question that guided this study was: what are the experiences of teachers when it comes to selecting appropriate interventions for middle school students when working within the multi-tiered systems of support in a middle school setting? I collected data from nine participants via semi-structured interviews and a focus group, and a document review of the schools’ policies and procedures that highlighted the MTSS framework. Three themes emerged as the findings from this study that included: (a) time constraints, (b) lack of training and support, and (c) processes that are not streamlined for the cohesive evaluation of students.

An Exploration of Middle School Teachers' Essences of Participation in Service-learning Activities

Author : Ashlee Elizabeth Cochran Holmes
Publisher :
ISBN 13 :
Total Pages : 228 pages
Book Rating : 4.:/5 (858 download)

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Book Synopsis An Exploration of Middle School Teachers' Essences of Participation in Service-learning Activities by : Ashlee Elizabeth Cochran Holmes

Download or read book An Exploration of Middle School Teachers' Essences of Participation in Service-learning Activities written by Ashlee Elizabeth Cochran Holmes and published by . This book was released on 2013 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities" (Learn and Serve, 2012, para. 1). For over a century, service-learning has become more widespread in schools across the United States (National Service-Learning Clearinghouse, 2012; Rocheleau, 2004; United We Serve, 2012; Wilczenski & Commey, 2007; Youth Service America, 2011). While some empirical studies have been reported on pre-service teachers and students' experiences, this study seeks to examine the service-learning teachers' experience more closely. Phenomenology is a research paradigm in which the goal is to discover the essence of a particular experience for those who live it. For this study, a phenomenological research and analysis model defined by Moustakas (1994) was used as the methodological basis. Data for the study was generated from six in-depth interviews with middle school service-learning teachers in the Midwest. Interviews were transcribed and analyzed according to the steps outlined by Moustakas. Each of the participants also had the opportunity to provide a narrative account of their most memorable experience with service-learning. Data for the study was also generated from two observations; data was gathered while the service-learning teachers and their students participated in service-learning events. The narrative and observation data were analyzed according to the steps defined by Miles and Huberman (1994). These steps provided a useful structure to the phenomenological research method. From the interviews, two dominant themes provided meaning of the phenomenon of service-learning. From the narrative documents, two themes were present. The observations presented three common themes. Essences of the experience revealed through the data analysis process revealed fostering relationships as the copiously common dominant theme present in the phenomenological interviews, and narrative documents, and observations. The essence of fostering relationships was defined as students and teachers building relationships. The following meaning units were used to determine the essence: notations regarding the process of teachers and students getting to know each other on a deeper level, building relationships, forming close bonds, and making and sharing personal connections. Also notable, the essence of teacher support was prevalent in the interviews and observations, but not the narrative documents. The results of this study support the practice of service-learning in the middle school classroom. The findings revealed implications for two key groups; the first, educational leaders and administrators and secondly, service-learning teachers, classrooms, and the community. When implemented appropriately, service-learning can have the potential to provide a conduit for educators to address issues of social justice and cultural diversity awareness and to enhance student growth and responsibility.

A Phenomenological Study of Middle School Teachers' Experiences of Implementing Social Promotion Policies in a Public School District

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Author : Kelley L. Duffy
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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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.

The Unintended Consequences of High-Stakes Testing

Author : Gail M. Jones
Publisher : Rowman & Littlefield Publishers
ISBN 13 : 1461715474
Total Pages : 189 pages
Book Rating : 4.4/5 (617 download)

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Book Synopsis The Unintended Consequences of High-Stakes Testing by : Gail M. Jones

Download or read book The Unintended Consequences of High-Stakes Testing written by Gail M. Jones and published by Rowman & Littlefield Publishers. This book was released on 2003-04-09 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: To better understand how high-stakes accountability has influenced teaching and learning, this book takes an in-depth look at the myriad consequences that high-stakes tests hold for students, teachers, administrators, and the public. By focusing on these tests and spending large amounts of time on test preparation and driving teachers to teach low-level, rote memorization, schools are essentially wiping out non-tested subjects such as science, social studies, physical education, and the arts. Although testing is promoted as a strategy for improving education for all, research shows that testing has differential effects on students with special needs, minority students, students living in poverty, and those for whom English is a second language. The Unintended Consequences of High Stakes Testing unpacks the assumptions and philosophical foundations on which testing policies are based. The authors' arguments are grounded in extensive interviews and research. Through an examination of research, these authors show that high-stakes testing promotes students' dependence on extrinsic motivation at the cost of intrinsic motivation and the associated love of learning—which has tangible impacts on their education and lives. Features: -Examines how high stakes testing from the perspectives of teachers, students, and adminstrators. -Considers how testing impacts the curriculum including tested subjects such as reading, writing, and mathematics as well as non-tested subjects such as science, social studies, physical education, and the arts. -Documents how teachers and administrators engage in test preparation and discusses ethical and unethical test preparation practices. -Reviews the evolution of testing through history and how it mpacts the curriculum. -Examines the differential effects of testing on students with special needs, minority students, students living in poverty, and those for whom English is a second language.

This We Believe

Author : National Middle School Association
Publisher : National Middle School Assn
ISBN 13 : 9781560902324
Total Pages : 66 pages
Book Rating : 4.9/5 (23 download)

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Book Synopsis This We Believe by : National Middle School Association

Download or read book This We Believe written by National Middle School Association and published by National Middle School Assn. This book was released on 2010-01-01 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Middle School Teachers' Experiences Addressing Gifted Students' Basic Psychological Needs

Author : Lorri Thibodeaux Caldwell
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)

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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.

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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Author : Kristy Ann Clapper
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (435 download)

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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:

Middle School Teachers' Perspectives of Transitioning from the Traditional Teaching Model to the Blended Learning Model

Author : Lisa Bancum-Manross
Publisher :
ISBN 13 :
Total Pages : 207 pages
Book Rating : 4.:/5 (964 download)

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Book Synopsis Middle School Teachers' Perspectives of Transitioning from the Traditional Teaching Model to the Blended Learning Model by : Lisa Bancum-Manross

Download or read book Middle School Teachers' Perspectives of Transitioning from the Traditional Teaching Model to the Blended Learning Model written by Lisa Bancum-Manross and published by . This book was released on 2016 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore the shared experiences of teachers going from a face-to-face traditional teaching model (FTFM) to a blended learning model (BLM) in a middle school setting in the southeastern United States. The theory, which guided this study was Schlossberg’s (1981, 2011) Transition Theory. Within the study, one central question and four sub-questions were used to guide the study. The research questions focused on middle school teachers’ experiences, as they implemented a BLM of instruction. To address these questions, data collection included individual interviews, a focus group, and a blogging activity. Using Moustakas’ (1994) procedures of analysis of data, techniques such as bracketing, horzonalization, clusters of meaning and identifying textural and structural descriptions led to an overall composite description of the essence of the phenomenon. Findings from this study revealed that teachers recognized a shift in their roles from lecturer to facilitator and expressed self-efficacy played a role in a successful transition. Teachers described professional development as beneficial; however, it was not the deciding factor in the shift to a BLM but reliance on peers for new teaching strategies, emotional support, and shared knowledge contributed to the shift in teacher practice. Finally, teachers indicated that blended learning was a new concept and they needed more opportunities to devise new strategies through observing colleagues, engaging in collaboration and reflection, and time to research new teaching methods. Keywords: blended learning, blended learning model, hybrid learning, online learning, self-directed learning

A Phenomenological Study of Middle School Teachers' Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District

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Author : David Thacker
Publisher :
ISBN 13 :
Total Pages : 221 pages
Book Rating : 4.:/5 (952 download)

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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.

A Qualitative Phenomenological Study of Veteran Teachers to Increase Novice Teacher Retention

Author : Darcel Boyer
Publisher :
ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis A Qualitative Phenomenological Study of Veteran Teachers to Increase Novice Teacher Retention by : Darcel Boyer

Download or read book A Qualitative Phenomenological Study of Veteran Teachers to Increase Novice Teacher Retention written by Darcel Boyer and published by . This book was released on 2013 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent school reform initiatives and state mandates dictate increases in teacher accountability with teacher performance based on the results of standardized test scores. Although the number of teachers who choose to leave the profession is distressing, there are those who choose to remain for the long term. Utilizing the modified van Kaam method of phenomenological analysis the lived experiences of eight veteran high-needs teachers employed by an urban school district in Virginia were explored. The veteran teachers identified by school administrators as highly-effective reflect on the successes and challenges of working in a high-needs school, identifying internal and external factors that play a role in their decision to remain in their instruction environment. Several key themes emerged from the study: students and parents, administration, and professional development. Implications emerging from the study viewed by participants as essential to job performance, teacher effectiveness, and longevity in the profession (a) the desire to impact student lives (b) a positive school culture (c) building relationships,(d) a sense of family (e) being part of a school community (f) opportunities for leadership (g) time to collaborate with peers (h) support from peers and administrators (i) opportunities to provide input into decisions that affect the school (j) engaging professional development that directly relates to content and grade levels taught. Future research might involve replicating the study with teachers employed at the middle and secondary school levels.

A Phenomenological Study on Middle-school Science Teachers' Perspectives on Utilization of Technology in the Science Classroom and Its Effect on Their Pedagogy

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Author : Roshani Rajbanshi
Publisher :
ISBN 13 :
Total Pages : 558 pages
Book Rating : 4.:/5 (991 download)

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Book Synopsis A Phenomenological Study on Middle-school Science Teachers' Perspectives on Utilization of Technology in the Science Classroom and Its Effect on Their Pedagogy by : Roshani Rajbanshi

Download or read book A Phenomenological Study on Middle-school Science Teachers' Perspectives on Utilization of Technology in the Science Classroom and Its Effect on Their Pedagogy written by Roshani Rajbanshi and published by . This book was released on 2017 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: With access to technology and expectation by the mainstream, the use of technology in the classroom has become essential these days. However, the problem in science education is that with classrooms filled with technological equipment, the teaching style is didactic, and teachers employ traditional teacher-centered methods in the classroom. In addition, results of international assessments indicate that students' science learning needs to be improved. The purpose of this study is to analyze and document the lived experience of middle-school science teachers and their use of technology in personal, professional lives as well as in their classroom and to describe the phenomenon of middle-school science teachers' technological beliefs for integration of digital devices or technology as an instructional delivery tool, knowledge construction tool and learning tool. For this study, technology is defined as digital devices such as computer, laptops, digital camera, iPad that are used in the science classroom as an instructional delivery tool, as a learning tool, and as a knowledge construction tool. Constructivism is the lens, the theoretical framework that guides this qualitative phenomenological research. Observation, interview, personal journal, photo elicitation, and journal reflection are used as methods of data collection. Data was analyzed based on a constructivist theoretical framework to construct knowledge and draw conclusion. MAXQDA, a qualitative analysis software, was also used to analyze the data. The findings indicate that middle-school science teachers use technology in various ways to engage and motivate students in science learning; however, there are multiple factors that influence teachers' technology use in the class. In conclusion, teacher, students, and technology are the three sides of the triangle where technology acts as the third side or the bridge to connect teachers' content knowledge to students through the tool with which students are familiar. Keywords: Teachers' belief, science and technology, knowledge construction

Phenomenological Studies in Education

Author : DeHart, Jason D.
Publisher : IGI Global
ISBN 13 : 1668482770
Total Pages : 353 pages
Book Rating : 4.6/5 (684 download)

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Book Synopsis Phenomenological Studies in Education by : DeHart, Jason D.

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.

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 594 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Phenomenological Study of Middle School Teacher Practices Regarding Homework in an Eastern North Carolina Rural Community

Author : Anna F. Brooks
Publisher :
ISBN 13 :
Total Pages : 228 pages
Book Rating : 4.:/5 (123 download)

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Book Synopsis Phenomenological Study of Middle School Teacher Practices Regarding Homework in an Eastern North Carolina Rural Community by : Anna F. Brooks

Download or read book Phenomenological Study of Middle School Teacher Practices Regarding Homework in an Eastern North Carolina Rural Community written by Anna F. Brooks and published by . This book was released on 2019 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was an investigation of homework practices at the middle school level. For this phenomenological study, 48 certified middle school teachers in an eastern North Carolina rural community provided insight about homework at the middle school level by participating in a survey. The debate about homework is ongoing and often evokes a variety of passionate responses from those on both sides of the debate. The findings in this study revealed a spectrum of homework practices throughout the five middle schools. Homework is the most widely used instructional practice, yet one that is rarely reflected upon by teachers, administrators, and district leaders. In order to support learning, teachers need to make the time to review research-based practices in order to determine implications on their own classroom practices and then apply these practices to their current instruction to ensure homework plays a beneficial role in the learning process for students. Based on the findings, this study provided research for further studies and implication for practice for district leaders, administrators, and teachers.

A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed Through Personal and Occupational Experience

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Author : Joseph G. Gerics
Publisher :
ISBN 13 :
Total Pages : 196 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed Through Personal and Occupational Experience by : Joseph G. Gerics

Download or read book A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed Through Personal and Occupational Experience written by Joseph G. Gerics and published by . This book was released on 2019 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study is to describe the lived experience of social-emotional learning both personal and professional for twelve urban middle school teachers in northeast Ohio. Urban middle school teachers have typically been under-represented in the research around social-emotional learning and this study looks to give voice to this under-represented group. Through the research, this study gained information regarding urban middle school teachers’ personal and professional experiences with social and emotional learning and how this experience promotes or inhibits successful implementation of social-emotional learning within the classroom. The theories guiding this study are Emotional Intelligence which root the five core competencies of social emotional learning, Malsow’s Hierarchy of Needs and Social-cognitive Theory. Social-cognitive theory was used as a foundation to describe self-efficacy as it relates to urban middle school teachers’ experience with social-emotional learning both within themselves and within the classroom. Through semi-structured interviews, announced observations, and a focus group, data was gathered to ascertain the essence of teachers’ lived experience both personal and occupational with social-emotional learning. Data was analyzed through phenomenological reduction, memoing and coding, and rich-thick description.