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

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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.

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

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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.

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

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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).

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

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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.

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

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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.

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

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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.

Experiences of Middle School Teachers Implementing the Flipped Classroom Method with Lack of Student Preparedness

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Experiences of Middle School Teachers Implementing the Flipped Classroom Method with Lack of Student Preparedness by : Kristine Hickman

Download or read book Experiences of Middle School Teachers Implementing the Flipped Classroom Method with Lack of Student Preparedness written by Kristine Hickman 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 the United States implementing the flipped classroom model (FCM) when students are not coming to class prepared. The FCM is a framework in which students engage in passive learning activities at home by watching videos uploaded by their teachers so that they can engage in active learning activities in the classroom. The theory guiding this study is Vygotsky’s social-constructivism theory as it promotes critical thinking and problem-solving skills through collaboration, which are very important skills required of today’s 21st century learners. The following questions were researched in this study: (a) What are the experiences of middle school teachers in the United States implementing the FCM with student completion of homework?, (b) What are the experiences of middle school teachers in the United States implementing the FCM with student engagement in the active learning process when homework has not been completed?, and (c) What are the experiences of middle school teachers in the United States implementing the FCM with social collaboration among students during the learning process when homework has not been completed? Data collection included interviews, document analysis, and letter writing from 10 participants who have used the FCM for at least two years. Participants were selected from a flipped learning site on social media by completing a questionnaire. Data analysis included epoché, phenomenological reduction, and imaginative variation and then synthesized to determine the essence of the lived experience of the participants. Three themes that emerged from the data analysis were: homework completion improved and builds confidence, noncompletion of homework leads to delayed engagement, and noncompletion of homework causes insufficient collaboration within the classroom. Two outliers were identified in the area of homework completion

Resources in Education

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ISBN 13 :
Total Pages : 748 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

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:

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

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

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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.

The Case Against Homework

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Publisher : Harmony
ISBN 13 : 030734018X
Total Pages : 306 pages
Book Rating : 4.3/5 (73 download)

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Book Synopsis The Case Against Homework by : Sara Bennett

Download or read book The Case Against Homework written by Sara Bennett and published by Harmony. This book was released on 2007-08-28 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Does assigning fifty math problems accomplish any more than assigning five? Is memorizing word lists the best way to increase vocabulary—especially when it takes away from reading time? And what is the real purpose behind those devilish dioramas? The time our children spend doing homework has skyrocketed in recent years. Parents spend countless hours cajoling their kids to complete such assignments—often without considering whether or not they serve any worthwhile purpose. Even many teachers are in the dark: Only one of the hundreds the authors interviewed and surveyed had ever taken a course specifically on homework during training. The truth, according to Sara Bennett and Nancy Kalish, is that there is almost no evidence that homework helps elementary school students achieve academic success and little evidence that it helps older students. Yet the nightly burden is taking a serious toll on America’s families. It robs children of the sleep, play, and exercise time they need for proper physical, emotional, and neurological development. And it is a hidden cause of the childhood obesity epidemic, creating a nation of “homework potatoes.” In The Case Against Homework, Bennett and Kalish draw on academic research, interviews with educators, parents, and kids, and their own experience as parents and successful homework reformers to offer detailed advice to frustrated parents. You’ll find out which assignments advance learning and which are time-wasters, how to set priorities when your child comes home with an overstuffed backpack, how to talk and write to teachers and school administrators in persuasive, nonconfrontational ways, and how to rally other parents to help restore balance in your children’s lives. Empowering, practical, and rigorously researched, The Case Against Homework shows how too much work is having a negative effect on our children’s achievement and development and gives us the tools and tactics we need to advocate for change. Also available as an eBook

Upper Elementary Teachers' Experiences Supporting Struggling Readers Using Morphological Awareness Instruction

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)

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Book Synopsis Upper Elementary Teachers' Experiences Supporting Struggling Readers Using Morphological Awareness Instruction by : KeyShaze Michelle Ward

Download or read book Upper Elementary Teachers' Experiences Supporting Struggling Readers Using Morphological Awareness Instruction written by KeyShaze Michelle Ward and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This transcendental phenomenological study aimed to examine teachers’ lived experiences with supporting struggling readers using morphological awareness in a public school district in the metropolitan Washington, D.C. area. The central research question guiding this study was, “How do upper elementary educators describe their experiences with morphological awareness instruction to support struggling readers?” The theories guiding the study were the lexical quality hypothesis (LQH) and self-efficacy. This transcendental phenomenological study sampled upper elementary grade educators (4-6 grades) in a public school setting, and data were gathered via interviews, journal prompts, and focus groups. Data were analyzed using steps outlined by Moustakas (1994) and include: epoché, transcendental-phenomenological reduction, imaginative variation, and development of the essence of the phenomenon. Four major themes emerged through the data analysis: instructional practices/interventions, student engagement, instructional strategies, and teacher effectiveness. Future research recommendations include a deeper study on interventions for struggling readers in middle school 6th grade versus 6th grade in elementary schools. Additionally, more research is needed regarding professional development that targets specifically morphology and how educators can bridge the gap with phonology.

Dissertation Abstracts International

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ISBN 13 :
Total Pages : 612 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 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:

"Two Ships Pass in the Night"

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ISBN 13 :
Total Pages : 318 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis "Two Ships Pass in the Night" by : Frank Michael Ruggiero

Download or read book "Two Ships Pass in the Night" written by Frank Michael Ruggiero and published by . This book was released on 2014 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, educators have looked toward the middle school model as an appropriate bridge for children transitioning from elementary school to high school and from childhood to adolescence. However, there continue to be questions surrounding its cornerstone practice of interdisciplinary teaming. Using a qualitative single-case study design, this dissertation was designed to explore how teachers experience the phenomenon of teaming as a feature of middle school reform efforts. It examined how participation or non-participation on a team affected members of a school community whose approach to teaming included some teachers but excluded others. The purpose of this research was to generate better understandings of teachers' lived experience to assist in efforts to improve the teaming model in middle schools. Much of the existing research on middle school reform documents the positive outcomes of teaming but neglects its impact on the larger school community and focuses, instead, on smaller groups of teachers who are part of the teams. By privileging the viewpoints of an under studied population of non-team teachers whose voices are often unheard in the literature on teaming's normative benefits, this study was the first scholarly attempt to compare the experience of team teachers with that of non-team teachers. The significance of this research lay in its ability to explore unintended outcomes of this experience. Both team and non-team teachers chosen through a combination of criterion and convenience sampling took part in semi-structured phenomenological interviews. Data collection procedures also included the observation and analysis of school, district, and community documents. With multiple data sources and data collection methods, both methods triangulation and data triangulation were employed as strategies to improve the internal validity of this research. Results from this research indicate that teacher experience with middle school interdisciplinary teaming varies according to their team or non-team status. Team status affected teachers' opportunities for professional growth, perceptions of instructional effectiveness, and sense of belonging and personal satisfaction. These findings have implications for both policy and practice. Educational policymakers need to understand how teaming affects all members of a school community, and practicing school leaders must be aware of the potential negative effects of teaming that remain under researched, discounted, or swept aside. Future research should be designed to add to the knowledge base of how middle school teaming affects all teachers in schools. In so doing, future research will provide support for school leaders charged with implementing or maintaining middle school reforms and, more specifically, designing and leading interdisciplinary teams in their middle schools.

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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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:

A Phenomenological Study on the Lived Experience of Diverse Learners in the Middle School Classrooms who Failed the Final Exam in Reading and Comprehension at the End of the School Year

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis A Phenomenological Study on the Lived Experience of Diverse Learners in the Middle School Classrooms who Failed the Final Exam in Reading and Comprehension at the End of the School Year by : Carlyn Latoya Benjamin-Raymore

Download or read book A Phenomenological Study on the Lived Experience of Diverse Learners in the Middle School Classrooms who Failed the Final Exam in Reading and Comprehension at the End of the School Year written by Carlyn Latoya Benjamin-Raymore 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 phenomenological study is to explore the lived experiences of 12-15 participants in grades 7-9 who failed the final exam in reading and comprehension at the end of the school year at a school in the Virgin Gorda school district. The central research question that guides this research is: What are the lived experiences of diverse learners in middle school classrooms who failed the final exam in reading and comprehension at the end of the school year? The theories guiding this study are Vygotsky's sociocultural theory and Albert Bandura’s cognitive theory, as they connect to the experiences of diverse learners in the classroom and are related to diversity. A phenomenological approach was used to gather first-hand stories from individuals through face-to-face interaction. Also, a triangulation method was used to collect multiple sources of data. The data sources include classroom observations, interviews, and photographs. The data was coded through bracketing chunks and representations to create descriptions and analyze themes for the finding. Three themes and eight sub-themes emerged from the study. The themes emerged were instructional engagement, classroom management and social engagement. Based on the implications of finding teachers and stakeholders must be aware of the deficiencies that takes places in middles school classrooms and provide the necessary training and tools to help students succeed. Future research should be undertaken on all four public schools in the Virgin Islands school district to get a more comprehensive and accurate view of students lived experiences.

American Doctoral Dissertations

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ISBN 13 :
Total Pages : 776 pages
Book Rating : 4.3/5 (91 download)

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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: