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

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.

Funds of Knowledge

Author : Norma Gonzalez
Publisher : Routledge
ISBN 13 : 1135614059
Total Pages : 332 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Funds of Knowledge by : Norma Gonzalez

Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

A Case Study of Five Urban Middle School Teachers Involved in a Culturally Responsive Teaching Teacher Study Group

Author : Alicia Ann Kerr
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (747 download)

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Book Synopsis A Case Study of Five Urban Middle School Teachers Involved in a Culturally Responsive Teaching Teacher Study Group by : Alicia Ann Kerr

Download or read book A Case Study of Five Urban Middle School Teachers Involved in a Culturally Responsive Teaching Teacher Study Group written by Alicia Ann Kerr and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined urban middle school teachers' participation in a teacher study group (TSG) focused on culturally responsive teaching (CRT) content. Specifically, the researcher investigated the professional development experiences of five urban middle school teachers participating in a TSG on CRT and examined how these urban middle school teachers described their learning experiences of the CRT content. A purposeful sample of five teachers was used. Data collection was done with open-ended surveys, semi-structured interviews and field notes during the interviews and TSG sessions. The data were transcribed and analyzed using constant comparison. Data were continuously shuffled, sorted and re-organized as part of the constant comparative method. Through this method, key themes about TSGs and teachers' learning experiences emerged and were reported. The data analysis for research question one produced three overarching themes: changes in perception of staff development, building relationships and impact on instruction. Each theme had descriptors that further explain more specific aspects of the data results. The second research question was designed so the researcher could report descriptions of each participant's learning experiences of CRT content from the TSG experience. Two major themes emerged for research question two: personal and professional development. The discussion offers considerable support for the findings of existing research on TSGs and the positive attitude towards this design of professional development. The importance of building relationships in TSGs and the impact this TSG had on instruction are contributed to the literature. In this study the findings are reported in the voices of the participants, which is lacking in the current literature. Also, two major themes of the participants' learning of CRT are presented, personal and professional responsibilities, which are new to the existing literature. In conclusion, this research produced two important results for the educational realm: 1) the tremendous need for schools and school districts to offer our current practitioners better and more meaningful staff development, 2) Trained and certified teachers have little to no understanding of the tenets of culturally responsive teaching methods. CRT practices that are proving meaningful, validating and effective need to be further studied and reported.

Urban Middle School Teachers' Journey Implementing Instructional Change Driven by the Common Core State Standards in English Language Arts

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Author : Mary K. Whitrock
Publisher :
ISBN 13 :
Total Pages : 306 pages
Book Rating : 4.:/5 (825 download)

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Book Synopsis Urban Middle School Teachers' Journey Implementing Instructional Change Driven by the Common Core State Standards in English Language Arts by : Mary K. Whitrock

Download or read book Urban Middle School Teachers' Journey Implementing Instructional Change Driven by the Common Core State Standards in English Language Arts written by Mary K. Whitrock and published by . This book was released on 2012 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the significance of the achievement gap (NCES, 2011) facing the American educational system, it is more critical now than ever for teachers to be able to change their instructional practices to meet the needs of their students. Change is a highly complex social process that involves more than identifying the pressing need to change. Change depends on the interrelationship between individual attributes of teachers, the contextual components within a school and the design elements of professional learning processes. This single-site case study described the personal, contextual, and professional learning backgrounds and experiences of four sixth grade English Language Arts teachers who implemented the gradual release of responsibility instructional framework in their regular education, special education and English Language Learner classrooms in an urban middle school in the Midwest. The results of this study described how teacher dispositions contributed to critical moments or tipping points for individual, team, and school level change to occur. This qualitative research study utilized interviews, a document review, and a focus group and was bound by changes that occurred during one school calendar year. The instructional change initiative was launched as a pilot with 13 teachers in the school; the four lead teachers in the pilot were purposely selected as the sample for this study. The interviews and the document review were conducted with the four lead teachers, four lead-teacher-selected informants, the building principal and the district literacy coach. The focus group included the four lead teachers. This study revealed factors that influenced the four teachers' individual motivation including their ability to develop relationships, demonstrate a disposition for all students, and respond well to change or new experiences. The results showed the teachers persevered as a team to transfer learning into practice, created learning progressions and engaged in ongoing cycles of reflection and learning. The four teachers supported all teachers in the pilot by building collaboration and trust, making their instructional change visible, and uniting with a sense of urgency to overcome barriers. The results of this study suggested a multi-faceted integrated approach to change.

Resources in Education

Author :
Publisher :
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:

Creating Emotionally Literate Classrooms

Author : Marc A Brackett
Publisher : National Professional Resources Inc./Dude Publishing
ISBN 13 : 9781934032183
Total Pages : 146 pages
Book Rating : 4.0/5 (321 download)

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Book Synopsis Creating Emotionally Literate Classrooms by : Marc A Brackett

Download or read book Creating Emotionally Literate Classrooms written by Marc A Brackett and published by National Professional Resources Inc./Dude Publishing. This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: A research-based, field-tested program that enhances academic achievement and social competence with developmentally appropriate lessons that are integrated across the curriculum for K-5. The methodology accommodates all learning styles, with six concrete "how to" steps for quick and easy implementation. It also comes with the reproducible materials for student use, as well as supporting teacher materials.

Leading Schools With Social, Emotional, and Academic Development (SEAD)

Author : Madden-Dent, Tara
Publisher : IGI Global
ISBN 13 : 1799867307
Total Pages : 336 pages
Book Rating : 4.7/5 (998 download)

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Book Synopsis Leading Schools With Social, Emotional, and Academic Development (SEAD) by : Madden-Dent, Tara

Download or read book Leading Schools With Social, Emotional, and Academic Development (SEAD) written by Madden-Dent, Tara and published by IGI Global. This book was released on 2021-04-09 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a growing need for social, emotional, and academic development (SEAD) in classrooms, schools, districts, and state offices of public education, but educators struggle to find a resource that guides them on these specific challenges. Educators need valid resources as a means to better prepare themselves to use SEAD within their work and support student success. Tangible evidence-based practices on SEAD implementation and how it mitigates leading challenges in education is a current need in the research community. Challenges such as school safety, discipline and restorative practices, and workforce readiness are a few challenges that are currently in need of being addressed. SEAD in school systems may be a solution for some of these areas of concern as well as providing additional benefits for students, educators, and school systems. Leading Schools With Social, Emotional, and Academic Development (SEAD) provides theoretical and applied frameworks for evidence-based strategies to embed SEAD practices into sustainable and measurable high-impact systems. SEAD advancements and successful applications in increasing student academic achievement, campus safety and school climate, adult SEAD skills, and family/parent and community engagement are discussed. This book is ideal for in-service and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in the applications and successful models of SEAD implementation in schools.

Urban Middle School Teachers' Perceptions of Self-efficacy in Designing, Using, and Interpreting Common Formative Assessments

Author : Brandy J. Bunnell
Publisher :
ISBN 13 : 9781267281319
Total Pages : 344 pages
Book Rating : 4.2/5 (813 download)

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Book Synopsis Urban Middle School Teachers' Perceptions of Self-efficacy in Designing, Using, and Interpreting Common Formative Assessments by : Brandy J. Bunnell

Download or read book Urban Middle School Teachers' Perceptions of Self-efficacy in Designing, Using, and Interpreting Common Formative Assessments written by Brandy J. Bunnell and published by . This book was released on 2012 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, exploratory study was to describe urban middle school content-teachers' reports of self-efficacy in designing, using, and interpreting standards-aligned common formative assessments in order to improve student learning. For the purposes of this study self-efficacy is not a general belief, but one related to specific tasks (Bandura, 1997). As such, the demands of specific tasks within a specified domain serve as the basis upon which judgments of capability are made. Data was also collected concerning experiences that teachers perceived as being most helpful in the development of their confidence regarding these practices. This study was conducted in four urban school districts in Connecticut. Middle school teachers of Language Arts, Mathematics, Science, and Social Studies were polled. The Sense of Efficacy: Common Formative Assessments Survey (Bunnell, 2010), a researcher-developed Internet-based survey, was completed by 64 teachers. Data analyses revealed that a simple majority of urban middle school teachers who participated reported moderately high levels of self-efficacy in the tasks associated with designing, using, and interpreting common formative assessments. Participants reported that they gained confidence from activities mainly associated with emotional arousal, vicarious experiences and enactive mastery experiences.

A Study of Urban Middle School Teachers' Reports on how Instruction in Character Education Contributes to Students' Leadership Practices

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Author : Henry H. Haye
Publisher :
ISBN 13 : 9781267201058
Total Pages : 402 pages
Book Rating : 4.2/5 (1 download)

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Book Synopsis A Study of Urban Middle School Teachers' Reports on how Instruction in Character Education Contributes to Students' Leadership Practices by : Henry H. Haye

Download or read book A Study of Urban Middle School Teachers' Reports on how Instruction in Character Education Contributes to Students' Leadership Practices written by Henry H. Haye and published by . This book was released on 2011 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated urban middle school teachers' reports regarding the relationship between character education and student leadership practices of being honest, forward-looking, being inspiring, and being competent. This study utilized a conceptual framework derived from Kouzes' and Posner's (2002, 2008) extensive research, which uncovered the top four character practices expected of leaders. These practices are: honesty, forward-looking, being inspiring, and being competent. These practices are also embedded in urban middle school character education curriculum. The study's participants were twelve certified middle school teachers drawn from eight urban schools, located in a district in Northeastern United States. Each participant had taught in the school district for over one year. Individual interviews were done with participants to solicit reports regarding the aforementioned students. leadership practices. Data ascertained from urban middle school teachers' reports revealed that the sociocultural context of the school and surrounding community, students' motivation to succeed academically and socially, and teachers' beliefs regarding their instructional and social interactions with students were related to character education and the development of students' leadership practices. Recommendations for practice were designed to help urban middle school administrators and teachers in developing urban middles school students' leadership practices. Urban middle school teachers should receive on-going professional development or in-service training in character education and student leadership practices. A qualitative interview study with middle school administrators should be conducted to determine the amount of emphasis placed on character education. Teachers play a significant role in imparting character education instruction to students. Their reports, therefore, are paramount to assessing character education in their respective schools. The findings from this study are relevant to urban middle school administrators and teachers, in their quest to develop student leaders.

Middle School Principals' Perspective on the Impact of the Social, Emotional Programs in Their Respective Schools

Author : LaWrence Burroughs
Publisher :
ISBN 13 :
Total Pages : 102 pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis Middle School Principals' Perspective on the Impact of the Social, Emotional Programs in Their Respective Schools by : LaWrence Burroughs

Download or read book Middle School Principals' Perspective on the Impact of the Social, Emotional Programs in Their Respective Schools written by LaWrence Burroughs and published by . This book was released on 2020 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals' ideas and attitudes about social emotional learning (SEL) can impact the success or failure of the implementation of school-based social emotional learning interventions. The student population in schools today have become more diverse and engaging students in learning can be challenging when their social emotional needs are not met. It is now the responsibility of schools to provide students with the social and emotional support needed to be successful in school. The purpose of the phenomenological qualitative study was to examine middle school principals' perspectives on the implementation and impact of social emotional programs and interventions in their respective schools. The earliest SEL studies looked at the immediate impact of SEL programs. More recently, researchers have looked at the long-term effects of SEL programs (student academic success and preparing students to be successful citizens in a global society). Findings from this study may provide school leaders with data that will assist in their decision-making process as it relates to the implementation of a social emotional learning program and its impact on students' social emotional competencies and academic achievement. The target population chosen for this study was middle school principals. These participants were located in the Northeastern Region of the United States. The instrumentation used for the study was a one-on-one interview protocol with each principal. The interview protocol contained four sections 1) collection of biographical data 2) clarification of the interview protocol and confidentiality of the process 3) clarification of the purpose of the study 4) description of how the collected data will be used. The collected data that emanated from the recorded interview responses were transcribed using TEMI. Before the research began, IRB approval was received. Then a letter was sent to potential participants via email explaining the purpose of the study and providing a consent form for those agreeing to participate in the study. The interviews were conducted using Zoom or a Google Meet virtual platform and were audio recorded. One finding indicated all of the participants felt the need to meet the mental health needs of their students through the implementation of social emotional support for students. Additionally most respondents found students benefited from the SEL program demonstrating improved behavior, attitudes, SEL skills, and academics. Additionally, all participants created a proactive approach to SEL support by implementing school-wide programs. An additional finding found all of the participants use various forms of school data to support their decisionmaking about the implemented program. Lastly, one additional finding found participants created teams to participate in the decision-making process for the implemented program. The researcher concluded that school leaders have a desire to provide students with the skills and strategies in social emotional competence to be successful in school. These leaders create a climate of shared-leadership, share responsibility, and decision-making by creating planning teams that meet regularly to make decisions about the various aspects of the implementation of their SEL program using school data to support these decisions. Furthermore, recommendations for policy, practice and future study are presented

Listening to Urban Kids

Author : Bruce L. Wilson
Publisher : State University of New York Press
ISBN 13 : 0791491277
Total Pages : 156 pages
Book Rating : 4.7/5 (914 download)

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Book Synopsis Listening to Urban Kids by : Bruce L. Wilson

Download or read book Listening to Urban Kids written by Bruce L. Wilson and published by State University of New York Press. This book was released on 2001-01-11 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the many student voices in this book, urban middle school students want teachers who "stay on them" to complete their work, maintain orderly classrooms, give them the extra help they need to succeed, explain their work clearly, draw on a variety of teaching strategies, and make their work relevant and meaningful. This book, rich in detail, brings these inner-city students' perspectives to life and issues a compelling call for urban school reform that actually touches students' daily lives.

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 546 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 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Qualitative Study Exploring how Perceptions of Problem Student Behavior Impact Building Relationships in an Urban Middle School District

Download A Qualitative Study Exploring how Perceptions of Problem Student Behavior Impact Building Relationships in an Urban Middle School District PDF Online Free

Author : David P. Lewis
Publisher :
ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.:/5 (957 download)

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Book Synopsis A Qualitative Study Exploring how Perceptions of Problem Student Behavior Impact Building Relationships in an Urban Middle School District by : David P. Lewis

Download or read book A Qualitative Study Exploring how Perceptions of Problem Student Behavior Impact Building Relationships in an Urban Middle School District written by David P. Lewis and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored how problem student behavior prompts relationships, as perceived by students, teachers and administrators. It also researched and documented the resources used to implement individual, classroom and school-wide behavioral interventions. Current conceptualizations suggest that successful intervention cannot be one-dimensional in nature but must consist of cooperative interactions that promote emotional support, reward competence, and also promote self-esteem (Ajzen, 2011a; Bandura, 1977; SYoon, 2002). This study was guided by the following three research questions: 1. What contributes to problem student behaviors, as perceived by administrators, faculty, and students? 2. How does problem student behavior impact relationships in a school community, as perceived by administrators, faculty, and students? 3. What strategies, practices, or use of responses could better support students identified as evidencing problem behavior, as perceived by students, teachers, and administrators? This study used a multi-site focus group method at three similar public middle schools. Both Bandura's theory of efficacy and Ajzen's theory of planned behavior served as the theoretical lenses to guide this research project. Many significant themes emerged from this research. Of note was that students engaged more in academics when teachers and administrators are perceived as caring. Lack of student academic comprehension influenced problem student behavior. Lastly, the inconsistent delivery of pro-social programs negatively affected positive relationships among stakeholders in a middle school setting.

The Inter-relatedness of Professional Development and School Culture in Non-urban Middle Schools

Author : Lloyd L. McCabe
Publisher :
ISBN 13 :
Total Pages : 148 pages
Book Rating : 4.:/5 (89 download)

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Book Synopsis The Inter-relatedness of Professional Development and School Culture in Non-urban Middle Schools by : Lloyd L. McCabe

Download or read book The Inter-relatedness of Professional Development and School Culture in Non-urban Middle Schools written by Lloyd L. McCabe and published by . This book was released on 2001 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Impact of Social and Emotional Learning in an Urban Charter Middle School

Author : Timothy B. Malone
Publisher :
ISBN 13 :
Total Pages : 212 pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis The Impact of Social and Emotional Learning in an Urban Charter Middle School by : Timothy B. Malone

Download or read book The Impact of Social and Emotional Learning in an Urban Charter Middle School written by Timothy B. Malone and published by . This book was released on 2016 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research project was to describe outcomes of social and emotional learning programs on middle school students to determine if student motivation and purpose, teacher perception of students' engagement, parent's perception of school culture, and/or gender differences were impacted. The researcher utilized three instruments to collect participant data: the AdvancED Student Survey, AdvancED Teacher Survey, and the AdvancED Parent Survey. The student population studied consisted of 5th through 8th grade students in an urban charter school setting, teachers and staff, and parents. Conclusions reflected no significant change in study participants due to social emotional learning.

The Complexities of the Work Experiences of Urban Middle School Teachers on Interdisciplinary Teams

Author : Barbara A. Choiniere
Publisher :
ISBN 13 :
Total Pages : 291 pages
Book Rating : 4.:/5 (695 download)

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Book Synopsis The Complexities of the Work Experiences of Urban Middle School Teachers on Interdisciplinary Teams by : Barbara A. Choiniere

Download or read book The Complexities of the Work Experiences of Urban Middle School Teachers on Interdisciplinary Teams written by Barbara A. Choiniere and published by . This book was released on 2010 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Critical Qualitative Research in Social Education

Author : Cameron White
Publisher : IAP
ISBN 13 : 1681230372
Total Pages : 243 pages
Book Rating : 4.6/5 (812 download)

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Book Synopsis Critical Qualitative Research in Social Education by : Cameron White

Download or read book Critical Qualitative Research in Social Education written by Cameron White and published by IAP. This book was released on 2015-03-01 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical qualitative research informs social education through a lens that ensures the investigation of issues in education tied to power and privilege, ultimately leading to advocacy and activism. The concept of critical is increasingly challenged in this age of neoliberal reform; nevertheless, critical implies questioning, investigating and challenging in terms of equity and social justice, leading to critical consciousness (Freire, 1970). While we resist defining social education, as hopefully these ideas / concepts are fluid, the idea stems from a continual analysis and synthesis of critical theory/ critical pedagogy, media and cultural studies, social reconstruction / social justice, and social studies education framed by culturally responsive pedagogy. A social education take on critical qualitative research thus suggests multiple truths and perspectives and focuses on questions rather than answers. While many have written on qualitative educational research and some have attempted to integrate critical pedagogy and qualitative research, few have explored the specific idea of social education and critical qualitative research. A major issue is that social education claims that there are no set procedures, scripted approaches, or narrow definitions as to the possibilities of research endeavors. Social education researchers make the process and investigation their own and adapt questions, procedures, methods, and strategies throughout the experience. This reflects an ever changing criticality in the bricolage of the research (Steinberg, 2011). Critical qualitative research and social education are vital for the world of the 21st century. The onslaught of neoliberalism, corporatization, standardization, testing, and the continuing attack on public schools and educators necessitate critical approaches to teaching and learning along with critical qualitative research in social education. Ongoing issues with equity and social justice tied to race, ethnicity, class, orientation, age, and ability linking to schooling, education, teaching and learning must be addressed. The struggle between unbridled capitalism and democracy warrant these investigations in the 21st century, hopefully leading to advocacy and activism.