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A Study Of Elementary School Teachers Perceptions Of Training In The Use Of Word Processing Spreadsheet Gradebook And Utility Software
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Book Synopsis A Study of Elementary School Teachers Perceptions of Training in the Use of Word Processing, Spreadsheet, Gradebook and Utility Software by : Michelle Lynne Meredith
Download or read book A Study of Elementary School Teachers Perceptions of Training in the Use of Word Processing, Spreadsheet, Gradebook and Utility Software written by Michelle Lynne Meredith and published by . This book was released on 1994 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Qualitative Study of Elementary Educators' Perceptions of Increasing Text Complexity in Instruction by : Cheryl Morin Greeson
Download or read book A Qualitative Study of Elementary Educators' Perceptions of Increasing Text Complexity in Instruction written by Cheryl Morin Greeson and published by . This book was released on 2015 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last several decades, some students have been entering colleges and careers without the appropriate reading ability to successfully do the work expected of them. Lexile scores are a scientifically-based measurement of texts and reading ability, which includes numeric measures of word frequency and sentence length. Over the last few decades, Lexile scores of texts have decreased in grades 2-12 classrooms and in response the Common Core State Standards (CCSS) has required increased text complexity starting in grades 2 and extending into grade 12 (Hayes, Wolfer, and Wolfe (2001). The increase in text complexity is of concern to teachers, especially in the elementary grades and more specifically with struggling readers (ACT, 2006). Therefore, more must be known about teachers' perceptions about text-complexity and the instructional choices made when implementing the CCSS and the teachers' choices in determining what complex texts should be taught. The theory which was used to guide this study was Fullan's Change Theory, specifically the individual's response to change. Fullan's Change theory was used to explore how individual's respond to change, especially when change is external. The theory supported the research when looking at individual educators and when implementing the CCSS, how that relates to the increase in text complexity. The following research questions were explored: What are teachers' experiences in relation to text complexity and how do teachers make sense of text complexity as a multi-dimensional construct?; What are the teachers' perceptions about the change of text complexity relative to their role as teachers as it relates to classroom instruction and its impact on student learning?; and What are the teachers' perceptions about the challenges faced by the increase in text complexity? Through interviews with six elementary school teachers, several major findings were discovered. The teachers in the district had a level of acceptance of the change in text complexity, but had little background knowledge about why the change occurred and had little cohesive professional development in determining best instructional practices to meet the needs of the students. The teachers shared their tension with understanding that it was important for students to be reading grade level texts, however, had concerns that struggling students would be further left behind with the implementation of the new complexity.
Book Synopsis A Modified Train-the-trainer Professional Development Program Designed to Deliver Spreadsheet Skills to Elementary Teachers and Students by : Joyce A. Good
Download or read book A Modified Train-the-trainer Professional Development Program Designed to Deliver Spreadsheet Skills to Elementary Teachers and Students written by Joyce A. Good and published by ProQuest. This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology is widely recognized as a tool students must master to compete in the global marketplace. Today's schools are struggling to deliver technology skills that are essential for today's students. Leaders in technology integration identify the lack of quality professional development as a key factor in the poor integration of technology into the curriculum. The literature clearly details key characteristics and design elements of professional development. There is relatively little literature describing the effectiveness of various aspects of professional development on student achievement (Fishman, Marx, Best, & Revital, 2003; Guskey, 2000; Jeanpierre, 2005; Schacter, 1999; Shaha, Lewis, O'Donnell, & Brown, 2004). One method of delivering professional development is the train-the-trainer model often employed in education, businesses and the military. Although it is widely used, there is little literature documenting the success of this model in transferring knowledge from the expert, to the trainers to the next group and finally to students. This program was designed to provide the Warwick elementary teachers and students with the training necessary to learn spreadsheet skills. Moreover, the evaluation results may contribute some insight into how the train-the-trainer model works in practice and how teachers make sense of professional development. This Executive Position Paper (EPP) consists of four chapters. Chapter one describes the situation at Warwick School District, discusses the need and purpose for this work, addresses barriers, and contains a rationale for the selection and modification of the Train-the-Trainer model as the primary vehicle for delivering a professional development program in the domain of spreadsheets. Chapter two describes the data collection tools and procedures used to collect relevant data. This chapter also describes the participants their roles in this project. Chapter three provides an in-depth description of the program design including the rationale for including key characteristics identified in prominent literature on professional development. This chapter delineates the program implementation, highlights the delivery of this modified train-the-trainer professional development program and describes the results of the evaluations. Chapter four discusses the findings of this program, draws conclusions, and offers recommendations for Warwick School District. In addition, this chapter suggests areas for future study.
Download or read book Resources in Education written by and published by . This book was released on 1992-10 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Elementary Teachers' Perceptions of AIMSweb Reading Curriculum Benchmark Assessments and Strategies to Improve Oral Reading Fluency by : Christopher S. Rudisill
Download or read book Elementary Teachers' Perceptions of AIMSweb Reading Curriculum Benchmark Assessments and Strategies to Improve Oral Reading Fluency written by Christopher S. Rudisill and published by . This book was released on 2013 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined fourth and fifth grade elementary teachers' perceptions of the use of AIMSweb ® RCBM assessments for instructional planning in two school districts. In addition, fourth and fifth grade elementary teachers shared oral reading strategies they utilized to increase oral reading fluency, and the assessment method used to show oral reading fluency growth. Fourth and fifth grade elementary teachers responded to Likert-scale questions related to their perceptions and use of AIMSweb® RCBM data and oral reading strategies on a survey developed by the researcher. Open-ended questions were used on a survey to allow fourth and fifth grade elementary teachers to expand upon their perceptions and use of AIMSweb® RCBM data and oral reading strategies. Finally interviews were conducted with fourth and fifth grade elementary teachers to clarify themes and patterns that emerged from the survey and open-ended questions. The results of this qualitative study indicated that the majority of fourth and fifth grade elementary teachers used AIMSweb® RCBM data for long-range planning and to make instructional decisions. Participants who did not utilize AIMSweb® RCBM and oral reading strategies had varied reasons for not doing so. Some indicated a lack of effective professional development and training to understand how to use AIMSweb® RCBM in daily lesson plans, while others noted they were not involved in teaching the subject of reading. Overall, the participants perceived AIMSweb® RCBM as a valuable tool to help with their instructional planning and to progress monitor students' oral reading fluency in tier one. The majority of fourth and fifth grade elementary teachers, however, mentioned utilizing other oral reading strategies to help improve oral reading fluency.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1979 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Word Processing in the Elementary Grades by :
Download or read book Word Processing in the Elementary Grades written by and published by . This book was released on 1987 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprises an overview of the research done on the use of word processing in the elementary grades. Most of the studies showed that students wrote more and wrote better with word processors than they did with traditional tools. They improved their spelling, punctuation, organization, word choice, and ideas. Computer use also had a positive effect on the writing of children with special needs (e.g., English as a second language) and with learning disabilities. While further study is needed to confirm this, it appears that there is a transfer of the skills acquired through word processing to writing with traditional tools. Primary-age students seem to adapt more readily to the computer than do older elementary school students. Research also seems to indicate a relationship between reading and writing skills.
Book Synopsis Elementary Teachers' Perceptions of Instructional Coaching, Factored by Experience and Levels of Education by : Tina H. Whitten
Download or read book Elementary Teachers' Perceptions of Instructional Coaching, Factored by Experience and Levels of Education written by Tina H. Whitten and published by . This book was released on 2017 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to investigate elementary teachers’ perceptions of instructional coaching compared to their years of experience and their levels of education. This researcher worked cooperatively with one rural school district in north, central North Carolina and used an online survey instrument with both open- and closed-ended questions to gather data. Two hundred sixty-three elementary classroom teachers were asked to complete the survey; 131 teachers did so with a response rate of 49.8%. Chi square statistical tests were run for the Likert responses on the quantitative portion, and open-ended coding was used for the qualitative piece. Results indicated that there was no significant difference in teacher perceptions of instructional coaching according to their levels of education and little significant difference in perceptions according to years of experience. Open-ended responses indicate that further research should be done to explore instructional coaching training needs, time limitations, other non-coaching responsibilities, and roles of instructional coaches.
Book Synopsis Teachers' Perceptions of the Value of Data from a District Writing Assessment by : Diane Barrie
Download or read book Teachers' Perceptions of the Value of Data from a District Writing Assessment written by Diane Barrie and published by . This book was released on 2012 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine teachers' attitudes and perceptions of the value of data from a district writing assessment, by what means they analyzed such data, and how the data analysis resulted in changes to curriculum and instruction. Forty-one elementary school teachers of grades one through six participated in the study which was comprised of an online survey with Likert-type, yes/no, multiple choice, and open-ended questions. Additionally, six subjects participated in an open-ended interview to provide additional details and explanation regarding the research topic. Results indicated that teachers found using data from a writing assessment to be confounded by the process by which the data were obtained. Concerns existed with the prompts, themselves, when it was perceived that the prompts may or may not have related to students' backgrounds or interests and with inter-rater reliability in scoring the compositions. The greater issue in using the data, however, was the absence of the components of a strong data-driven culture, namely leadership, data teams, time, and resources.
Book Synopsis Word Processing in the Teaching of Writing by : Judy Arzt
Download or read book Word Processing in the Teaching of Writing written by Judy Arzt and published by . This book was released on 1987 with total page 1050 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of the Implementation Processes of the Imagine Learning Program in Title I Elementary Schools by : Brigitt Angelica McGuinness
Download or read book Teacher Perceptions of the Implementation Processes of the Imagine Learning Program in Title I Elementary Schools written by Brigitt Angelica McGuinness and published by . This book was released on 2018 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Closing achievement gaps for students from low-socioeconomic backgrounds is a decades-long issue in public education, particularly for reading instruction (International Reading Association [IRA], 2010; National Center for Education Statistics [NCES], 2013). Across the United States, initiatives to further integrate technology-based instruction to achieve differentiation are constantly emerging. Selecting which programs to use and how to best implement the technology to produce the highest academic gains remain significant issues. Research has shown that technology-based programs can produce the same positive or negative effects as teacher-led instruction (Ross, Morrison, & Lowther, 2010). Finding and implementing high-quality literacy technology is particularly important for students attending Title I schools. Students from low-income backgrounds may start their schooling at a disadvantage in terms of vocabulary and oral communication skills (Reardon, 2013; Timmons, 2008) which research has linked to higher unemployment rates (Timmons, 2008). The purpose of this qualitative program evaluation was to analyze teacher perceptions regarding the impact of implementation activities for a technology-based literacy program in four Title I schools in a Virginia school district. Nine teachers representing kindergarten, first and second grades were interviewed regarding their level of preparedness, classroom integration, obstacles and facilitators in relation to program implementation. Teachers reported high levels of preparedness in placing students on the program, but low levels of support in ongoing implementation and training. Recommendations included providing all teachers with initial and continual professional development, allowing stakeholders to visit model classrooms, providing necessary equipment, devoting time for program-specific data talks and individual teacher planning, and garnering more planning input from the program consultants.
Book Synopsis The Software Encyclopedia 2000 by : Bowker Editorial Staff
Download or read book The Software Encyclopedia 2000 written by Bowker Editorial Staff and published by . This book was released on 2000-05 with total page 1716 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Report of the National Reading Panel by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of School Infrastructure on Learning by : Peter Barrett
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Book Synopsis The Elementary Teachers' Perceptions of and Use of Mnemonics by : Daniel Doyle Nave
Download or read book The Elementary Teachers' Perceptions of and Use of Mnemonics written by Daniel Doyle Nave and published by . This book was released on 2003 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Narrative Study: Exploring Primary Teachers' Perceptions on Administering Computer- Based Reading Assessments to Understand Their Adoption of Computer-Based Reading Assessments Practices by : Jillian Szilagyi
Download or read book A Narrative Study: Exploring Primary Teachers' Perceptions on Administering Computer- Based Reading Assessments to Understand Their Adoption of Computer-Based Reading Assessments Practices written by Jillian Szilagyi 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 narrative study was to explore primary teachers' perceptions about computer-based reading comprehension assessments to understand their adoption practices and any associated hesitancy around implementing computer-based assessments. As such, this study sought understand how primary teachers explain their experiences, challenges, and benefits of computer-based reading comprehension assessment, as well as the impact of computer-based assessments on how teachers provide feedback to students. Primary teachers' adoption of computer-based reading comprehension assessments may be inconsistent and there is limited understanding about the reasons for this inconsistent adoption. This lack of understanding about how to improve primary teacher computer-based reading assessment adoption could be connected to how morale affects primary teachers' willingness to adapt to 21st century education. Without understanding teachers' perceptions, we will not understand how their perceptions affect computer-based reading comprehension assessment adoption. Three research questions guide this study: (a) What factors influence the adoption of computer-based assessments by primary grade teachers? (b) How do primary teachers' implementation of computer-based reading comprehension assessments explain their perceptions of computer-based assessment in primary grades? and (c) How does computer-based feedback impact the ways in which primary teachers teach and assess reading comprehension? The concept of understanding primary teachers' perspectives on computer-based reading comprehension assessment is part of larger research focused on technology integration within all subjects and grade levels. Keywords: computer-based assessment, technology integration, reading comprehension
Book Synopsis Teacher Perception on the Use of Game-Based Learning in the Title 1 ELA Curriculum by : Dakeyan C. Graham
Download or read book Teacher Perception on the Use of Game-Based Learning in the Title 1 ELA Curriculum written by Dakeyan C. Graham and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher perception has been demonstrated to be a key contributor to instructional practices within the classroom. As additional technologies become available to enhance and supplement instructional practices, game-based learning has emerged as an included component to classroom strategies for improved student achievement. With primary focus within the educational field placed on decreasing the achievement gap, emphasis on approaches that demonstrate affective ways of promoting the achievement of minority students has increased over the past few decades. Primary measurements of student achievement begin in 3rd grade. The purpose of this study was to identify and evaluate teacher perceptions on the use of game-based learning software within the contemporary classroom, specifically in the 3rd and 4th grade ELA domainches Survey responses from 823 3rd and 4th grade ELA teachers provided insight to factors contributing to teacher perception on the implementation of game-based learning into the ELA curriculum. In addition to the quantitative survey results, 37 face-to-face interviews were conducted to elicit qualitative information on the factors influencing teacher perception. Analysis of the results indicated that teachers have a generally positive view of the incorporation of GBL into the ELA curriculum. One of the key factors contributing to GBL implementation is an increased level of student engagement. Prior experience with GBL implementation also served as a primary element impacting teacher perception.
