An Analytical Study of Innovation during the Primary Years Program in an International Baccalaureate World School

Autor/in	Payne, LeJon April
Titel	An Analytical Study of Innovation during the Primary Years Program in an International Baccalaureate World School
Quelle	(2018), (289 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Cambridge College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-7236-7
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Child Development; Innovation; Teaching Methods; Semi Structured Interviews; Educational Philosophy; Grade 3; Elementary School Teachers; Advanced Placement Programs; Teacher Attitudes; Barriers; Faculty Development; Critical Thinking; Educational Technology; Problem Solving; Skill Development; Communication Skills; Time Management; Technological Literacy; Educational Finance; Pedagogical Content Knowledge; International Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kritisches Denken; Unterrichtsmedien; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Zeitmanagement; Technisches Wissen; Bildungsfonds; Pädagogische Kompetenz; International school; Internationale Schule
Abstract	This qualitative, analytical study at an International Baccalaureate school explored third grade teachers' perceptions of three specific innovative teaching strategies: innovation skills needed by third grade students; barriers and challenges that exist when teaching 21st Century skills; and skills needed by teachers to teach innovation skills. Ten third grade teachers participated in the study using semi-structured interviews. The conceptual framework evolved around John Dewey's theory of child development which proposes that children learn by doing rather than by listening to enhance 21st Century innovation skills. Findings showed that teachers reported what they need the most was professional development and onsite assistance to maintain operative devices; adequate devices for each student; proper infrastructure to accommodate new technologies; and time to plan collaboratively with other teachers. Teachers identified the need for students to continue to develop the following skills: critical thinking and problem solving, communication, collaboration, and creativity. Teachers also reported that they have poor infrastructure at the school for technology and a lack of technology equipment and materials. The school should provide financial resources to purchase new technologies and training should be conducted for all teachers. Further research is needed to improve the current teaching strategies exhibited without adequate technologies for lower grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01