Literaturnachweis - Detailanzeige
| Autor/in | Karls, Nicholas |
|---|---|
| Titel | A Qualitative Analysis of Teachers' Perceptions of Their Practices |
| Quelle | (2018), (135 Seiten)
PDF als Volltext Ed.D. Dissertation, Edgewood College |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-0856-7021-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Elementary School Teachers; Disadvantaged Schools; Teacher Effectiveness; Academic Achievement; Teacher Collaboration; Faculty Development; Wisconsin |
| Abstract | The purpose of this qualitative study was to explore effective classroom practices that improve student academic outcomes from the perspective of 12 classroom teachers who were employed in five Wisconsin Title I Elementary Schools of Recognition at the time this study was conducted. The research question for this study was: Which classroom-based teaching strategies do teachers employed at Title I Schools of Recognition perceive to be most effective in raising student achievement? Semi-structured interviews were conducted and the protocols were designed based on 11 classroom-based influencers supported in current literature. The findings indicated that the participants regularly focused on nine of the 11 classroom-based influencers identified by the theoretical model. Two of the nine influencers, student relationships and student expectations, emerged as most important. Finally, after examining the data, this project proposed that another factor, i.e., collective teacher collaboration/efficacy may be incorporated in future uses of this framework. Based on the study's implications, several recommendations arose including the need for various stakeholders to invest time and professional development resources in better understanding how teachers can utilize high-leverage teaching practices to close the academic gap for students in poverty. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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