A Qualitative Case Study: Teacher Perceptions of Executive Function

Autor/in	Reed, Stacey L. E.
Titel	A Qualitative Case Study: Teacher Perceptions of Executive Function
Quelle	(2016), (102 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Missouri Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6919-5
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Executive Function; Teacher Attitudes; Grade 3; Grade 6; Grade 9; Questionnaires; Interviews; Knowledge Level; Faculty Development; Skill Analysis; Classroom Techniques; Skill Development; Student Behavior; Parent Responsibility; Time Management; Early Childhood Education; Community Involvement; Student Characteristics; Intervention; Teacher Competencies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Interviewing; Interviewtechnik; Wissensbasis; Klassenführung; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Zeitmanagement; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrkunst
Abstract	Executive function (EF) is becoming a more widely used term to explain student behaviors, yet research on EF in education is limited. This qualitative study addressed a gap in literature by examining teacher perceptions of students with EF deficits, as well as teacher preparedness and desire to learn more about EF. Perceptions of third grade, sixth grade, and ninth grade teachers in a Midwestern public school district were explored. Thirty-three teachers completed questionnaires and 12 teachers were interviewed one-on-one. As the research questions were analyzed, five themes emerged: Theme 1: Knowledge of EF, sub-theme: Professional Development; Theme 2: EF Skills Addressed, sub-themes: Classroom Organization, Behavior; Theme 3: Everyone is Responsible, sub-themes: Parents, Time, Early Childhood Education, It Takes a Village; Theme 4: They are in Every Class, sub-themes: Class Clown, Lazy; and Theme 5: Middle School is the Age, sub-theme: If not by Middle then High School. The study showed teachers are addressing some EF deficits, yet lack formal training and knowledge to teach all EF skills, and are in need of interventions specific to individuals separate from whole class systems. The teachers expressed a desire to learn more about EF due to student behaviors exhibited in their classrooms. The researcher recommends school districts provide professional development (PD) on EF and assess student EF deficits to determine specific interventions needed for student success. Further research on at-risk populations and prevalence of EF deficits, and EF PD in education with measurement of successful interventions are meaningful areas of future exploration. [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