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Understanding Student and Teacher Perceptions of a Checking for Accuracy Method in Algebra Class
No full textMathematics encompasses learning from one’s mistakes and developing accuracy with problem-solving. This action research study analyzed the classroom teacher’s and students\u27 perceptions of a checking for accuracy math method that was implemented in an eighth-grade algebra classroom. Additionally, the researcher wanted to understand how the participants felt about the accuracy method and its influence on students’ attitudes toward math and mastery of math concepts. Student surveys, individual teacher (with student artifacts) and student interviews and focus groups (with individual artifacts) were the qualitative data collected using the constant comparative method. Descriptive statistics was used to collect quantitative data with calculated student survey responses about their opinions of this method. The students and teacher perceived students’ learning benefitted more when utilizing this method because it altered their attitudes, comprehension, and confidence. Additionally, participants expressed how this method immediately helped them adjust their problem-solving processes and develop accurate information for learning
School Leaders’ Role in Supporting Teacher Well-Being
No full textTeacher well-being is a crucial component of thriving and successful schools and impacts multiple domains of education. A multitude of research shows the teaching profession is not easy and teachers continue to face daily challenges in their work, leading to increased stress, low morale, lack of commitment, and departure from the teaching profession. Teacher well-being continues to suffer due to the many challenges teachers face. While knowledge exists on what factors affect teacher well-being, there is insufficient research about how to support and enhance teacher well-being. The purpose of this qualitative single holistic case study was to explore the practices school leaders implement to support and enhance teacher well-being. Nine school principals and assistant principals from a suburban Texas high school district participated in semistructured interviews, answering questions related to their positive leadership practices intended to support teacher well-being. The interviews were transcribed and coded using open, descriptive, and in vivo coding. The findings demonstrate that school leaders were intentional about supporting teacher well-being by helping teachers find positive meaning in their work through student growth and progress; building positive relationships with teachers and encouraging them to build relationships with each other; enabling a positive climate through recognition, gratitude, and positive activities; and helping mitigate challenges with compassion, including providing support for the management of student behavior and reducing the workload when possible. Based on the findings, recommendations include reevaluating district policies to reduce the number of unnecessary tasks, providing education to school leaders on positive leadership practices, and providing more training and support on student behavior management, including creating a behavior support specialist position
Exploring New Mexico 4-H Volunteers’ Acceptance and Use of Technology: A Qualitative Approach
No full textIntegrating technology into youth development programs like 4-H is increasingly vital for enhancing communication, education, and engagement. However, technology adoption among 4-H volunteers remains inconsistent. This qualitative study explored the barriers to technology adoption among New Mexico 4-H volunteers. The researcher aimed to understand the factors influencing their willingness and ability to integrate digital tools into their volunteer roles. Guided by Rogers’s (2003) diffusion of innovation theory and framed by Creswell and Poth’s (2024) qualitative research design, this study employed semistructured interviews with a purposive sample of 4-H volunteers across the state. Following Braun and Clarke’s (2006) six- phase approach, the researcher used thematic analysis to identify key themes related to technological access, training, perceptions, and organizational support. Findings reveal a complex interplay of individual, organizational, and contextual factors that hinder or facilitate technology use. Insights from this research can inform targeted strategies to support volunteers, bridge the digital divide, and ultimately enhance the reach and impact of 4-H programming in New Mexico