3543 research outputs found
Sort by
Broadening borders to build better schools
No full textPurpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.
Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).
Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.
Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.
Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.
Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015)
Exploring Female Perceptions of Metacognitive Development in Online Learning
No full textWith increased access to higher education through online delivery mediums, it is necessary to evaluate the impact of the learning environment on disadvantaged populations such as female students. As the online learning classroom challenges through distance, isolation, and communication, these factors can influence a positive perception of the learning environment and interfere with deep learning. This qualitative study explored female perceptions of metacognitive development within the online learning environment, as metacognition is a core element of academic success in higher education. Through the design of the conceptual framework and with the support of the literature review, a methodology was selected to holistically explore the female experience in light of deep learning achievement and their use of metacognitive practices. Participants were recruited according to selective criteria and engaged in the study through semistructured interviews, personal journal entries, and the presentation of an artifact. A meticulous coding process was used to analyze the data, which revealed four primary themes and nine subthemes. The analysis supports the importance of metacognitive development as influential in course completion, yet offered insight into factors affecting a positive perception of the learning environment. Key themes of identity, community, self-efficacy, and surface learning prompted a critical look at implications for future practice and policy within the online learning context. A response to these implications that will generate a more targeted metacognitive focus should include a stronger teacher presence within the online classroom, diversified instructional methods, and an increased endorsement of the value of the online classroom community
Teacher Stress and Coping: A Qualitative Case Study
No full textThis study examines how stress affects the teacher participants in a rural school in Alabama and how those teachers cope with stress. The purpose of this qualitative case study is to explore the effects of teacher stress and the ways in which stress is dealt with through coping strategies. Thirteen teachers from one school in the district were invited to participate. Eight teachers of the thirteen agreed to be interviewed as part of the study, which included all the K–6 teachers (with the exception of fourth grade), the literacy coach, and the physical education teacher. The final finding is that increasing support, creating positive work environments within the school, and incorporating a mindset of effective communication can reduce the effects of stress and build coping strategies. Understanding sources of stress and how they affect teachers will be essential to help guide future research and best ways of coping. The study of teacher stress and coping suggest a need to recognize stress and understand its affects are important to the teacher interactions of implementing coping strategies. Researched-based methods and models for reducing the effects of teacher stress are needed and identifying coping strategies is as well using guide lines for such an agenda
Black Women\u27s Journey to Executive Leadership
No full textThe purpose of this qualitative case study was to gain an understanding of the journey of Black women into executive leadership positions at predominately White institutions of higher education within the United States. One research question guided this study: What are the experiences of Black women at predominately White institutions (PWIs) of higher education serving in executive leadership positions? Participants were a purposeful sample of 10 Black women executives who currently serve in executive leadership at various institutions across the country. The data collection instruments were structured interviews, member checking interviews, and a personal reflective narrative. The typological analysis approach as described by Hatch (2002) was used to analyze the data collected. The key findings were that participants affirmed five major themes that impacted their journey to executive leadership: (a) glass ceilings and sticky floors which were inclusive of marginalization, barriers, stereotypes and mentoring relationships; (b) characteristic of Black women leaders; (c) resiliency of women leaders; (d) social networking; and (e) the role of faith and family, which help with the journey to executive leadership and sustaining the role once in the leadership position. The Black women executives’ ability to achieve and survive issues related to the above themes aided in the successful obtainment and current sustainability of the roles. Participants viewed strong support systems from family and friends, key mentoring relationships, and university support as critical in their journey to executive leadership
A Phenomenological Study of Factors Affecting the High Dropout Rate of Nontraditional African American Students in Community College
No full textNontraditional students comprise 75% of the higher education student population (Complete College America, 2011). These students maintain employment and care for their families while juggling the demands of college courses. Two-year colleges face challenges retaining nontraditional learners and more than 50% of nontraditional African American students fail to complete their associate degree (National Student Clearinghouse Research Center, 2019). The purpose of this phenomenological research study was to identify factors affecting the degree completion of nontraditional African American students in a community college setting and to offer institutional recommendations to retain this population of students to graduation. The researcher utilized a phenomenological research study with a survey component to collect and to analyze data on factors affecting the degree completion of nontraditional African American students in community college. This research study investigated factors impacting the persistence, retention, and graduation of nontraditional African American students in community college. Five areas, poor faculty-student relationships, ineffective student services and academic counseling programs, the need for additional financial aid to complete programs, the lack of student engagement activities to connect the nontraditional African American student to their learning experience, and the absence of family support, influence the retention and graduation rate of nontraditional African American students in the community college
Teacher Perceptions on the Impact of Professional Student–Teacher Relationships on Economically Disadvantaged Student’s Effort
No full textThe value of relationships in education continues to grow as educational leaders raise awareness for social emotional learning. This phenomenological research study examined teacher perceptions of the connection between student–teacher relationships and student effort with economically disadvantaged students. A brief overview of research involving popular educational leadership styles led to the evaluation of student–teacher relationships’ impact on student effort. Answering the central research question, how do teachers perceive the impact of student–teacher relationships on student effort of economically disadvantaged students, study participants shared their experiences in education that yielded value to relational connections with students. Interpreted through the lens of social constructivism theory and analyzed from data collected from 8 one-to-one interviews, this study produced data from teacher perspectives of relational capacity in the classroom. Additionally, study participants furnished artifacts representing positive connections with students and discussed the relational value their artifact held. The study provided the following: characteristics of student–teacher relationships with economically disadvantaged students, obstacles study participants faced with economically disadvantaged students, effective teacher practices and needed supports with economically disadvantaged students. Educational stakeholders might be able to use the research findings to reflect on relational capacity in schools and make appropriate changes that may increase civility, effort and academic success in schools
How Teachers Perceive Students’ Socioeconomic Background and Academic Performance in Charter Schools
Get PDFTeachers represent the frontline of education and many of them find themselves working daily with impoverished students. Teachers’ qualitative perceptions are useful for developing solutions to the problem of educating diverse students from lower socioeconomic backgrounds in charter schools. The purpose of this study was to understand teachers’ perceptions of a charter school environment and the association between low socioeconomic status (SES) students and their academic performance. A qualitative design and a case study methodology were used with two charter schools, including 45 participating teachers. Results from questionnaires and interviews ensured a sufficient understanding of the phenomenon. The collected information was coded and analyzed to identify the major themes. The three major themes included parents’ occupation and level of education, family income, and education policies. The results indicated that socioeconomic background and academic policies influence on academic performance. The findings might have a significant influence on theory, practice, and future studies on the relationships between education quality or academic performance and SES
Beneficial Approaches to Working With Migrant Students
Get PDFThe migrant student population in the United States continues to rise. This increase in numbers places this unique group of students in thousands of classrooms across the country. Their mobility rates can significantly increase the number of classrooms affected and the number of teachers who must understand their plight. This single qualitative case study explored migrant students’ academic experience, for the purpose of establishing best practices for the educational system to best support them. Using Maslow’s hierarchy of needs and multicultural education as the theoretical framework, the researcher analyzed the perceptions of effective practices from twelve college-educated professionals who were once migrant students as well as six of their former teachers. Four major themes surfaced after semistructured interviews with all participants: working to understand the migrant student lifestyle is necessary; individualized and supplemental instruction works to close learning gaps; experiences that motivate gains and celebrate milestones are essential to success; and utilizing all resources available, including parental involvement, is key to success. Implications of these findings for future study are discussed