3543 research outputs found
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A Case Study on Elementary Teachers’ Experiences Teaching Computer Science
No full textComputer science is an academic discipline that provides a new foundational skill for all students. The discipline helps students develop critical thinking skills and teaches students how to move beyond merely using technology to becoming creators. The importance of computer science has been recognized across the country as states are working to train staff, adopt standards, and create implementation plans. As the demand for computer science learning opportunities increase, elementary teachers need the necessary supports to help ensure equitable access for all students. The purpose of this qualitative case study was to gain an understanding elementary teachers’ experiences teaching computer science. Two research questions guided this study: What barriers do elementary teachers experience in teaching computer science to students? What strategies do elementary teachers develop in their experience teaching computer science to students? The data collection instruments were primary semistructured interviews, secondary semistructured interviews, and documents. The inductive analysis model was used to analyze the collected data from the semistructured interviews. The typological analysis model was used to analyze the documents. The key findings of this study revealed that elementary teachers experience internal and external barriers in teaching computer science. Participants understood the importance of teaching computer science to their students, prompting them to persevere and develop new strategies in their pedagogical approaches. Interviewees also developed strategies to limit the impact of the barriers they experienced teaching elementary computer science
The Efficacy of Postsecondary Vocational Curriculum in Preparing Students to Transition from School to Work
No full textPostsecondary vocational education in the United States has become an important part of training in the current knowledge-based economy. In this present economy, jobs that require this type of technical training seem to be some of the highest paying (Mupinga & Livesay, 2004). One such program of study is Natural Gas Compression. This industry requires highly trained individuals who maintain and repair the natural gas engines and compressors that gather, process, and distribute natural gas throughout the United States. This qualitative case study addressed two questions. First, how do graduates of a career and technical education (CTE) program perceive and describe how a technical curriculum prepared them for the transition from school to work? Secondly, how do CTE industry partners relate their understanding of how a technical curriculum prepared their employees for on-the-job demands? This study intended to provide valuable insight on the efficacy of the curriculum of a Natural Gas Compression program (NGC) on providing the skills and training needed for a smooth school-to-work transition. Through semistructured interviews, graduate participants of this study believed that the NGC program curriculum gave them the skills and training necessary to smoothly transition from school to the workplace. In addition, industry partner participants felt that NGC graduates make excellent employees and admire their maturity and skill sets. All participants believed that there was a need for more “hands on” training and that the lack of this training may have caused them to have some problems initially. The implications and recommendations for further research based on the findings from this study are discussed
A Multiple Case Study on the Implementation of the Bilingual Education Program in Private Schools in Oman
No full textThe purpose of this qualitative multiple embedded case study was to explore the implementation of the Ministry of Education (MoE) bilingual education program in private schools in the Sultanate of Oman in light of the factors that impact students’ sociocultural, linguistic, academic and cognitive learning processes in the dual language instruction context. Data gathered through semistructured interviews and classrooms observations from 26 different bilingual private schools nationally, were analyzed in light of a conceptual framework based on the prism model and on effective international bilingual education implementation approaches, presented through the literature review. The data collected were crosschecked with the available MoE policy documentation, coded, triangulated and used together through thematic analysis to inform the findings. The results of this multiple qualitative case study underline differences among schools in implementing the program in the bilingual English/Arabic context, in connection with factors such as the bilingual program’s design and implementation, MoE regulations and perceived constraints in schools, teaching and learning practices, additional language/pastoral support for students, and in relation with the role of the school-based leadership. The findings underline the essential role of both the private schools and of the MoE in implementing increasingly effective bilingual education models, as to ensure improved long-term achievement for students in dual language programs
Easter 7 Series C 2019
No full textThis PDF comments on the Propers for the Seventh Sunday of Easter, Series C and offers ideas for proclamation and preaching
Rural General Education Preservice Teachers’ Perceptions of Inclusion: A Study of Candidates’ Self-efficacy and Attitude toward Teaching in Inclusive Classrooms
No full textPreservice teachers understanding of inclusion; align with their perceptions about their capabilities to achieve high learner outcomes. This dissertation investigated how general education preservice teachers perceived inclusion and the role that their attitudes and beliefs played in their overall student teaching experiences in rural southeastern Washington. Guided by Bandura\u27s social cognitive theory (1977) this case study examined their self-efficacy to teach in inclusive classrooms. Teaching is a domain of practice in which study participants can hold high efficacy beliefs and for decades, researchers have conducted studies to investigate the role of self-efficacy in education. The research population for the study consisted of final year general education preserviceteachers during student teaching at elementary, middle, and high schools. The study relied on multiple sources of evidence, converging data in a triangulated manner. Data collection included survey instruments, non-participant observation, and open-ended semi-structured interviews of respondents. The study extends the existing knowledge that informs rural general education preservice teachers’ preparation, practice, placement policies, and research. The data revealed that preservice teachers held a positive outlook towards inclusive classrooms
