3543 research outputs found
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Teacher and Student Perceptions of Digital Skills: A Qualitative Case Study
No full textThe idea that today’s learners possess uniquely advanced digital skills continues to persist in the field of education, yet a significant void may exist between the formal digital literacy skills today’s students possess and the essential skills they need to be digitally competent, lifelong learners. The purpose of this research study was to explore teachers’ and students’ perceptions of students’ digital literacy for learning. These two research questions guided the study: 1) How do teachers perceive their students’ digital literacy skills as effective for learning? and 2) How do students perceive their digital literacy skills as effective for learning? Calvani, Fini, and Ranieri’s (2009) Digital Competence Framework served as the theoretical foundation for the study. Fourteen individuals, seven middle school teachers and seven middle school students, participated in the study. The data sources consisted of questionnaires, individual interviews, and focus groups. Data sources were coded and utilized to determine both teachers’ and students’ perceptions of digital literacy for learning. Results of the study indicated that teachers perceived students’ digital literacy skills both positively and negatively. Conversely, students’ perceptions of their digital literacy skills were generally positive. The findings of this study indicated that the students perceived their digital literacy skills much more confidently than teachers perceived those skills. Also, the researcher identified specific negative perceptions of students’ digital literacy skills for learning and provided recommendations for advancing students’ digital competence in the classroom and beyond
A Correlational Study of Factors That Contribute to Private School Enrollment: School Culture and Physical Facilities
No full textPrivate schools all over the country are declining and closing whereas many schools are growing and flourishing (Gilmore & Rush, 2013). Since competition is so strong, it is important to understand the key factors that contribute to enrollment (Frost, 2014). This study explored two factors in particular: the condition of the physical facilities and the culture and climate of the school. The purpose of this quantitative correlational study was to examine what type of relationship, if any, exists between the dependent variable of change in private school enrollment and each of the two independent variables: the rating of condition of facilities and the rating of school culture and climate. The researcher surveyed 245 private, elementary school administrators in California using the online distribution program Qualtrics. Data gathered from the participants were analyzed using descriptive and inferential statistics. Using Pearson’s correlation coefficient, no statistically significant relationship was found between enrollment and physical facilities, r(1, 245) = -1.00, p\u3e0.05). However, a mild statistically significant relationship was found between enrollment and school culture, r(2, 245) = 0.175, p\u3c0.05. Limitations include possible bias of the participants, accuracy of the participants’ knowledge, and the inability of the researcher to control who participated in the study. However, these limitations likely did not affect the outcome of the study. Results of this study could foreseeably benefit school decision-makers when deciding on how to best allocate limited resources and maximize growth potential
The Relationship Between a Teacher’s Self-Efficacy with Using Technology and Their Level of Integrating of Technology
No full textThe purpose of this quantitative correlational study was to examine if there is a relationship between a teacher’s self-efficacy in using technology and their level of integrating technology into their classroom. Also, does the ethnicity of teachers moderate the relationship between a teacher’s self-efficacy with using technology and their level of integrating of technology in the classroom? Schools are faced with the challenge of maintaining a level of proficiency throughout the school year that will prepare students for academic achievement and graduation. However, many teachers are not confident in their ability to implement technology within their curriculum and this may have a substantial impact on student success in their classroom (Hsu, 2016). This study used a convenience sample of 150 middle school teachers to collect data to measure teachers’ perceived levels of inclusion efficacy, teacher efficacy, and collective inclusion efficacy, as well as attitudes toward inclusion, ability to use technology, and the need for technology. The results from RQ1 in this study indicate no relationship between teacher self-efficacy and their level of integrating technology. However, regarding teacher ethnicity RQ2, the results differed. The findings for the Minority teachers was not statistically significant which indicated the ethnicity of the teachers does not moderate the relationship between a teacher’s self-efficacy with using technology and their level of integration of technology. Likewise, the findings among the Caucasian teachers was statistically significant which indicated the ethnicity of the teachers does moderate the relationship between a teacher’s self-efficacy in using technology and their level of integration of technology
The Impact of Teacher Self-Efficacy on Methodology and the Use of Graphing Technology in Teaching Factoring Quadratic Functions: Perspectives of International Introductory Algebra Teachers
No full textThe primary purpose of the study was to determine whether there is a relationship between self-efficacy of international algebra teachers and their level of incorporating technology in teaching factoring quadratic functions to introductory algebra students. The secondary purpose of the study was to examine the influence of self-efficacy on the perspective of international teachers with respect to the methods they use to teach factoring quadratic functions to introductory algebra students. The participants, 54 mathematics educators form 15 countries on five continents, replied to the UVGIA survey instrument. Quantitative analysis of data brought two results. There is a strong positive relationship between the level of self-efficacy of teachers and their level of implementations of technology regardless of country of origin. The second result shows that the level of self-efficacy of math teachers is statistically different in individualistic countries versus collectivistic countries, revealing higher self-efficacy in collectivistic countries. However, their level of implementation of technology is not statistically different. Qualitative analysis of open-ended questions showed teachers’ perspectives on teaching and learning factoring quadratic functions to introductory algebra students. Teachers identify students’ lack of basic mathematical skills, their lack of understanding graphs, difficulties with identifying the purpose, and difficulties factoring when the leading coefficient is different than 1. Teachers recommend incorporating meaningful applications into mathematical methods with real-life contexts, graphs and visualizations, and systematic reviews of background knowledge. They suggest removing automatic procedures in favor of conceptual understanding and eliminating some methods of factoring
Festival of the Resurrection Series B 2018
No full textThis PDF comments on the Propers for the First Sunday in Easter, Series B and offers ideas for proclamation and preaching
Easter 2 Series B 2018
No full textThis PDF comments on the Propers for the Second Sunday in Easter, Series B and offers ideas for proclamation and preaching
Easter 7 Series B 2018
No full textThis PDF comments on the Propers for the Seventh Sunday in Easter, Series B and offers ideas for proclamation and preaching
Christmas 1 Series C 2018
No full textThis PDF comments on the Propers for the First Sunday after Christmas, Series C and offers ideas for proclamation and preaching
Propers 7 (Pentecost 5) Series B 2018
No full textThis PDF comments on the Propers Seven, Series B and offers ideas for proclamation and preaching
The Difference Between Teacher Candidates’ and Veteran Teachers’ Perceptions of Motivation
No full textIn this study, motivational levels and self-efficacy of educators are assessed as a case study. Twenty-two participants were divided into three subgroups engaged in the study. The subgroups included a group of teacher candidates who had recently declared their majors, a group of teacher candidates who had completed all of their coursework, and a group of veteran teachers who had completed a formal teacher education evaluation system. An academic motivational scale was administered to determine if the participants are extrinsically or intrinsically motivated to be an educator. In addition, a teacher self-efficacy scale was administered to distinguish the self-efficacy beliefs and identify their strength in either student engagement, instructional strategies, or classroom management. Open-ended interviews were the primary data collection tool used to gain in-depth information on the environmental factors that the participants have in common. The key findings from this research imply that teacher candidates and veteran teachers are more extrinsically motivated than they are intrinsically motivated. The results indicate that the teacher candidates have an equal confidence in their student engagement, instructional strategy, and classroom management abilities, whereas veteran teachers are more confident in their student engagement abilities. The themes that all of the participants had in common are: connection with the students, socioeconomic status having no economic bearing, innate satisfaction, experiencing being burnt out, job security, family influence, and prior teaching experiences that contributed to their decision to enter the field of education