732 research outputs found
Sort by
An Ethnographic Investigation into the Influence of Bandura’s Four Psychological Sources of Information on Late-Career Elementary Teachers’ Self-Efficacy
No full textPurpose: The purpose of this ethnographic investigation was to examine and describe the experiences that impact late-career elementary teachers’ self-efficacy beliefs based on A. Bandura’s four psychological sources of information and serves as part of a thematic dissertation with each researcher focusing in a different teacher career stage.
Methodology: Through qualitative methodology utilizing one-on-one interviews of elementary public school teachers with 24 or more years of experience, data was analyzed using the theoretical framework of A. Bandura’s four sources of self-efficacy information.
Findings: Analysis of data from interviews of 15 late-career elementary teachers from five school districts in Riverside County, California resulted in the identification of 10 major findings: 1) Teachers feel valued given positive input; 2) The positive relationships teachers establish refuels their energy to persist in the field; 3) Teachers develop confidence when observing a trusted colleague; 4) Persevering through challenging situations increases a teachers’ commitment to the profession; 5) Teachers feel motivated to improve when observing other teachers’ successes or failures; 6) Teachers develop a deep understanding of how students learn; 7) Teachers feel a sense of joy when the light bulb goes on for the kids; 8) Teachers feel disconnected from negative input; 9) Teachers feel proud when they contribute to others’ personal growth; 10) Teachers experience burnout when they cannot meet individual student needs.
Conclusions: These findings have significant implications for school districts and administrators to support and grow teacher self-efficacy beliefs based upon data from late-career, elementary, public school teachers. The results are intended to inform district and school site leaders how self-efficacy beliefs are impacted by A. Bandura’s four sources of psychological information, and how to utilize this knowledge at the leadership level to provide better supports for teachers so they can develop resiliency and well-being over the course of their careers.
Recommendations: It is recommended that further qualitative research be conducted to continue to expand the understanding of teacher self-efficacy and the impact it has on teachers
A Phenomenological Study of Exemplary Elementary School Principals Leading Through Conversational Intimacy, Interactivity, Inclusion, and Intentionality
No full textPurpose: The purpose of this phenomenological research study was to describe the behaviors that exemplary elementary school principals practice to lead their organizations through conversation using Groysberg and Slind’s (2012b) four elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality.
Methodology: This study followed a qualitative, phenomenological methodology to describe the lived experiences of exemplary elementary school principals. A sample of 10 principals was selected from the target sample that included Mono, Inyo, San Bernardino, and Kern Counties in California. Interviews were conducted following a protocol developed by a group of peer researchers. Data from artifacts and observations were used for triangulation. NVivo coding software was used in the analysis of data.
Findings: Analysis of data resulted in 23 themes and 291 frequencies among the four elements of conversational leadership. From these 23 themes, seven key findings emerged.
Conclusions: The study identified the behaviors that exemplary elementary school principals practice within their organizations to create intimacy, interactivity, inclusion, and intentionality as identified by Groysberg and Slind (2012b) in their organizational conversation framework. The researcher drew four conclusions from the data and findings. Exemplary elementary school principals create conditions for school reform by (a) using personal stories and valuing relationships to build trust, (b) being accessible and implementing systems for two-way dialogue, (c) gaining commitment by listening, and (d) consistently communicating goals and keeping the mission at the center of the school culture.
Recommendations: Additional research in conversational leadership is necessary. Research to identify specific behaviors that principals practice to listen, develop trust, and communicate objectives to all members of their organizations should be conducted. It is also recommended that research be conducted to determine the behaviors teacher leaders use to engage colleagues in organizational conversation. In addition, research should be conducted to identify and describe the principal behaviors that have the greatest positive impact on teachers from the millennial generation. This study should also be replicated in other regions with different cultural values
The Academic and Social-emotional Effects of Classroom Service Dogs/Specialized Therapy Dogs with Handlers on Student Learning and Behavior in K-12 Special Education Students in Emotional/Behavioral Disordered Placements as Perceived by their Teachers
No full textPurpose: The purpose of this phenomenological study is to determine and describe the academic and social-emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in Emotionally/Behaviorally Disturbed (EBD) placements as perceived by their teachers.
Methodology: This study utilized qualitative data from semistructured, open-ended interview questions to analyze the research questions regarding the perceptions of teachers and educators on service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements. The population for this study included educators working in special education classrooms from three schools in New Jersey and one school in California.
Findings: The data collected from the 12 participants established that having therapy dogs with handlers in a classroom with K-12 special education students in EBD placements benefitted their academic engagement and time on task and positively affected the behavior of students. The effect of student success rates on statewide achievement tests was deemed negligible based upon participants’ responses as unable to address this question due to little correlation in this area.
Conclusions: The findings from this phenomenological study led the researcher to conclude that despite the procedural challenges of implementing a service dog/specialized therapy dog with handler program, the overwhelming benefits supersede the difficulties. All participants pointed out the dogs’ calming and destressing effect and how the therapy dogs often assisted students in averting an escalation of crisis behaviors.
Recommendations: It is recommended that further research be conducted wherein the educators’ perceptions be supported by empirical verification. Future studies should isolate core components and compare results in academic and social/emotional/behavioral domains between groups that had the therapy dog interventions and control groups with no dog present. Finally, the researcher recommends that a study of the perceptions of parents be conducted to determine student behavior changes at home and across environments
Technology Integration: A Mixed Methods Study of Best Practices of Technology Integration as Perceived by Expert Middle School Teachers
No full textPurpose: The purpose of this mixed methods sequential explanatory study was to identify and describe best practices in technology integration in middle school classrooms as perceived by expert middle school teachers. Additionally, it was the purpose of the study to determine the most important best practices and perceived barriers to successful technology integration as perceived by expert middle school teachers.
Methodology: This study included a survey sent to 34 middle school teachers from five counties in northern California who were considered experts in technology integration. Data were gathered from the initial survey instrument and followed up by interviews with participant volunteers.
Findings: Findings from this study suggested middle school best practices for technology integration need to include equitable access, structure and clear limits, and content mastery and 21st century skill development learned through project/problem-based, student-centered inquiry utilizing a variety of technology applications and/or a learning management system.
Conclusions: The conclusions from this study suggested successful middle school technology integrated learning activities/lessons need to incorporate adolescent developmental needs for students to thrive. Expert middle school technology integration teachers stated the most important best practice was utilizing tech-infused, authentic, real-world project/problem issues relevant to today’s world while incorporating core content through learning opportunities engaging to adolescents.
Recommendations: Future research should include a correlational study to examine frequency and type of technology use by teachers and students to identify any relationships that exists, and to identify ways to increase the frequency of student technology use in the classroom. Another recommendation is to conduct a phenomenological study from the middle school student perspective regarding use of technology both inside and beyond the school day. Conduct a multi-case mixed methods explanatory study describing best practices for technology integration across three identified levels (K-5, 6-8, 9-12) providing a more comprehensive perspective across the K-12 system. A case study should be done of three high-performing middle schools to identify and explore key technology integration practices teachers. Lastly, it is recommended to conduct a mixed methods study of middle school principals who deployed 1:1 initiatives to identify and describe the best practices for leading a 1:1 technology initiatives
Teacher Emotional Intelligence and Best Practices for Classroom Management
No full textPurpose. The purpose of this phenomenological study was to understand how middle school teachers describe their use of the four elements of emotional intelligence (self-awareness, self-management, social awareness, and relationship management) to reduce student behavioral referrals. In addition, it was the purpose of this study to discover the barriers and benefits to teacher use of the elements of emotional intelligence (EI).
Methodology. This study utilized a qualitative approach to understand how middle school teachers describe their use of the four elements of EI to reduce student behavioral referrals. In addition, a qualitative approach was utilized to discover the barriers and benefits to teacher use of the elements of EI. A sample of middle school teachers from San Bernardino and Los Angeles Counties participated through in-depth interviews. The data were coded to describe similarities and differences in perceptions of how participant teachers described their use of the four elements of EI to reduce the number of written office referrals.
Findings: Analysis of interview data resulted in 13 themes. Nine key findings were identified based on the frequency of references by study participants. Building relationships with students was considered important, building trust between teacher and student is important as well as establishing structure in the classroom and clear oral and written communication. Reported benefits of EI included better relationships with students, higher levels of student engagement, and more trusting relationships. Reported barriers included student home lives and limited training for EI.
Conclusions: The 9 key findings were summarized as 5 conclusions. Teachers in this study stressed the importance of building relationships, using the four skills of EI to build better relationships, engaging students through EI, and establishing trust with students. Teachers also need additional training to hone their EI skills.
Recommendations: Further research of outlier teachers at all grade levels across the U.S. should be conducted
Overcoming Community Resistance to Change via the Use of Transformational Leadership by General Managers of Southern California\u27s Coachella Valley Gated Golfing Communities
No full textPurpose: The purpose of this qualitative case study was to identify and describe the use of transformational leadership traits to overcome resistance to change as perceived by general managers of gated golfing communities in Southern California’s Coachella Valley. A secondary purpose was to explore and describe generational cohorts’ resistance to change as perceived by general managers of gated golfing communities in Southern California’s Coachella Valley.
Methodology: This study utilized a qualitative case study research design comprised of semistructured open-ended interview questions to solicit and capture rich qualitative data regarding the use of transformational leadership traits while overcoming resistance to change involving community change initiatives. The population for the study consisted of general managers of Southern California’s Coachella Valley gated golfing communities.
Findings: The findings from this study suggest that transformational leadership is an efficacious leadership paradigm to overcome community resistance to change. Additionally, this study found that the homeowners’ association board of directors is influential in overcoming community resistance to change. Finally, this study found that changes in generational cohorts represent an area of concern for gated golfing communities that needs to be addressed to ensure the economic continuity of a given community.
Conclusions: The findings from this study led the researcher to conclude that transformational leadership is an efficacious means to overcome resistance to change to address changing generational cohort demographics within gated golfing communities. Utilizing transformational leadership, gated golfing communities are able to effect needed community change to ensure community economic viability.
Recommendations: The research should be replicated in other regions of the United States with a larger sample size. Another recommendation is to replicate this study within differing community structures to ascertain if differing levels of resistance to change exist in gated nongolfing communities compared to gated golfing communities. Finally, the researcher recommends that a study be conducted to evaluate the role and efficacy of emotional intelligence in overcoming resistance to change within the Generation X and millennial generational cohorts
Non-Cognitive Skills and School Culture: A Qualitative Analysis
No full textPurpose. The purpose of this phenomenological case study was to identify and describe teacher implementation of growth mindset as the basis of school culture at one elementary school in Southern California.
Methodology. This phenomenological case study utilized interviews, artifacts, and informal observations to ascertain an accurate portrayal of the conditions, phenomena, and circumstances that surround growth mindset school culture implementation. Similarly, this methodology assisted the researcher in gaining insight into the lived experiences of the participants as well as strategies for implementing a growth mindset school culture. To participate in the study, participants were certified by the California State Board of Education, have been employed full-time in an elementary school teaching assignment for more than 5 years, currently implementing growth mindset strategies, and have attended accredited training on growth mindset implementation.
Findings. A thorough examination of study participant interviews, observations, and artifacts yielded 19 themes and 358 frequencies surrounding growth mindset culture implementation. Ten prevalent findings were established, based on the frequency of references, and analyzed to form conclusions.
Conclusions. The 10 prevalent findings were summarized as 6 conclusions, centered around creating a growth mindset school culture. It was concluded: Teachers are able to establish a growth mindset by creating a positive culture, fostering effective teaching and meaningful learning, and intentional use of common “growth” vocabulary; teachers that create and maintain a safe learning environment afford students opportunities for personal growth; students are empowered when teachers incorporate leadership opportunities for students and foster a culture of risk taking; in order to empower students to embrace challenge, teachers must show genuine affection and concern for all students; Effective professional development for integrating growth mindset as a basis for school culture must be supported with routine opportunities for both personal and professional development; and in order to establish a growth mindset in classrooms, teachers must look beyond the traditional curriculum and foster a climate centered around the whole child.
Recommendations. Further research is recommended to replicate and extend the study to a variety of populations and samples in order to expand the understanding of how to create a growth mindset school culture
An Examination of California Home-based Early Childhood Educators’ Self-Determination to Attain a Higher Education Degree
No full textPurpose: The purpose of this mixed-methods study was to examine, identify, and describe the perceived impact of the self-determination attributes of autonomy, competence, and relatedness on the persistence and retention of California licensed home-based early childhood educators who attended higher education degree programs.
Methodology: This study utilized a concurrent triangulation mixed-methods approach to gain an understanding of the impact of self-determination on California licensed home-based early childhood educators’ persistence and retention in college. Three hundred members of the San Diego County Family Child Care Association and/or the California Family Child Care Network were invited to participate in this study. Quantitative data were collected from 37 home-based early childhood educators who volunteered to complete an online survey. The qualitative data were obtained from seven home-based early childhood educators via semi-structured interviews.
Findings: The findings from this study revealed early childhood educators who attended college had high levels of self-determination attributes of autonomy, competence, and relatedness. Additionally, the investigation revealed home-based educators with high levels of self-determination were intrinsically motivated, committed, and intentional about completing their college degree. Finally, these findings showed early childhood educators with self-determination were resolved to stay in college and persist until degree attainment.
Conclusions: Based on the findings from this study and the literature review, it was concluded self-determination attributes of autonomy, competence, and relatedness impacted persistence and retention of home-based educators who attended college. Also, it was found self-determined early childhood educators were committed, intentional, intrinsically motivated, and engaged, which aided in persistence and retention in higher education until degree attainment.
Recommendations: Further research is recommended to examine the motivating factors that impact early childhood educators’ engagement and continuation in higher education at various degree levels and with diverse populations. Additionally, it is recommended to replicate this study comparing self-determination with other factors such as grit, student engagement, and entrepreneurship
Engaging Hispanic Science Learners Within California’s Central Valley: A Mixed Methods Study of the Perceptions of High School Teachers Relative to Advanced Placement Science Courses
No full textPurpose: The purpose of this mixed methods study was to examine the engagement of Hispanic Advanced Placement science learners in California’s Central Valley as perceived by high school teachers.
Methodology: The mixed method study surveyed 20 Advanced Placement science teachers from the region of interest. Likert surveys were used to determine: 1) their perceptions of the engagement of Hispanic students by the AP Program, and 2) barriers presented by the AP Program. Quantitative results indicated teacher support for the AP Program and few barriers as currently administered. A focus group of 12 teachers recruited from the 20 surveyed provided qualitative data which gave depth to the study and suggested changes in program practices to inform future teaching.
Findings: Participants perceived that the AP Program promotes engagement and learning in high school science classrooms and does not present significant barriers to Hispanic science students’ access to the curriculum, learning or course completion. Some changes in practice to improve the AP Program were suggested.
Conclusions: Current AP Program practice meets the needs of Hispanic science learners in the region studied but would benefit from increased science offerings and recruitment in elementary school. Participants indicated that AP Program could be improved if there are more students participating in the Advancement Via Individual Determination vii Program in both middle and high school thereby equipping them with the skills to be successful. Targeted support for Hispanic learners at the high school level, particularly those who struggle with the vocabulary demands of AP science was suggested.
Recommendations: A number of studies were suggested that may build on this research project. Among them, surveying Hispanic AP teachers, studying the differences in the level of rigor practiced by AP teachers, and differences between data obtained from the focus group as compared with data from the surveys only. Participants indicated the role of parents on many levels. This may indicate the opportunity to study parent and other family member role models as pertains to college attainment. Differences in AP offerings would be another area for study