1 |
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
|
|
|
|
In: Dissertations (2022)
|
|
BASE
|
|
Show details
|
|
2 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
|
|
|
|
In: Networks: An Online Journal for Teacher Research (2022)
|
|
BASE
|
|
Show details
|
|
3 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
|
|
|
|
In: Networks: An Online Journal for Teacher Research (2022)
|
|
BASE
|
|
Show details
|
|
4 |
The Effects of Charter Schools on Early Foreign Language Education in Public Schools
|
|
|
|
In: Senior Honors Theses (2022)
|
|
BASE
|
|
Show details
|
|
5 |
Analyzing Pre-Service Teachers’ Strategies for Subtraction
|
|
|
|
In: Georgia Southern University Research Symposium (2022)
|
|
BASE
|
|
Show details
|
|
6 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
|
|
|
|
In: Theses and Dissertations--Education Sciences (2022)
|
|
BASE
|
|
Show details
|
|
7 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
|
|
|
|
In: Library Philosophy and Practice (e-journal) (2022)
|
|
BASE
|
|
Show details
|
|
8 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
|
|
|
|
In: World Languages and Cultures (2021)
|
|
BASE
|
|
Show details
|
|
9 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
10 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
|
|
|
|
In: Australian Journal of Teacher Education (2021)
|
|
BASE
|
|
Show details
|
|
11 |
Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families
|
|
|
|
In: Educational Considerations (2021)
|
|
BASE
|
|
Show details
|
|
12 |
Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
|
|
|
|
In: Educational Considerations (2021)
|
|
BASE
|
|
Show details
|
|
13 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
|
|
|
|
In: Networks: An Online Journal for Teacher Research (2021)
|
|
BASE
|
|
Show details
|
|
14 |
Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools
|
|
|
|
In: Journal of Educational Supervision (2021)
|
|
BASE
|
|
Show details
|
|
15 |
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
|
|
|
|
In: Journal of Catholic Education (2021)
|
|
BASE
|
|
Show details
|
|
16 |
International School Elementary Educators' Transition to a Revised Mathematics Curriculum: A Case Study
|
|
|
|
In: Doctoral Dissertations and Projects (2021)
|
|
Abstract:
The purpose of this single instrumental case study was to research how teachers at an organization of international schools transitioned to using a revised mathematics curriculum to understand how to replicate or improve the process for success in the implementation phase in the future. The guiding theories for this research were Schlossberg’s (1981) transition theory, as the aim of the study was to research teachers in a time of transition, and Kolb’s (1984) experiential learning theory, as teachers worked through the cycle of experiencing, reflecting, thinking, and acting. Data was collected through interviews, focus groups, and journaling. The site was an organization of international schools with a culturally and linguistically diverse student population. Participants were elementary teachers in the process of transitioning to using a revised mathematics curriculum. The methods of data triangulation, memoing, and data categorization were used for data analysis. Eight themes were determined from the data: First-Year Implementation, Collaboration, COVID-19, International School Differences, Teacher Perspectives, Professional Development and Training, Materials, and Leadership. This study discusses how teaching at an international school and implementing the curriculum during the COVID-19 pandemic affected the implementation. Teachers were supported in the transition by leadership, materials, collaboration, and professional development and training. They coped with the transition by remembering the first year of implementation is challenging and through various strategies based on their different perspectives of the transition.
|
|
Keyword:
COVID-19; Curriculum and Instruction; Curriculum Transition; Education; Elementary Education; Experiential Learning Theory; Mathematics; Transition Theory
|
|
URL: https://digitalcommons.liberty.edu/doctoral/3249 https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4308&context=doctoral
|
|
BASE
|
|
Hide details
|
|
17 |
Strategies for Raising Low Test Scores of Minority Students
|
|
|
|
In: Masters Theses (2021)
|
|
BASE
|
|
Show details
|
|
18 |
Notes on Contributors to This Volume
|
|
In: Journal of Multilingual Education Research (2021)
|
|
BASE
|
|
Show details
|
|
19 |
The School Wellness Wheel: Re-Configuring Schools to Become Healing & Resiliency Centered Organizations
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2021)
|
|
BASE
|
|
Show details
|
|
20 |
Morphological Interventions Delivered by SLPs and Educators for Kindergarten to Grade 3 Students: A Scoping Review Protocol ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|