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Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

A Research Project submitted to the Faculty of Education University of the Witwatersrand in Partial Fulfilment of the Requirements for the Degree of Master of Education by Coursework and Research Report / The work of Piaget and Vygotsky has formed the theoretical foundation for many research projects that investigate children's cognitive processes which are part of their learning experience, These investigations, however, do not address the affective aspects of the learning process. This study seeks to isolate and-explore the affective components of writing by conceptualizing a "creative writing experience" as a personal meaning making event which is simultaneously influenced by the children's cognitive development and their emotional development. The feelings experienced by the children while writing are a particular interest. Theories developed by Freud and Klein are used to investigate the children's emotions and to assess the impact these have on their writing process. The methods of investigation employ a detailed observation of external behaviour with the help of a video camera, a focus group interview, a reflective interview and a projective technique. The children's emotional experience of writing is deduced from the visual data as well as the interviews. It is concluded that the children's experience of writing is dominated by anxious emotions. As the medium of writing does not provide children with a communicative structure, it presents many children with an experience of isolation and meaninglessness. If the children fail to provide a purpose for their task, writing becomes an experience of insecurity and alienation. The role of children's talk during the writing process does not have a cognitive significance. On the contrary, its primary function seems to be to control affective forces and to maintain the personal purposefulness of the writing task. / Andrew Chakane 2019

"The purpose of this study by a teacher of the fourth grade was to peruse some of the literature in the fields of child growth, child development, and mental health in order to learn some characteristics of nine-year-olds--physical, mental, social, emotional, moral, and aesthetic; to consider educational implications emerging from the study; to become familiar with some of the techniques of learning about children; and to give suggestions for applying this information to a specific group of nine-year-olds for the purpose of fostering their mental health"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Fay Kirtland, Professor Directing Paper. / Includes bibliographical references (leaves 45-47).

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Thesis advisor: Curt Dudley-Marling / The central focus of this dissertation is the schooling experiences of a small group of culturally and linguistically diverse students. The problem this study addresses is the relative absence of "student voice" in broader conversations about successful teacher preparation for culturally and linguistically diverse classrooms. Conceptual and empirical literature on culturally responsive pedagogy, student voice and experience are reviewed as a means of situating the study. The theoretical framework incorporates sociocultural theories on teaching and learning, as well as sociological conceptions of childhood. Sixteen elementary school students attending public suburban, urban, and charter schools participated in this study. Primary data sources include transcripts from individual in-depth interviews and focus group conversations, and elicited student drawings. The qualitative research traditions of phenomenology and narrative analysis influenced data interpretation. Findings are presented thematically, and four overarching themes were identified. Each of the four findings chapters speaks to the students' experiences with learning, their peers, their teacher, and voice, both in the classroom and the research process itself. The perspectives shared by participants provide powerful glimpses into effective schooling for `other people's children' (Delpit, 1995). / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

<p> The purpose of this study was to contribute to the understanding of teacher retention by researching factors that influence veteran teachers to remain in Missouri&rsquo;s K-8 school districts. School districts all across the nation face the daunting task of improving student achievement in the face of teacher shortages, especially in rural areas and in hard-to-staff content fields such as math and science (Carver-Thomas &amp; Darling-Hammond, 2017; Harrington, 2017). Utilizing a mixed-methods approach, the researcher sought to articulate the core perceptions of superintendents and veteran teachers that lead to longevity and retention in the K-8 school environment and to identify the factors that influence retention of teachers in Missouri K-8 districts. Research participants included Missouri K-8 superintendents and veteran teachers. Through interviews and surveys, perceptions regarding factors that influence teacher retention in K-8 districts were identified and analyzed for statistical differences. Interviews were conducted, responses summarized and categorized using open and axial coding, and similarities and commonalities identified. Survey data were analyzed using descriptive and inferential statistics to provide summaries to test the null hypothesis and report comparative data. The survey data analysis included use of the Mann-Whitney U test to determine whether two uncorrelated groups differed significantly. Survey data findings indicated no significant differences between K-8 superintendent and veteran teacher perceptions regarding retention factors. Interview and survey data conclusions revealed common retention factors such as culture/climate; administrative and community support and recognition; salary; working conditions (small class sizes/autonomy); and making a difference, or the work itself. </p><p>

<p> One-to-One Technology Device Integration in Grades 3-5 and the Beliefs &amp; Actions of Teachers and District-Level Leaders One-to-One technology initiatives began in the 1990&rsquo;s and have expanded over time. It is not about distributing devices but rather how those devices transform teaching and learning. Educators need to harness the power of technology devices to engage students in learning, enhance teaching, and provide opportunities for personalized learning. The International Society for Technology in Education (ISTE) has developed student standards that provide a framework for teachers to guide them in developing content-rich lessons that are supported and enhanced by the use of technology devices. </p><p> The purpose of this study was to examine how teachers in grades three through five operationalize the seven ISTE student standards in schools with one-to-one technology devices. The types of projects designed and implemented with students, as well as the actions taken by leaders to provide systems of instructional technology support, professional development opportunities and systems for learning for teachers was explored. Data was collected through interviews with third through fifth grade teachers and leaders in two districts that have implemented one-to-one student technology devices in their schools. </p><p> A qualitative design was used and data was collected from interviews with twelve leaders, six teachers and a technology integration specialist from two school districts in the Capital Region of New York State that had implemented one-to-one initiatives in their districts. The data was analyzed to develop findings to answer three research questions. The findings of this study indicate that educational leaders who have implemented one-to one student technology in their district recognize that it is not about the device but more about the learning. Teachers reported that one-to-one student technology devices do not replace quality instruction but rather see the devices as a tool to increase motivation and engagement. A formal assessment to gather data to determine the effectiveness of implementing one-to-one student technology devices is needed. </p><p> Conclusions from this study indicate that one-to-one student technology provide the opportunity for teachers to engage students in learning, differentiate and personalize learning, and allow students to be creators of their own learning. This study indicates that when implementing a one-to-one initiative, leaders who provide time for professional development through the creation of social networks of learning and technical support for student technology devices foster the successful implementation of a one-to-one initiative. Recommendations include supporting professional development on the ISTE standards, designing schedules that provide common time for teachers to learn about technology integration, requiring the inclusion of professional development for technology integration in district professional development plans and teacher and leader certification programs, and future studies. </p><p>

<p> This study investigated the perceptions of teachers of grades three, four, and five regarding differentiated instruction in conjunction with Standards-Based Report Card as aligned to the Common Core State Standards. The purpose of this study was specifically seeking teacher perceptions on how these phenomenon interact, as well as teacher to parent communication, student awareness of standards, and reassessment practices. </p><p> The sample (n = 140) consisted of regular education teachers, grades three, four, and five from districts in both Illinois and Missouri. These districts used a Standards-Based Report Card at one or more of these intermediate grade levels. The participants completed a survey designed to determine teacher perceptions of the effect of differentiated instruction on the Standards-Based Report Card in conjunction with the Common Core State Standards. This survey was developed to answer the six research questions. </p><p> The researcher analyzed the data descriptively and inferentially. The researcher concluded that districts need more training and need to promote teacher buy-in. The descriptive results demonstrated teacher perceptions about communication, student awareness, and reassessment. Overall, teachers do not perceive that they are communicating more due to the Standards-Based Report Card. Teachers tend to agree that students are aware of their progress as a result of the Standards-Based Report Card and that they are reassessing in math and ELA. The researcher concluded the study by suggesting recommendations for further research in the area of Standards-Based Report Cards at the intermediate level.</p><p>