<p> The specific problem was that 32.7 percent of graduates from a large Texas high school did not receive sufficient non-curricular support and failed to be ready for college (Moore et al., 2010; Texas Education Agency, 2012c). The purpose of this exploratory single case study was to examine teachers&rsquo; perceptions of non-curricular aspects influencing college readiness for first generation college-bound students at a large Texas high school, and to explore how teachers might help increase college readiness and overcome the barriers towards college readiness. The central research question was: How do teachers in a Texas high school perceive the non-curricular aspects influencing college readiness? The participants were 14 teachers with five to thirty-five years of experience. Data were collected by face-to-face interviews and NVivo 11 was used for data analysis. The major themes were (a) the lack of support and encouragement from parents, (b) parents&rsquo; lack of education, (c) sibling&rsquo;s and relative&rsquo;s lack of education, (d) parents&rsquo; poor financial status and (e) students&rsquo; English language problems. Educational leaders should understand that the cost of a lack of college readiness would not only affect students and parents, but also impact American society and taxpayers. Creating programs and interventions that would minimize or eliminate the non-academic obstacles to college readiness is an essential task that must be undertaken. Leaders might consider the creation of these programs and interventions as a priority. Future research was recommended. </p>

<p> Teacher burnout is not a new problem; however, with increasing frequency, teacher burnout leads to teacher attrition. Teacher burnout is a problem that affects school districts nationwide because of the financial and academic toll it has on education. The purpose of this qualitative case study was to explore teacher burnout, its perceived causes, and its effects in an urban high school in the northeastern United States. The conceptual framework was based on Vygotsky&rsquo;s social development theory. The research questions focused on factors that contribute to teacher burnout and teachers' perceptions of the ways in which their burnout affected instruction as well as their interactions with parents, colleagues, and administrators. The data collection method was based on in-depth interviews with 5 high school teachers who experienced burnout. The interview data were analyzed and color-coded to identify recurring themes and patterns. An individual narrative was developed for each of the 5 teachers followed by a cross-case analysis of the data. Major findings suggest that teacher burnout may result from several factors such as educational mandates, classroom discipline issues; it affects classroom instruction and impacts interaction with all educational stakeholders. The study's implications for positive social change are rooted in identifying and eliminating the factors that contribute to teacher burnout in order to retain highly qualified and motivated teachers who will provide students with consistent, high-quality, equal educational opportunities that help them reach their full academic potential. </p>

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 95-102).

<p> The purpose of this study is to explore the educational perceptions of Mexican parents living in the United States and how their experiences gestate Mexican student concepts of education. Additionally, the study explores the high drop-out rate among Mexican students enrolled in U.S. public education, the consequences the drop-out rate has on U.S. society, and the history and culture of Mexico that formed the environment in which Mexican parents lived their experiences. The study was administered using a qualitative, empirical, phenomenological methodology using in-depth interviews. The study sample consisted of six native Mexican parents with students enrolled in an urban school district in Utah. Data was collected using an interpreter, originally from Mexico, literate in English and Spanish. The in-depth interviews were recorded and translated, then transcribed using Dragon voice recognition software. The qualitative data was then analyzed for this study.</p><p> Two major themes were identified in the study. The leading theme ascertained within the data indicated gender roles of <i>machismo</i> and <i> marianismo</i>, as influenced by cultural proclivity, dominate family life, which is the basis of Mexican existence. The second dominant theme showed a narrow worldview inculcated by a group- or family-oriented life world experience. Recommendations to address the identified themes in the study are provided. </p>

Thesis (PH.D)--University of Toronto, 1997. / Includes bibliographical references.

<p> This qualitative, phenomenological study explored Sexual Health Education (SHE) through the lens of 11 public school teachers who formally taught sex education. It explored the levels of comfort and barriers that educators possessed when they communicated SHE to adolescents. One community within the State of Indiana was examined. Eleven 7-12^th grade educators among three school districts shared their beliefs, values, and feelings regarding SHE instruction and levels of sexuality comfort. As a result, the concept of sexuality comfort was reconstructed, and three findings emerged from the data that can contribute to further research in the fields of education, communication, and health. They include: (1) An inclusive sexual health education program can provide educators with more sexuality comfort, (2) Teacher training and instructional materials relate to an educator&rsquo;s sexuality comfort level and willingness to communicate SHE, and (3) An educator&rsquo;s level of sexuality comfort will likely increase if engaged in SHE decision-making policies.</p><p>

<p> This case study explored the viability of using a Critical Friends Group (CFG) dialogue protocol within a novice teacher induction program to facilitate dialogue about equity in a diversifying suburban school setting. The study included two research questions: How do novice teachers in a suburban school district with shifting demographic diversity make sense of racial, ethnic, and socioeconomic inequities? How does an equity-focused community of practice using a dialogue protocol affect novice teachers&rsquo; praxis through their understanding of how to address issues of student equity in their instructional practice? Even in a high performing suburban school, novice teachers had significant dilemmas of equity in their classes. Consequently, the novice teachers did not feel suitably trained or capable of providing the range of differentiation necessary to equitably meet the needs of their students. Thus, the novice teachers admitted to teaching by subjective intuition and asking for guidance from colleagues. The effects of adding the dialogue protocol included both an improved sense of trust among participants and of personal efficacy among the novice teachers. Questions posed during the dialogue protocol challenged the novice teachers&rsquo; personal biases, ethics, and decisions. Overall, the dialogue sessions created a space to help each of the novice teachers understand their options, responsibilities, and resources to improve their instructional praxis. This study recommends future research be conducted about the longitudinal impact of implementing a Critical Friends Group (CFG) dialogue protocol into the California induction credentialing process. This includes research into how to train mentors to facilitate group dialogue sessions, and collect and analyze student outcomes data.</p><p>

<p>ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals. Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE. As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.

<p> This qualitative study focused on understanding the process immigrant Latina/o families in the greater Los Angeles area underwent when selecting a charter school for their children. Through narrative interviews, 13 participants shared their perspectives of how and why they chose a charter school, and detailed the factors they considered in their selection process. Through the theoretical framework of cultural community wealth, social and cultural capital, participants answered the research question why and how do immigrant Latina/o parents research and apply to charter schools, and what are the factors they consider in the decision-making process? </p><p> Participants described social networks as connections to charter schools their children attended. They indicated reasons for selecting a charter school included a desire for a better educational opportunity than what they had encountered in the traditional public school environment. They viewed education as a vehicle for upward social mobility and understood the value of a quality education in helping achieve this outcome. Participants described their commitment to their children and families as a driving force behind their selection to actively search a better educational environment, which they found in charter schools. </p><p> The primary factors parents considered when selecting a charter school were the school&rsquo;s proximity and location, the attentiveness of teachers, the support of students&rsquo; learning needs and challenges, a welcoming community, the school&rsquo;s leadership, staff who were able to communicate with parents in their native language as well as an active community of parents who demonstrated interest and involvement in the school.</p><p>

<p> This phenomenological study focused on the lived experiences of modern day polymaths. The constructs of openness to experience, identity, self-directed learning, polymathy or multi-disciplinarily, and intrapersonal functional diversity were used to frame the research. The primary theoretical lens of this study is based on Identity Theory and Social Identity Theory. The inquiry focused on accomplished polymaths with careers spanning both the arts and sciences. The participants&rsquo; narratives provided insights regarding how they became polymaths and what their experiences as polymaths have been like. </p><p> The population for this phenomenological study was found using snowball sampling (also called chain or network sampling). Interviews with thirteen participants were conducted using a modified version of Seidman&rsquo;s (2013) method, focusing on (1) life history, (2) details of the experience of being a polymath, and (3) meaning making of being a polymath. Through applying Moustakas&rsquo; (1994) phenomenological data analysis methods, a total of twelve themes emerged. In addition to the twelve themes, textural and structural descriptions were presented that helped to elucidate the essence of polymathic experiences. </p><p> Seven conclusions were drawn from this research: (1) to be a polymath, one must accept not fitting in the typical box and perhaps even embodying apparent contradictions; polymathy is being intrapersonally diverse, (2) polymaths are exposed broadly, think creatively and strategically, and juggle their many interests and obligations through effective time management, (3) being a polymath can make life richer, but it can also be quite difficult, (4) polymaths are excellent at being creative and solving problems creatively, (5) polymathy develops due to a combination of nature and nurture, and polymathy is maintained in adulthood by a willingness to continue to work to improve oneself through self-directed learning, (6) polymath identity is discovered from not fitting in; polymath identity can be difficult to fully own and to explain to others, (7) family and financial resources impact the emergency of polymathy. A number of recommendations for theory, practice, and research are provided as well. </p><p>