The purpose of this research is to explore Thailand teachers’ perspectives towards the integration of ICTs into the teaching and learning process in order to better understand how teachers use technology for classroom instruction and their perceptions of the factors that influence their use of ICTs. The study applied Interactive Qualitative Analysis (IQA) approach to draw a systems thinking of teachers and to provide in-depth perspectives of teachers about their implementation of ICTs in the classroom. Eighteen computer teachers and twenty-two mathematics teachers participated in a focus group interview. Fifteen computer teachers and fourteen mathematics teachers were invited to participate in an individual interview. Results from the data analysis based on the IQA approach showed that teachers’ perspectives on their integration of ICTs encompassed several components including School management and administration, Content and curriculum, Teacher, Information and Communication Technologies (ICTs), Student, Environment, Time, and Parent or guardian. The results also revealed a systems thinking of teachers that showed the interrelationships of the affinities. The statistical analysis comparing the perceptions of two teachers groups showed that there was only one affinity, which was “Student”, found to be significantly different at the .049 level. This could be because of difference in teacher perceptions of students. For other affinities, the results showed that both groups of teachers did not perceive their work experiences in a significantly different way. / text

The purpose of this descriptive study was to discover Texas middle school choir directors’ perceptions and applications of multicultural education in their classrooms. Three research questions guided this investigation: (1) What were middle school choir director’s perceptions about multicultural music education?; (2) How did middle school choir directors apply multicultural music pedagogy in their classrooms?; and (3) How did middle school choir directors perceive professional development opportunities in multicultural music education? Texas middle school choir directors perceived that the purpose of multicultural music was to expose students to different cultures and diverse worldviews through music. Teachers listed several social and musical benefits of studying multicultural music including broadening musical horizons, cultural appreciation, and expansion of student worldviews. Teachers consciously programmed multicultural music for most of their concerts, and some chose literature based on their students’ cultural backgrounds. Although most teachers tried to make multicultural music experiences genuine for students, authenticity was the foremost pedagogical concern regarding multicultural music pedagogy. Teachers tended to utilize a combination of music concept and sociocultural approaches when teaching multicultural music by comparing multicultural music to Western music and using classroom discussions to discuss social issues that lend context to the music. Professional development opportunities in multicultural music education were available through the state music organization (TMEA), but rarely at the district or the campus level. Teachers also reported opportunities at the national level for professional development.

Blended learning technology integration by teachers can be influenced by a number of factors and is not simply a matter of following the dictate of an administrator or supervisor. A lack of knowledge exists as to what extent a high school teacher’s perception of blended learning influences his or her implementation decision. The purpose of this qualitative study was to explore the perceptions of high school teachers regarding their decision to implement blended learning pedagogy in their classroom. Social cognitive theory and the technology acceptance model were used as the conceptual framework for this study. The key research questions were used to examine the perceived ease of use and the perceived usefulness of technology and their effect on the decision to implement blended learning pedagogy. Participants were 11 teachers with access to blended learning pedagogy from 4 different school sites. Data sources were semistructured interviews. Data were analyzed using a multistage, open coding approach, identifying themes of positive and negative influencers of perceptions of blended learning pedagogy. Results indicated that teachers have a high regard for classroom technology use and recognize the potential value of blended learning with the ability to individualize instruction as the strongest positive aspect. The results also indicated that the key negative influences on perception were lack of professional development and technology resource support, i.e., Internet availability and computer access. This study creates positive social change by providing all high school education stakeholders knowledge of the influencers of teacher perceptions of blended learning to address potentially negative influences, increase the likelihood of classroom adoption, and reduce wasted resources.

The purpose of this study was to examine the educators’ perceptions of shifts within the culture of Jefferson Elementary School after the implementation of a trauma-informed approach. This study focuses on examining changes to the school culture after implementing trauma-informed practices. As educators continue to feel the pressure of increased academic expectations alongside the social and emotional demands that arise from childhood trauma, increased support through trauma-informed practices becomes necessary for the wellbeing of everyone. However, there are challenges in the implementation of these practices which can impact the culture of the school. The researcher used the qualitative method of case study to complete this research. The researcher conducted and recorded individual teacher interviews, focus group interviews, and analyzed documents to provide an in-depth understanding of the case being studied. This case study provides a detailed picture of how teachers in the school perceived the changes within the culture after the implementation of a trauma-informed approach. The researcher found that implementation of a trauma-informed approach positively impacted the school culture. Through analysis of the individual interview transcripts, focus group transcripts, and document analysis, the participants described their experiences. When collectively analyzed, these experiences provided a thorough understanding of the positive shifts to the school culture brought by the implementation of a trauma-informed approach.

Researchers have shown that effective use of student data by teachers can inform teaching practice, leading to improved outcomes on standardized tests. In order to improve declining test scores at the middle school under study, professional development on the use of data teams was implemented. However, a year after implementation, teachers were still not utilizing data within their professional learning communities (PLC) effectively or at all. This qualitative case study addressed the problem of the need for teachers to use data more effectively. The conceptual framework of the study was based on the models of PLCs by DuFour and of data teams by Love. The research questions addressed how teachers perceived and used data in their PLCs in order to improve instruction. Qualitative data were collected from individual interviews with 7 teachers, observations of 8 PLC meetings, and review of PLC documents. Triangulation and member checking were used to bolster trustworthiness of interpretations. The data analysis led to 4 common themes: teachers felt they were forced to use data, had excessive responsibilities within PLCs, were busy with other required tasks, and needed more training on data use. The findings led to the design of a 5-day professional development series on data teams to be implemented at the middle school. This study has the potential to increase teacher capacity in using student data to inform instruction and to improve student achievement at the local school and district levels.

The adoption of the Common Core State Standards has necessitated a change in the instructional practices used by many mathematics teachers. The new standards encourage problem solving and the development of conceptual understanding rather than rote memorization of formulas and rules. Researchers have demonstrated that formative assessment is a powerful instructional tool that, when implemented properly, can increase student achievement. The purpose of this quantitative study was to determine how mathematics teachers in Pennsylvania perceive the new standards; how they value and use formative assessment practices including involving students in their work, modeling quality work, providing feedback, and providing opportunities for peer and self-assessment; and how these variables are related to each other. The answers to these research questions could potentially guide future professional development for teachers. This study was guided by the theoretical framework of Bloom, Dewey, and Piaget who each stated that a constructivist approach to learning is necessary for student growth. Likert scale surveys were used and Pearson correlational studies were conducted to analyze the data from the 174 respondents. Results revealed that participants were generally not in favor of the Common Core State Standards, and there were few statistically significant relationships between teachers' value and use of the 4 formative assessment practices and their value of the standards. Participants appeared to have some misconceptions about the standards and the instructional practices that support implementation, suggesting a continued need for professional development. Attention to this professional learning could help to promote student achievement.

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The most powerful influence on student achievement is the classroom teacher and the most effective instructional strategy teachers can use to increase student learning and achievement is effective feedback (Hattie & Timperley, 2007). The research on teacher feedback in kindergarten classrooms is scarce therefore this study helps reduce the void in the literature on the importance of teacher feedback in kindergarten classrooms. The purpose of this study was to examine effective teachers’ perceptions of the amount and kind of feedback they provide to their students and to determine if their perceptions match the feedback they actually provide. The participants in the study were four teachers from a public elementary school in middle Tennessee. Each teacher received the rating of effective teacher according to their 2015-2016 state-wide teacher evaluation. This study is based upon Lev Vygotsky’s sociocultural theory which proclaims student learning can be increased when teachers provide the necessary support to complete a task at a level higher than their current level of functioning. Teacher feedback is an effective and efficient instructional strategy to bridge the gap between students’ actual level of understanding and the level required to become independently successful. It is important, therefore that teachers become knowledgeable of feedback that will encourage rather than discourage independent learning. The qualitative design of this study included observing and analyzing teacher feedback during whole group instruction in kindergarten classrooms. The researcher collected data on four observed levels of teacher feedback: feedback about the task, feedback about the process, feedback about self-regulation and personal feedback about the self. Teachers’ perceptions of the kinds of feedback they provide most frequently did not match observed levels of feedback. The participants perceived themselves to provide more feedback about the process and self-regulation which are the most effective levels of feedback to increase student achievement. Their perceptions did not match observed levels of feedback provided to their students. The results of this study may be used as a catalyst for districts to provide professional development to instruct teachers how to effectively use the four levels of teacher feedback to increase student academic progress.

Inclusion is considered the least restrictive environment for most students with disabilities. The purpose of this study was to examine teachers’ and administrators’ perceptions of inclusion in general education classrooms for students with autism. This included an examination of how schools determined placement for students with autism, the academic and social influences of placement in the general classroom, perceptions of teachers and administrators about inclusion for students with autism, teaching strategies that worked for students with autism in the general classroom, and the influence other students in the classroom have on students with autism. Participants in the study were from one county school system in Tennessee. All data were collected through in-depth analysis of interviews with teachers of students with autism. Results from this study may provide information to teachers and administrators which assists in supporting teachers and educational assistants in the general classroom with students who have autism, as well as increasing the positive effects of inclusion for students with autism in the general education classroom.

America has no majority race in the population of five-year-olds and younger (Wazwaz, 2015). Our society struggles to manage the changing face of America as seen in riots, protests, racially-motivated comments, and bullying to name a few examples. Students also face great difficulty reading and discerning what is factual and determining credible sources in the digital age. Critical literacy has the potential to teach students about their changing world, tolerance and acceptance of others, and how to read critically through literature with controversial topics. This explanatory sequential mixed-methods research examined 156 East Tennessee early childhood teachers’ (ECED) perceptions, knowledge, practices, and resources of critical literacy, differences between ECED majors and elementary education majors, and lower ECED (Pre-K-1) and higher ECED (2nd-3rd grade) teachers in their perceptions, knowledge, practices, and resources of critical literacy.. A four-point Likert scale survey was emailed to early childhood teachers in six upper East Tennessee school districts to collect quantitative data. Comparisons were made between the ECED and elementary education majors and the lower and higher ECED groups using MANOVAS, ANOVAS, and t tests. No statistically significant differences were found. The survey was followed by qualitative interviews with 5 volunteers from the quantitative study who answered specific protocol questions regarding critical literacy. Grounded theory also determined emergent themes of environment, parent support, ranking of topics, personal beliefs, and contradictions. This research found that although some teachers are unfamiliar with critical literacy, there is a desire to implement some of its practices. However, more book resources are needed as well as support from parents and administration. Teachers in this sample demonstrated that they are not comfortable with disrupting the commonplace thinking which includes topics such as same-sex relationships. Suggestions for future research, potential training, and professional development are included.