Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.

Even though a school in Southern Virginia had been utilizing a variety of manipulatives, calculators, and computers to transition students through the concrete-representational-abstract (CRA) sequence; students did not meet the state proficiency requirement on the standardized math assessment. A qualitative descriptive case study design, grounded in Bruner's learning theory on the modes of representation, was utilized to explore fifth-grade teachers' perceptions of their math instructional practices. The central question was about 5th-grade teachers' perceptions of utilizing a wide variety of manipulatives, calculators, and computers to transition students from concrete understandings to pictorial representations before they embark upon abstract concepts. Data were collected through observations, interviews, and archival data. The data were analyzed through thematic analysis and coded through the constant comparison approach. The data collection revealed that the 4 participants were utilizing a wide variety of manipulatives, calculators, and computers to transition students through the CRA sequence; however, the teachers were unable to teach students to a level of mastery due to various barriers. The study's findings suggest that the research site would benefit from a three-day professional development plan, created to address the lack of teaching to mastery. This study will contribute to positive social change because it addressed the math achievement gap that is widening in America. This study's findings could benefit local, district, and state stakeholders as the project addresses teaching students to the appropriate cognitive levels to prepare for lifelong learning in mathematics, as well as for standardized assessments.

The aim of this study is to investigate Greek pre-school teachers’ perceptions about outdoor mindfulness practices. Mindfulness and place-based education are the main theories this study is based on. In this qualitative study, semi-structured interviews were conducted with eight Greek pre-school teachers and afterwards, the research data were analyzed by using Thematic Analysis. The results show that Greek pre-school teachers perceive the concept of outdoor mindfulness as a process of observation, awareness and connection. According to the pre-school teachers, by participating in outdoor mindfulness practices children can connect to their inner selves, to the other individuals and to the natural environment. Moreover, the participants show a positive attitude towards future systematic introduction of outdoor mindfulness in their lessons. Finally, this study gives space to Greek pre-school teachers so that they can express their own thoughts, understandings and suggestions on outdoor mindfulness practices. Starting from their perceptions on the topic an important step can be made for the further practice of outdoor mindfulness in pre-school education.

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Detta examensarbete behandlar det mål- och kriterierelaterade betygssystemet som används i svenska skolor idag. Vi har valt att undersöka hur lärare uppfattar det nuvarande betygssystemet och vilka utmaningar de möter när de betygssätter i det engelska ämnet. Intresset för ämnet fördjupades under vår slutpraktik, och efter att ha haft diskussioner tog vi beslutet att djupare granska det nuvarande betygssystemet. Ett skäl för detta var att vi ville känna oss tryggare när vi väl lämnar lärarhögskolan. Eftersom det nuvarande betygssystemet är ett redskap för lärare att arbeta med debatteras detta dagligen i skolan. Även om lärarna ger intryck av att fortfarande ha problem med det nuvarande betygssystemet, visar resultaten att majoriteten av de intervjuade har förstått systemet. Det verkar som om svårigheterna snarare är hur man ska tolka de olika styrdokumenten eftersom målen och kriterierna ofta är väldigt öppna. En allmän åsikt hos lärarna är att de inte har några svårigheter med betygssättandet i sig i det nuvarande betygssystemet, men de efterfrågar dock fler betygssteg för att bättre kunna förklara var eleverna befinner sig på betygsskalan. Vi kom slutligen fram till att lärarna anser att systemet gynnar elever såväl som lärare. Dessutom är det även nödvändigt att ständigt diskutera det nuvarande betygssystemet så att man bättre förstår vad det innebär. / This dissertation deals with the goal- and criterion-referenced grading system in use in Swedish schools today. We have chosen to investigate how teachers perceive the current grading system and what challenges they are faced with when grading in the English subject. The interest for this topic was deepened during our final in-school-practices after which we discussed the issue with each other and came to the conclusion that the grading system would be useful to delve into in order to feel more secure when leaving the teacher training college. The current grading system is debated in schools on a daily basis since it is a tool for teachers to work with. Although the teachers give the impression of still having difficulties with the current grading system, the results show that the majority of the interviewees have grasped the system. It rather seems as if the difficulty is how to interpret different policy documents due to the fact that the goals and the criteria are of a general nature at times. A general opinion among most of the teachers is that they do not have difficulties with the grading itself in the current grading system. But they do, however, request further grading steps in order to be better able to explain where the students are on the grading scale. Moreover, we concluded that the teachers believe the system to benefit the students as well as themselves. Also, that it is necessary to continuously have discussions concerning the current grading system so as to better understand what it entails.

This research study investigates what 122 secondary students believe makes a good teacher of English as a second language. The students were randomly selected from three different schools in Malmö, Sweden. Six teachers’ views from the same schools will also be examined. The teachers and students answered questionnaires with open-ended and close-ended questions. Many researchers state that there are particular qualities that a teacher should possess to be considered a good teacher by the students. Qualities such as: being understanding, having a certain personality, being a motivator and a supporter, mastering the English language well, and listening to students wishes, are a few of many qualities that are being mentioned. The results indicate that the main quality that a teacher should possess is good knowledge of English. Other qualities that were mentioned were, varying work methods, the teacher’s personality, being supportive and encouraging ect. The students and the teachers opinions in comparison to what the researchers argue are not tremendously different.

Psychologists spend a significant portion of their time writing psychological reports. Oftentimes these reports are highly technical and written at a level which the literature has suggested is often difficult for teachers to utilize in their classrooms. Several previous research studies have examined psychological report writing practices and offered suggestions for improvement. One of these suggestions (theme or referral-based report writing) has not been as thoroughly examined in the literature. The purpose of this study was to examine this report writing style compared to more traditional report writing practices. This study utilized a novel approach to assessing teachers’ perceptions of these report writing styles which was adapted from the social validity literature (e. g., ARP-R). This study investigated both differences between each report writing style as well as a potential interaction effect between teacher experience and report type. Overall, the study did not find significant differences in teachers’ ratings between each report style. The readability of the psychological reports was hypothesized to be a confounding variable which may have impacted teachers’ views of the social validity of each report. Results, limitations, implications, and future research are also discussed.

This master's thesis explores the perceptions of the Short 20th Century history among high school teachers in Sweden and Scotland, focusing on how their perceptions fit within their own country's curricula's view on the same historic period. The study comprises two parts: an analysis of national history curricula and a survey of history teachers in both countries. Quantitative and qualitative comparisons of educational documents reveal nuanced differences, with Sweden emphasising a global perspective and Scotland maintaining a balanced approach between global and national narratives. Survey results underscore these distinctions, highlighting Swedish teachers' strong emphasis on a global outlook and Scottish educators' recognition of both national and global perspectives. The findings illuminate the diverse educational priorities and approaches to national history in Sweden and Scotland, shedding light on the complex interplay between historical narratives and educational contexts in shaping students' understanding of the Short 20th Century.

The purpose of the study is to shed light on how preschool teachers describe the work with mathematics, linked to the responsibilities, to gain a deeper understanding of the conditions the children are given for mathematical learning.  The approach is qualitative. Six semi-structured interviews of preschool teachers were conducted, where the results were analyzed with Bronfenbrenner´s developmental-ecological systems theory. The results reveal differences in the preschool teachers´ descriptions of how mathematical teaching is conducted to create progression. It appears that proximal processes are created in planned teaching situations, everyday situations and through theme work. All teaching situations do not automatically start from the prevailing situation, the mikrosystem even if directions are always made. Based on the preschool teachers´ description that planned mathematical teaching is more aimed at the older children in the preschool. Greater need for supply of materials and resources is hereby described as required.  The planning time and documentation tools are described as important to ensure that teaching is carried out. Without documentation, it will be difficult to challenge and expand learning. Documentation tools in application, where curriculum goals can be linked are described to give a good overview of mathematics areas that have been worked on.  Dividing children into small groups creates good conditions for paying attention to all the children and following their progress. Children´s participation in teaching is described as the basis for being able to challenge the children further. Which when there are large groups of children is described as more difficult.  The study can contribute to an awareness among preschool teachers about which systems need to be developed and thus directions in the work with mathematics can be taken. Preschool teacher professional development is thus possible. A good mathematical foundation can thus be made possible, which benefits children’s future mathematical learning. / Syftet med studien är att belysa hur förskollärare beskriver arbetet med matematik, kopplat till deras ansvar, för att få djupare förståelse för vilka förutsättningar barnen ges till ett matematiskt lärande.  Ansatsen är kvalitativ. Sex semistrukturerade intervjuer med förskollärare genomfördes, där resultatet analyserades med stöd i Bronfenbrenners utvecklingsekologiska systemteori. I resultatet framkommer skillnader i förskollärarnas beskrivningar av hur matematikundervisning bedrivs för att skapa progression. Det framkommer att proximala processer skapas i planerade undervisningssituationer, vardagssituationer samt genom temaarbete. Alla undervisningssituationer utgår inte automatiskt från den rådande situation, mikrosystemet, även om riktningar därtill alltid görs. Utifrånförskollärarnas beskrivningar framkommer att planerad matematikundervisning mer är riktat mot de äldre barnen i förskolan. Större behov av utbud av material och resurser beskrivs härmed krävas.  Planeringstiden samt dokumentationsverktyg beskrivs betydelsefulla för att säkerställa att undervisning bedrivs. Utan dokumentation blir det svårt att utmana och vidga lärandet. Dokumentationsverktyg i applikation, där läroplansmål kopplas beskrivs ge en god överblick av matematikområden som har arbetats med.  Indelning av barn i smågrupper framkommer skapa goda förutsättningar för att uppmärksamma alla barn och följa deras progression. Att barn är deltagande i undervisning beskrivs vara grunden till att kunna utmana barnen vidare. Vilket när det är stora barngrupper beskrivs vara svårare.  Denna studie kan bidra till en medvetenhet hos förskollärare om vilka system som behöver utvecklas och därmed kan riktningar i arbetet med matematik därtill tas. Förskollärarprofessionsutveckling blir härmed möjlig. En god matematisk grund kan därmed möjliggöras som gynnar barns framtida matematiska lärande.

This project was designed to discover a possible correlation between the theories surrounding teacher efficacy and Abraham Maslow's Hierarchy of Needs (1943). Teacher efficacy is a sense of confidence that teachers have in knowing that teachers can truly make a difference in the lives of their students. Maslow's Hierarchy of Needs (1943) theory was a concept created which explores five levels of life needs. These needs are illustrated in the form of a pyramid and allow for the understanding and development of Self-Actualization, or one's greatest potential. The foundation for this research was the hypothesis that if teachers have a high level of efficacy as well as a focus on the desired level of achievement, known as self-actualization, found in Maslow's Hierarchy of Needs (1943), then they would have an optimal learning environment for their students. This study was conducted by administering two surveys to ten teachers located in Florida, Pennsylvania, and New York. The surveys were made up of approximately twenty questions each, with one in regards to teacher efficacy, and the other referencing self-actualization. The surveys were completed anonymously, and then analyzed to research if one's level of teacher efficacy and focus on self-actualization enhanced their teaching environment. The correlation for these two views relates to the attitudes and perceptions teachers have on themselves and their abilities. At times, teachers who have a positive . outlook on education, believe in the potential of their students, and create classroom environments that integrates the strengths of each child are also confident, optimistic individuals who focus on achieving their best life. The potential allows for a dedicated, encouraging, and respectable role model for students.