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In 2009, I began my journey to earn an EdD with determination and passion but found the road included twists and turns that required perseverance and patience. By examining middle school students perceptions about the role their relationship with a teacher has in the learning process, I listened for elements of their experiences that might inform educators. Previous studies looked at the impact of trustworthy relationships among the adults in the school and the positive impact that had on achievement. One study done by Dr Megan Tschannen-Moran looked at trustworthy relationships between administrator and teachers and found this also has an impact on achievement. The study documented here looked at the students experience with trustworthy relationships and how they perceived the impact on their learning these relationships had. Data were gathered through interviews and analyzed using hermeneutic phenomenology with reflexivity in the analysis. This case study presents a description of the challenges in completing one kind of qualitative study known as phenomenological study and care needed to interview minor participants.
This book explores the resurgence of interest in phenomenology as aphilosophy and research movement among scholars in education, thehumanities and social sciences. Brings together a series of essays by an international team ofphilosophers and educationalists Juxtaposes diverse approaches to phenomenological inquiry andaddresses questions of significance for education today Demonstrates why phenomenology is a contemporary movement thatis both dynamic and varied Highlights ways in which phenomenology can inform a broad rangeof aspects of educational theorising and practice, includinglearning through the body, writing online, being an authenticteacher, ambiguities in becoming professionals, and schooltransition
ACE (Active Collaborative Education) set out on its educational journey in October 2001. At the time, graduates of the college were enthusiastically accepted in the field, smoothly slipping into the school system and highly appreciated as ‘good teachers’. However, this situation did not please this book’s contributors. They wanted to see ACE graduates as different teachers, agents of change and innovation in their classrooms as well as in the wider circles of their society. It is against this background that the ACE program came into being – subversive in spirit, focusing on the process as much as on its end results, on dialogue instead of on competition, and on learning communities and participation as much as on individual engagement.
The COVID-19 pandemic has shed light on how much humans rely, more than ever before in our history, on technology. While technology in its simplest definition is the use of a tool for a practical purpose, in the last three decades, educators can confidently say it has revolutionized how information is communicated and accessed. Most importantly, educators who had to recently shift their classes online understood the important role of technology to stay connected and instruct students remotely. There are many different facets of technology in today's classrooms and ideas on where educators are headed in preparing their students for a technology-rich world. With new technologies being constantly developed and new scenarios rising to the surface in the educational environment, the future of technology in the classroom is widespread, consistently growing, and always advancing with more technological reliance. Emerging Realities and the Future of Technology in the Classroom provides an understanding on how technology is integrated into today's classroom and how institutions can be further informed of the importance of technology in today's world. This book examines a variety of pertinent topics that look at the present and future potential roles of technology in the classroom. While highlighting topics such as STEM in online education, leadership and technology, new instructional models in online learning, and gaming in education, this book is essential for teachers across all disciplines and in higher education and K-12, school administrators, principals, instructional designers, librarians, media specialists, educational software developers, educational technologists, IT specialists, practitioners, researchers, academicians, and students interested in the current status of technology in the classroom and its potential role in education for the years ahead.
This study is concerned with the reflective practices of middle school teachers. Based on Dewey's theory of reflective practice and Schön's types of reflection, this experience is one of student learning, relationships, curriculum planning, and lesson delivery. -- This is a qualitative study using the research method of phenomenology through voluntary teacher reflective journaling. This research method was used due to the lack of research available on teacher reflection for the purpose of a better understanding of the experiences and impacts of reflection in teaching. -- Twelve middle school teachers participated in this phenomenological study. The study found four themes that emerged from reflective journaling: student learning, relationships, curriculum planning, and lesson delivery.
Within the past decade, the role of film and media in K-12 classrooms has grown from entertainment-based activities to an active literacy-centered textual practice. A multitude of approaches in instruction are required for literacy education, including a vast knowledge of a range of texts and awareness of key steps in activating knowledge according to the affordances contained within a text. Affordances of Film for Literacy Instruction explores the educational affordances of using film as text. It further discusses the use of digital technology and visual texts in literacy education and the need to focus on textual work closely with students as technology and ways of reading proliferate. Covering topics such as cultural representation, filmic language, and online learning, this book is an essential resource for educators of K-12 and higher education, pre-service teachers, students of higher education, government officials, faculty and administration of education, researchers, and academicians.
This phenomenological research study, using three tiers of interview and focus group data, described the attitudes and perceptions of middle students towards the Character, Advisory, Remediation, Enrichment, and School Spirit (CARES) program implemented at a rural middle school in north Georgia. The CARES program is a middle school advisement program designed to better meet the needs of the adolescent learner with the intent of creating a caring learning community which supports the social, emotional, and academic needs of middle school students. Results of the study showed that the students perceived the CARES program positively. Specifically, students communicated high levels of listening, advisory, and academic support from their teachers during the CARES program. Furthermore, students felt as if the program allowed them to socialize with their peers as well as assist them in the development of good character. The students expressed a desire for higher levels of autonomy and independence, and also welcomed more opportunities to know their teachers and increase levels of trust within the teacher-student relationship. There were no significant differences in attitudes and perceptions between grade level and academic eligibility (general, special, and gifted education).