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A phenomenological investigation of teachers' beliefs, expectations, and perceptions of classroom practices
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A phenomenological investigation of teachers' beliefs, expectations, and perceptions of classroom practices
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Dissertation
A phenomenological investigation of teachers' beliefs, expectations, and perceptions of classroom practices
2015
Overview
Attribution theory in the classroom suggests that teachers search for causes to which they might attribute student behavior and or academic performance. Using a consensual qualitative research (CQR) and phenomenological approach, this research examined how teachers’ beliefs, expectations, and perceptions influenced their classroom practices. Using a multi-modal data collection process, involving interviews, classroom observations, review of teacher artifacts, and collection of demographic and Likert-type scale questionnaires, nine general education teachers from three elementary schools in one school district shared their perspective on working with students, including those from diverse backgrounds. Six themes emerged from the data and were titled: (a) Connection, (b) Teacher Approach, (c) Structured Support, (d) Student Self-Regulation, (e) Perception of Student Desire for Learning, and (f) Family Support of Student. Findings from this study may help improve teacher training and provide guidance for ongoing professional development. Additionally, these results may help school district promote policies that support modification of district policies on curriculum development and disciplinary actions.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9781339146775, 1339146770
