Search results for: Grounded theory
Page 2/2 15 items
A Grounded Theory of New Aboriginal teachers' Perceptions: The Cultural Attributions of Medicine Wheel Teachings
The goal of this research was to examine new Aboriginal teachers' thoughts and experiences during their induction into the profession and to articulate a descriptive theory of these perceptions. This grounded theory study employed a volunteer and purposive sampling that included six new Aboriginal teacher participants. Analysis of the data resulted in a grounded theory of participants' experiences that were rooted in the cultural attributions of Medicine Wheel Teachings.
Updated: Jun. 18, 2011
In this study, the authors applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers. The findings revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work.
Updated: Sep. 19, 2010
Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory
The purpose of the study was to identify the core coping strategies of students with learning disabilities. The authors interviewed 20 Israeli high school students with learning disabilities over a three-year period. Four emotional-cognitive strategies were identified: 'Avoidance,' 'Rebellion,' 'Reconciliation,' and 'Determination.' The results provide a map within which school counselors and teachers may place their students' current functioning, and help students progress toward coping strategies effective for attaining emotional and academic success.
Updated: Jul. 13, 2010
A Grounded Theory of Propective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. The participants were enrolled in their third year of a 5-year education program in an Ontario university in Canada. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession. The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards.
Updated: Jun. 29, 2010
This article develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development.
Updated: Mar. 30, 2009