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The Teachers' Perspective : = How Can Rural Elementary Teachers Use Digital Literacy Tools to Enhance Reading? = La perspectiva de los maestros : ¿Como pueden los maestros rurales de primaria utilizar las herramientas de alfabetizacion digital para mejorar la lectura?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Teachers' Perspective :/
其他題名:	How Can Rural Elementary Teachers Use Digital Literacy Tools to Enhance Reading? = La perspectiva de los maestros : ¿Como pueden los maestros rurales de primaria utilizar las herramientas de alfabetizacion digital para mejorar la lectura?
其他題名:	Perspectiva de los maestros :
作者:	Thaggard, Zachary D.
面頁冊數:	1 online resource (129 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380142069

The Teachers' Perspective : = How Can Rural Elementary Teachers Use Digital Literacy Tools to Enhance Reading? = La perspectiva de los maestros : ¿Como pueden los maestros rurales de primaria utilizar las herramientas de alfabetizacion digital para mejorar la lectura?
Thaggard, Zachary D.

The Teachers' Perspective :How Can Rural Elementary Teachers Use Digital Literacy Tools to Enhance Reading? = La perspectiva de los maestros : ¿Como pueden los maestros rurales de primaria utilizar las herramientas de alfabetizacion digital para mejorar la lectura?Perspectiva de los maestros :¿Como pueden los maestros rurales de primaria utilizar las herramientas de alfabetizacion digital para mejorar la lectura? - 1 online resource (129 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--The Chicago School of Professional Psychology, 2023.

Includes bibliographical references

This research attempts to shed light on the persistence of the separate but equal ideology. An opinion that was ruled unconstitutional in 1954 by the US Supreme Court. Failure by the Holmes County School Board through intentional delays and legalities compelled Beatrice Alexander to file a civil court case with the District Court for the Southern District of Mississippi in 1968. Her case was rejected and ultimately heard before the United States Supreme Court, which ruled that the school districts involved in the case may no longer operate a dual school system based on race or color and directed that they begin immediately to operate as unitary school systems within which no person is to be effectively excluded from school because of their race. Although the Supreme Court ruled in her favor, education and explicit reading instruction in the Holmes County School District, now known as Holmes County Consolidated School District, remained racially biased and unequal. This reality is the focus of this research, as considered through the qualitative insights of elementary educators in Holmes County Consolidated School District. Additionally, the research aimed to acquire a deeper understanding of educators' perspectives and encounters through one-on-one interviews with all research participants. The themes that emerged from the primary research inquiry and the fourteen interview questions were identified in the study. The investigation unveiled three overarching themes, namely accessibility, administrative support, and professional development, along with a number of related subthemes. The study's findings will be connected to the existing literature review and conceptual framework of the current inquiry. The theoretical framework of this study is based on the principles of emancipatory pedagogy, which seeks to facilitate student empowerment and foster the development of critical thinking skills. This research aims to offer an understanding of the enduring impact of segregation in the context of Alexander v. Holmes County School Board and the ways in which this legacy of segregation is being mitigated. The points of consensus have a direct bearing on the integration of reading literacy tools into reading instruction. Participants shared a genuine desire to provide quality instruction through the integration of digital literacy tools. But these points of consensus are what the teachers expressed as their convictions about how it could be implemented effectively. If accessibility, administrative support, and professional development are not improved or addressed, the integration of digital literacy tools will not occur. The ongoing absence of these points of consensus will adversely affect the use of a digital literacy framework, the creation of lesson plans and supplementary resources, the implementation of effective strategies for integrating digital literacy into the curriculum, and the development of students' digital proficiency.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380142069Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

AccessibilityIndex Terms--Genre/Form:

554714
Electronic books.

The Teachers' Perspective : = How Can Rural Elementary Teachers Use Digital Literacy Tools to Enhance Reading? = La perspectiva de los maestros : ¿Como pueden los maestros rurales de primaria utilizar las herramientas de alfabetizacion digital para mejorar la lectura?
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245 1 4 $a The Teachers' Perspective : $b How Can Rural Elementary Teachers Use Digital Literacy Tools to Enhance Reading? = La perspectiva de los maestros : ¿Como pueden los maestros rurales de primaria utilizar las herramientas de alfabetizacion digital para mejorar la lectura?
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500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Advisor: Salifu, Shani.
502 $a Thesis (Ed.D.)--The Chicago School of Professional Psychology, 2023.
504 $a Includes bibliographical references
520 $a This research attempts to shed light on the persistence of the separate but equal ideology. An opinion that was ruled unconstitutional in 1954 by the US Supreme Court. Failure by the Holmes County School Board through intentional delays and legalities compelled Beatrice Alexander to file a civil court case with the District Court for the Southern District of Mississippi in 1968. Her case was rejected and ultimately heard before the United States Supreme Court, which ruled that the school districts involved in the case may no longer operate a dual school system based on race or color and directed that they begin immediately to operate as unitary school systems within which no person is to be effectively excluded from school because of their race. Although the Supreme Court ruled in her favor, education and explicit reading instruction in the Holmes County School District, now known as Holmes County Consolidated School District, remained racially biased and unequal. This reality is the focus of this research, as considered through the qualitative insights of elementary educators in Holmes County Consolidated School District. Additionally, the research aimed to acquire a deeper understanding of educators' perspectives and encounters through one-on-one interviews with all research participants. The themes that emerged from the primary research inquiry and the fourteen interview questions were identified in the study. The investigation unveiled three overarching themes, namely accessibility, administrative support, and professional development, along with a number of related subthemes. The study's findings will be connected to the existing literature review and conceptual framework of the current inquiry. The theoretical framework of this study is based on the principles of emancipatory pedagogy, which seeks to facilitate student empowerment and foster the development of critical thinking skills. This research aims to offer an understanding of the enduring impact of segregation in the context of Alexander v. Holmes County School Board and the ways in which this legacy of segregation is being mitigated. The points of consensus have a direct bearing on the integration of reading literacy tools into reading instruction. Participants shared a genuine desire to provide quality instruction through the integration of digital literacy tools. But these points of consensus are what the teachers expressed as their convictions about how it could be implemented effectively. If accessibility, administrative support, and professional development are not improved or addressed, the integration of digital literacy tools will not occur. The ongoing absence of these points of consensus will adversely affect the use of a digital literacy framework, the creation of lesson plans and supplementary resources, the implementation of effective strategies for integrating digital literacy into the curriculum, and the development of students' digital proficiency.
520 $a Esta investigacion intenta arrojar luz sobre la persistencia de la ideologia de separados pero iguales. Una opinion que fue declarada inconstitucional en 1954 por la Corte Suprema de los Estados Unidos. El fracaso de la Junta Escolar del Condado de Holmes debido a demoras intencionales y legalidades obligo a Beatrice Alexander a presentar un caso civil ante el Tribunal de Distrito del Distrito Sur de Mississippi en 1968. Su caso fue rechazado y finalmente se presento ante la Corte Suprema de los Estados Unidos, que dictamino que los distritos escolares involucrados en el caso ya no pueden operar un sistema escolar dual basado en la raza o el color y ordeno que comiencen a operar inmediatamente como sistemas escolares unitarios dentro de los cuales ninguna persona debe ser efectivamente excluida de la escuela debido a su raza. Aunque la Corte Suprema fallo a su favor, la educacion y la instruccion de lectura explicita en el Distrito Escolar del Condado de Holmes, ahora conocido como Distrito Escolar Consolidado del Condado de Holmes, seguian teniendo prejuicios raciales y desigualdades. Esta realidad es el foco de esta investigacion, considerada a traves de los conocimientos cualitativos de los educadores de primaria en el Distrito Escolar Consolidado del Condado de Holmes. Ademas, la investigacion tuvo como objetivo adquirir una comprension mas profunda de las perspectivas y encuentros de los educadores a traves de entrevistas individuales con todos los participantes de la investigacion. En el estudio se identificaron los temas que surgieron de la indagacion de investigacion primaria y de las catorce preguntas de la entrevista. La investigacion revelo tres temas generales, a saber, accesibilidad, apoyo administrativo y desarrollo profesional, junto con una serie de subtemas relacionados. Los hallazgos del estudio se conectaran con la revision de la literatura existente y el marco conceptual de la investigacion actual. El marco teorico de este estudio se basa en los principios de la pedagogia emancipadora, que busca facilitar el empoderamiento de los estudiantes y fomentar el desarrollo de habilidades de pensamiento critico. Esta investigacion tiene como objetivo ofrecer una comprension del impacto duradero de la segregacion en el contexto de la Junta Escolar del Condado de Alexander v. Holmes y las formas en que se esta mitigando este legado de segregacion. Los puntos de consenso tienen una relacion directa con la integracion de las herramientas de competencia lectora en la ensenanza de la lectura. Los participantes compartieron un deseo genuino de brindar instruccion de calidad a traves de la integracion de herramientas de alfabetizacion digital. Pero estos puntos de consenso son lo que los docentes expresaron como sus convicciones sobre como podria implementarse de manera efectiva. Si no se mejoran o abordan la accesibilidad, el apoyo administrativo y el desarrollo profesional, la integracion de las herramientas de alfabetizacion digital no ocurrira. La ausencia continua de estos puntos de consenso afectara negativamente el uso de un marco de alfabetizacion digital, la creacion de planes de lecciones y recursos complementarios, la implementacion de estrategias efectivas para integrar la alfabetizacion digital en el plan de estudios y el desarrollo de la competencia digital de los estudiantes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
650 4 $a Reading instruction. $3 1148440
650 4 $a Educational psychology. $3 555103
653 $a Accessibility
653 $a Administrative support
653 $a Digital literacy
653 $a Professional development
653 $a Elementary teachers
653 $a Rural education
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0524
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710 2 $a The Chicago School of Professional Psychology. $b Educational Psychology and Technology, Online. $3 1466836
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773 0 $t Dissertations Abstracts International $g 85-02A.
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