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A Qualitative Case Study : = Teacher Perceptions of Executive Function.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Case Study :/
其他題名:	Teacher Perceptions of Executive Function.
作者:	Reed, Stacey L. E.
面頁冊數:	1 online resource (102 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
標題:	Secondary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339469195

A Qualitative Case Study : = Teacher Perceptions of Executive Function.
Reed, Stacey L. E.

A Qualitative Case Study :Teacher Perceptions of Executive Function. - 1 online resource (102 pages)

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2016.

Includes bibliographical references

Executive function (EF) is becoming a more widely used term to explain student behaviors, yet research on EF in education is limited. This qualitative study addressed a gap in literature by examining teacher perceptions of students with EF deficits, as well as teacher preparedness and desire to learn more about EF. Perceptions of third grade, sixth grade, and ninth grade teachers in a Midwestern public school district were explored. Thirty-three teachers completed questionnaires and 12 teachers were interviewed one-on-one. As the research questions were analyzed, five themes emerged: Theme 1: Knowledge of EF, sub-theme: Professional Development; Theme 2: EF Skills Addressed, sub-themes: Classroom Organization, Behavior; Theme 3: Everyone is Responsible, sub-themes: Parents, Time, Early Childhood Education, It Takes a Village; Theme 4: They are in Every Class, sub-themes: Class Clown, Lazy; and Theme 5: Middle School is the Age, sub-theme: If not by Middle then High School. The study showed teachers are addressing some EF deficits, yet lack formal training and knowledge to teach all EF skills, and are in need of interventions specific to individuals separate from whole class systems. The teachers expressed a desire to learn more about EF due to student behaviors exhibited in their classrooms. The researcher recommends school districts provide professional development (PD) on EF and assess student EF deficits to determine specific interventions needed for student success. Further research on at-risk populations and prevalence of EF deficits, and EF PD in education with measurement of successful interventions are meaningful areas of future exploration.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339469195Subjects--Topical Terms:

1179560
Secondary education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Study : = Teacher Perceptions of Executive Function.
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500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
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504 $a Includes bibliographical references
520 $a Executive function (EF) is becoming a more widely used term to explain student behaviors, yet research on EF in education is limited. This qualitative study addressed a gap in literature by examining teacher perceptions of students with EF deficits, as well as teacher preparedness and desire to learn more about EF. Perceptions of third grade, sixth grade, and ninth grade teachers in a Midwestern public school district were explored. Thirty-three teachers completed questionnaires and 12 teachers were interviewed one-on-one. As the research questions were analyzed, five themes emerged: Theme 1: Knowledge of EF, sub-theme: Professional Development; Theme 2: EF Skills Addressed, sub-themes: Classroom Organization, Behavior; Theme 3: Everyone is Responsible, sub-themes: Parents, Time, Early Childhood Education, It Takes a Village; Theme 4: They are in Every Class, sub-themes: Class Clown, Lazy; and Theme 5: Middle School is the Age, sub-theme: If not by Middle then High School. The study showed teachers are addressing some EF deficits, yet lack formal training and knowledge to teach all EF skills, and are in need of interventions specific to individuals separate from whole class systems. The teachers expressed a desire to learn more about EF due to student behaviors exhibited in their classrooms. The researcher recommends school districts provide professional development (PD) on EF and assess student EF deficits to determine specific interventions needed for student success. Further research on at-risk populations and prevalence of EF deficits, and EF PD in education with measurement of successful interventions are meaningful areas of future exploration.
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