Implementing Peer Collaboration Strategies: A Case Study of Rural Title I Elementary School Teachers

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Autor/in	Clark, Nitasha M.
Titel	Implementing Peer Collaboration Strategies: A Case Study of Rural Title I Elementary School Teachers
Quelle	(2019), (186 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-0306-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Rural Schools; Preschool Teachers; Kindergarten; Preschool Education; Grade 1; Grade 2; Grade 3; Peer Influence; Teacher Collaboration; Barriers; Disadvantaged Schools; African American Teachers; Social Support Groups; Classroom Techniques; Faculty Development; Learner Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Lehrerkooperation; African Americans; Afroamerikaner; Social support; Soziale Unterstützung; Klassenführung
Abstract	The research on elementary teachers' implementation of peer collaboration strategies is limited. Yet, the extensive peer collaboration literature that does exist focuses on student outcomes in urban and suburban settings. A problem with most of the current scope of research about peer collaboration is that it has marginalized the voice of teachers who create educational experiences for rural students. The purpose of this dissertation was to investigate the implementation of peer collaboration strategies by rural elementary school teachers in North Carolina. The theoretical frame of the study was comprised of Dewey's Theory of Experience and Bandura's Theory of Social Cognition. Given the problem and purpose, the following research questions were developed: (a) What do rural Pre-K to 3rd-grade general education teachers know about peer collaboration strategies? How, if at all, does "good" vs. "bad" peer collaboration look from their purview? (b) What types of peer collaboration strategies are engaged by these teachers for struggling, excelling, older and younger learners? When are these strategies engaged and how are they described, if at all? (c) What do these teachers describe as the key barriers or facilitators underlying their implementation and/or dismissal of peer collaboration strategies? One rural, elementary school district was selected for this case study research. Three Pre-K to 3rd-grade, veteran Black teachers from three different Title I elementary schools in the district were interviewed to provide insight into the research questions. Participants co-selected pseudonyms to preserve anonymity. Face-to-face interviews were conducted and transcribed. In addition, this qualitative case study design involved field notes and observation data. By engaging thematic analysis, the following themes emerged from the data offering insights into various components involved in the observed teachers' implementation of peer collaboration strategies: (a) emotional/social instructional support, (b) academic instructional support, (c) classroom organization, (d) professional development for teachers, and (e) professional support. One key finding of the case study is that participating general education teachers had in-depth knowledge related to the use of peer collaboration strategies toward increasing student engagement. Additional findings offer implications for practice, policy, theory, and research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01