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Rauno Parrila; Tomohiro Inoue; Kristy Dunn; Robert Savage; George Georgiou – Reading and Writing: An Interdisciplinary Journal, 2024
We examined the associations between teachers' knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students' early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were…
Descriptors: Grade 1, Pedagogical Content Knowledge, Literacy, Literacy Education
Alissa Bianculli – ProQuest LLC, 2024
The purpose of this qualitative hermeneutic phenomenological study was to understand the lived experiences of teachers in kindergarten through first grade utilizing digital technologies to engage elementary students during mathematics instruction. This phenomenological study was guided by the following research questions. (1) How do elementary…
Descriptors: Educational Technology, Technology Integration, Mathematics Instruction, Elementary School Teachers
Sajidan; Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Chumdari; Adi, Fadhil Purnama; Wulandari – Elementary School Forum (Mimbar Sekolah Dasar), 2023
This study aims to describe the level of digital literacy of elementary school teachers, especially in the technological dimension. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, article 20 verse 2, teachers are required to be able to use technology that supports learning (from the aspects of…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Digital Literacy, Elementary School Teachers
Megan Burns – ProQuest LLC, 2023
Phonological and phonemic awareness are foundational skills in reading development. This explanatory mixed methods study explored primary teachers' beliefs and knowledge of phonological awareness and their perceptions of Heggerty, a phonological and phonemic awareness curriculum. Analysis of quantitative and qualitative data from surveys and…
Descriptors: Phonological Awareness, Phonemic Awareness, Elementary School Teachers, Teacher Attitudes
Kevin W. H. Tai; Chiu-Yin Wong – Applied Linguistics, 2023
Despite the extensive research on translanguaging in bi/multilingual classrooms, research on the context of first language (L1) classrooms remains scarce. This study fills the research gap by examining how a translanguaging space was created in an L1 classroom to prepare students to inhabit a world with different linguistic and cultural practices.…
Descriptors: English, Native Language, Code Switching (Language), Discourse Analysis
Making the Transfer: Preservice Teachers' Technical and Pedagogical Knowledge of Phonics Instruction
Stephanie J. Shedrow; Lindsay M. Stoetzel – Teaching Education, 2024
The decades-long and contentious debate over how students are taught to read centers around the role that phonics and alphabetic code-related skills have in reading instruction. Some claim that these skills are not prioritized in most elementary classrooms because teacher education programs do not adequately prepare preservice teachers (PSTs) to…
Descriptors: Pedagogical Content Knowledge, Phonics, Preservice Teachers, Reading Instruction
Jessica Levine – ProQuest LLC, 2022
A problem exists in southeastern United States where technology integration is limited in classrooms. Although researchers have found benefits for integrating technology, it was unknown why teachers were not integrating technology into instruction. The purpose of this generic qualitative study was to explore the perceptions of teachers of…
Descriptors: Barriers, Teacher Attitudes, Elementary School Teachers, Kindergarten
Brittney Bills – ProQuest LLC, 2020
This comparison study examined differences in knowledge, beliefs and instructional practices regarding early literacy instruction between first grade teachers (n = 17) who received extensive content specific professional development (n = 13) and teachers who did not (n = 4). Participants were from 14 elementary ethnically and socioeconomically…
Descriptors: Pedagogical Content Knowledge, Beliefs, Literacy Education, Elementary School Teachers
Kathryn E. Davis – ProQuest LLC, 2022
The importance of effective reading instruction in the primary grades cannot be overstated. Teachers are expected to be qualified and capable literacy teachers to produce proficient readers (Bornfreund, 2012; Walsh et al., 2006). The purpose of this study was to explore Pennsylvania kindergarten, first, and second grade teachers' perceptions,…
Descriptors: Kindergarten, Grade 1, Grade 2, Teacher Attitudes
Aulia Wulandari; Sukarno; Matsuri – Elementary School Forum (Mimbar Sekolah Dasar), 2023
IPAS ("Ilmu Pengetahuan Alam dan Sosial"/Natural and Social Sciences) constitutes essential subjects in the implementation of the Merdeka Curriculum in primary schools. The primary goal of integrating IPAS is to enable students to effectively manage their natural and social environment as a whole. In light of this objective, the…
Descriptors: Inquiry, Active Learning, Elementary School Teachers, Principals
Pilonieta, Paola; Hathaway, Jennifer; Medina, Adriana; Casto, Amanda – Journal of Education, 2019
This study examined the impact of explicit comprehension strategy instruction supported by guided reading and partner reading on at-risk students' strategy knowledge and reading comprehension. Participants were 47 first graders (25 in the treatment group; 22 in the control group) and 44 second graders (19 in the treatment group; 25 in the control…
Descriptors: Reading Strategies, Reading Instruction, Teaching Methods, At Risk Students
Keith, Kaley – ProQuest LLC, 2018
This study explored the implementation of Project Lead The Way (PLTW) integrated science, technology, engineering, and mathematics (STEM) curriculum in four first grade classrooms. Data was collected from four teachers and two media specialists via interviews and student PLTW Light and Sound unit assessment scores. A self-efficacy survey was…
Descriptors: STEM Education, Curriculum Implementation, Self Efficacy, Scores
Hultén, Magnus; Björkholm, Eva – International Journal of Technology and Design Education, 2016
Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new…
Descriptors: Design, Elementary School Teachers, Pedagogical Content Knowledge, Epistemology
Freauff, Rebecca – ProQuest LLC, 2019
This action research study primarily examined how educative curriculum materials (i.e., curriculum materials that include supports for teacher learning) can improve a teacher's knowledge base and ability to succeed in the classroom. The focus was on the impact of one type of educative curriculum material: PowerPoint presentations. Specifically,…
Descriptors: Visual Aids, Computer Software, Teaching Methods, Teaching Guides
Hoisington, Cindy; Winokur, Jeff – Science and Children, 2019
At Education Development Center, the authors developed professional learning for teachers that reflects the vision of the "Next Generation Science Standards" ("NGSS") and makes explicit connections between science and language. In the authors' recent project, Literacy and Academic Success for English Learners through Science…
Descriptors: Science Instruction, Inquiry, Teaching Methods, Urban Schools