The Resource A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge, Carl Michael Calcara
A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge, Carl Michael Calcara
Resource Information
The item A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge, Carl Michael Calcara represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-Kansas City Libraries.This item is available to borrow from all library branches.
Resource Information
The item A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge, Carl Michael Calcara represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-Kansas City Libraries.
This item is available to borrow from all library branches.
- Summary
- The purpose of this heuristic case study was to develop a deeper understanding of how middle-level teachers in one Midwestern middle school account for teaching 21st-century skills and knowledge, within the context of a standardized curriculum. This study seeks to obtain descriptive information for how teachers account for 21st-century skills and knowledge in their instruction while in the pre-active stage of teaching. The central question was: What intentional considerations do teachers make in the pre-active stage of teaching for meeting the needs of diverse learners? Data collection included classroom observations, lesson reflection journals, individual teacher interviews, and a focus group interview. Through the process of within-case and cross-case analysis, aided by the use of a qualitative data software, NVivo 12 Qualitative Data Analysis, themes identified in the data were: Pre-Active Stage Inputs, 21st-century Framework Comprehension, Barriers to Implementation, and Fidelity to Curriculum. The findings supported much of the reviewed literature related to teacher decision making and inputs with regard to instruction. However, the study revealed that deficit thinking and the pressures of standardization and curricular accountability had a more detrimental impact on teachers' ability and willingness to implement 21st-century skills and knowledge into lessons, especially when the curriculum did not intentionally include 21st century skills and themes. These findings may guide instructional leaders as well as classroom practitioners toward a more rigorous and comprehensive 21st-century aligned pedagogy
- Language
- eng
- Extent
- 1 online resource (253 pages)
- Note
-
- "A dissertation in Education."
- Advisor: Loyce Caruthers
- Vita
- Contents
-
- Introduction
- Review of literature
- Summary of findings
- Implications of findings
- Appendix A. Observation protocol
- Appendix B. Lesson plan reflection form
- Appendix C. Consent for participation in research study
- Appendix D. Interview protocol
- Appendix E. Group interview protocol
- Label
- A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge
- Title
- A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge
- Statement of responsibility
- Carl Michael Calcara
- Language
- eng
- Summary
- The purpose of this heuristic case study was to develop a deeper understanding of how middle-level teachers in one Midwestern middle school account for teaching 21st-century skills and knowledge, within the context of a standardized curriculum. This study seeks to obtain descriptive information for how teachers account for 21st-century skills and knowledge in their instruction while in the pre-active stage of teaching. The central question was: What intentional considerations do teachers make in the pre-active stage of teaching for meeting the needs of diverse learners? Data collection included classroom observations, lesson reflection journals, individual teacher interviews, and a focus group interview. Through the process of within-case and cross-case analysis, aided by the use of a qualitative data software, NVivo 12 Qualitative Data Analysis, themes identified in the data were: Pre-Active Stage Inputs, 21st-century Framework Comprehension, Barriers to Implementation, and Fidelity to Curriculum. The findings supported much of the reviewed literature related to teacher decision making and inputs with regard to instruction. However, the study revealed that deficit thinking and the pressures of standardization and curricular accountability had a more detrimental impact on teachers' ability and willingness to implement 21st-century skills and knowledge into lessons, especially when the curriculum did not intentionally include 21st century skills and themes. These findings may guide instructional leaders as well as classroom practitioners toward a more rigorous and comprehensive 21st-century aligned pedagogy
- Cataloging source
- UMK
- http://library.link/vocab/creatorDate
- 1974-
- http://library.link/vocab/creatorName
- Calcara, Carl Michael
- Degree
- Ed.D.
- Dissertation note
- (School of Education).
- Dissertation year
- 2019.
- Granting institution
- University of Missouri-Kansas City,
- Index
- no index present
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- theses
- http://library.link/vocab/relatedWorkOrContributorDate
- 1947-
- http://library.link/vocab/relatedWorkOrContributorName
- Caruthers, Loyce Ellenor
- http://library.link/vocab/subjectName
-
- Educational change
- Middle school education
- Education
- Middle school teachers
- Label
- A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge, Carl Michael Calcara
- Note
-
- "A dissertation in Education."
- Advisor: Loyce Caruthers
- Vita
- Antecedent source
- not applicable
- Bibliography note
- Includes bibliographical references (pages 228-252)
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- black and white
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- Introduction -- Review of literature -- Summary of findings -- Implications of findings -- Appendix A. Observation protocol -- Appendix B. Lesson plan reflection form -- Appendix C. Consent for participation in research study -- Appendix D. Interview protocol -- Appendix E. Group interview protocol
- Control code
- 1135803201
- Dimensions
- unknown
- Extent
- 1 online resource (253 pages)
- File format
- one file format
- Form of item
- online
- Level of compression
- mixed
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Quality assurance targets
- not applicable
- Specific material designation
- remote
- System control number
- (OCoLC)1135803201
- System details
-
- The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
- Mode of access: World Wide Web
- Label
- A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge, Carl Michael Calcara
- Note
-
- "A dissertation in Education."
- Advisor: Loyce Caruthers
- Vita
- Antecedent source
- not applicable
- Bibliography note
- Includes bibliographical references (pages 228-252)
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- black and white
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- Introduction -- Review of literature -- Summary of findings -- Implications of findings -- Appendix A. Observation protocol -- Appendix B. Lesson plan reflection form -- Appendix C. Consent for participation in research study -- Appendix D. Interview protocol -- Appendix E. Group interview protocol
- Control code
- 1135803201
- Dimensions
- unknown
- Extent
- 1 online resource (253 pages)
- File format
- one file format
- Form of item
- online
- Level of compression
- mixed
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Quality assurance targets
- not applicable
- Specific material designation
- remote
- System control number
- (OCoLC)1135803201
- System details
-
- The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
- Mode of access: World Wide Web
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.umkc.edu/portal/A-qualitative-case-study-deconstructing-teachers/o48J1YhsOxk/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.umkc.edu/portal/A-qualitative-case-study-deconstructing-teachers/o48J1YhsOxk/">A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge, Carl Michael Calcara</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.umkc.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.umkc.edu/">University of Missouri-Kansas City Libraries</a></span></span></span></span></div>
