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

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
Creator
Contributor
Author
Degree supervisor
Subject
Genre
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
Instantiates
Publication
Copyright
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
Publication
Copyright
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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