A Phenomenological Investigation of Teachers' Beliefs, Expectations, and Perceptions of Classroom Practices
Year: 2015
Type: dissertation
Abstract: Attribution theory in the classroom suggests that teachers search for causes to which they might attribute student behavior and or academic performance.Using a consensual qualitative research (CQR) and phenomenological approach, this research examined how teachers' beliefs, expectations, and perceptions influenced their classroom practices.Using a multi-modal data collection process, involving interviews, classroom observations, review of teacher artifacts, and collection of demographic and Likert-type scale questionnaires, nine general education teachers from three elementary schools in one school district shared their perspective on working with students, including those from diverse backgrounds.Six themes emerged from the data and were titled: (a) Connection, (b) Teacher Approach, (c) Structured Support, (d) Student Self-Regulation, (e) Perception of Student Desire for Learning, and (f) Family Support of Student.Findings from this study may help improve teacher training and provide guidance for ongoing professional development.Additionally, these results may help school district promote policies that support modification of district policies on curriculum development and disciplinary actions.
Author: Brian Matthew Nutter
Institution: University of Northern Colorado
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2460371850