Human Development and Child Studies
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Browsing Human Development and Child Studies by Author "Ricks-Doneen, Julie"
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Item "MY COACH GOT ME EXCITED ABOUT LITERACY EVEN THROUGH THIS TOUGH YEAR": TEACHERS AND COACHES' EXPERIENCES IN AN EARLY LITERACY COACHING PROGRAM(2022-03-25) Bishop, Melissa Ann; Wakabayashi, Tomoko; Ricks-Doneen, Julie; Oden, Sherri L; Shambleau, Krista; Carver, CynthiaFor over 100 years, reading has been a critical topic of discussion in the educationfield. Theories have been developed and revised on how children learn to read and as more research was completed (Crawford, 1995). Literacy and reading scores around the United States have been low for over ten years. In 2019, only 32% of 4th graders nationwide have been proficient in reading (NCES, 2020). Many states have developed laws around reading proficiency targeted at reaching reading proficiency by the end of third grade. Including Michigan's, the Read by Grade Three Law (Act 306 of 2016: MCL380.1280f,2016). In Michigan, the Michigan Association of Intermediate School District Administrators in collaboration with early literacy experts created the Essential Instructional Practices in Early Literacy (MAISA, 2016a). One county in Michigan developed a literacy coaching program for prekindergarten teachers. This coaching program was the basis for this dissertation research that explores teacher and coach experiences in the program. This research was completed as a mixed-methods case study, using both quantitative and qualitative data sources. Surveys and interviews gathered perspectives of the coaches and teachers on coaching strategies that were effective for them. In addition, the perception of the quality of relationship between the coach and teacher was investigated. Coaching was completed virtually due to the COVID-19 pandemic and participants shared their experiences with navigating coaching, teaching, and using technology in new ways. Survey and interview data was analyzed using in-vivo coding to explore initial categories and then themes. The study describes a variety of coaching strategies that coaches and teachers found effective. I also compare the reported impact of an in person versus virtual coaching on teachers’ literacy practices. Constructive feedback was not only the strategy reported as used most often, but also it was perceived to have the most impact on teaching practices by both coaches and teachers. Teachers’ strong relationship with coaches affected their success; those reporting a stronger relationship also reached also their goals and gained new knowledge from the coaching program. Resources and difficulties faced varied for the teachers; these ranged from materials, budget, and available staff.Item Preschool Teacher Practices And Beliefs About Digital Technology Use In Classrooms(2022-11-09) Claxton, Jill B; Wakabayashi, Tomoko; Oden, Sherri; Smith, Julia; Ricks-Doneen, JulieThe focus of this dissertation centers around the beliefs that early educationteachers hold regarding the role digital technology plays in the learning and development of young children and how those beliefs are implemented in the classroom. Although there is some previous research on this topic not enough is known about digital technology beliefs and practices at the preschool level. Thus, the focus of this dissertation centers around including the "voices of preschool teachers." Using a mixed methods approach via survey and selected follow-up interviews, 100 preschool teachers expressed their beliefs and practices about digital technology use.Three groupings emerged; one group that favored using technology with young children, one group that favored technology use but with limitations, and a final group that did not see any benefit in using technology with young children. Preschool teachers also related the role technology may play in the learning and development of young children and levels of technology access. Almost all teachers reported that they had access to at least one electronic device; children's access, however, was much more limited. Lived experiences as teachers worked through the COVID-19 pandemic were also reported. Many teachers found that they were able to form better connections with parents and families via an electronic format, often at times that were more convenient for parents to talk. Teachers also reported learning how to use various types of digital technology during the COVID-19 pandemic and they reported continuing to implement what they had learned. Teachers' beliefs about technology use in classrooms by teacher demographics were tested to detect whether there were differences between the three belief groupings. The results indicated that when teachers received technology support they were more likely to have favorable beliefs about technology use.