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Qualitative Study of Kindergarten Teacher-Superintendent Interactions: Symbolic Interaction Analysis
Peer reviewed
Direct linkNoa Harduf; Izhak Berkovich – International Journal of Early Childhood, 2024
This paper presents a qualitative study of the interactions between public kindergarten teachers and their superintendents, using the symbolic interaction theoretical framework. The purpose of the study was to gain insight into the meaning-making processes and social dynamics that occur in these interactions, specifically monitoring ones. The…
Descriptors: Foreign Countries, Preschool Teachers, Kindergarten, Superintendents
Kristin Michod Gagnier; Steven J. Holochwost; Kelly R. Fisher – Journal of Research in Science Teaching, 2022
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions…
Descriptors: Spatial Ability, STEM Education, Elementary School Teachers, Teacher Attitudes
Shernoff, Elisa S.; Lekwa, Adam J.; Reddy, Linda A.; Coccaro, Candace – Journal of Educational & Psychological Consultation, 2017
The purpose of this qualitative study was to examine teachers' attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers' needs and goals. Thirty-four K-5 general (n = 26), special education (n = 6), and educational…
Descriptors: Teacher Attitudes, Teaching Experience, Coaching (Performance), Evidence Based Practice
