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Dissertations / Theses on the topic 'Lived experiences of English teachers'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Simmons, Christina. "The Co-teaching Model: Relational Dynamics and Lived Experiences of Teachers Within the English Language Classroom." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5126.

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As the population of English language learners (ELLs) in the United States grows, educators, administrators, and policymakers must support effective methods of instruction. Co-teaching, an inclusive special education instructional approach, has recently grown in popularity as a method for providing English as a second language (ESL) support. The research on ESL co-teaching lacks in-depth data about the experiences and relationships of co-teaching teams. The purpose of this heuristic phenomenological study was to explore the lived experiences and relational dynamics of co-teachers within an Eng

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Otsuki, Yumiko. "Being an "Other": The Significance of Teachers' Lived Experiences in Working with Culturally and Linguistically Diverse Students." PDXScholar, 2009. http://pdxscholar.library.pdx.edu/open_access_etds/3135.

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The study's goal was to understand what contributes to the formation of teachers' perspectives regarding the education of culturally and linguistically diverse students. Its focus was to portray through teachers' stories the experiences in their lives that may have contributed to constructing who they are as people and as educators. Four teachers from one rural district participated. Using qualitative methods, the study explores and describes incidents in teachers' lives, looking at the way their life experiences are reflected in their relationships with students. In considering ways in which

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Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Orego

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Sulzer, Mark Andrew. "Exploring dialogic teaching with middle and secondary English language arts teachers : a reflexive phenomenology." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1912.

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The ways in which teachers and students speak to each other in middle and secondary English language arts classrooms is integral to the type of learning that occurs there. Ways of engaging in “classroom talk” can be characterized as teacher-centered or student-centered. Teacher-centered classroom talk typically unfolds as a sequence of three steps – a teacher asks a question with a predetermined answer, a student responds, and the teacher evaluates the response. In contrast, student-centered classroom talk is engaging, collaborative, and reciprocal – in these scenarios, teachers and students b

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Palumbo, Christine. "Imagined Destinations: The Role of Subjectivity and Generative Potential of Lived Experiences in Adult English Learners' Paths to Fluency." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731939.

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<p> Focusing on a Vygotskian theory of cultural historical psychology, this dissertation features a narrative analysis to examine the role of subjectivity and the generative potential and agency manifested in Non Native English Speaking Teachers’ (NNESTs) successful development of L2 (English) fluency. My research creates another view of a Vygotskian theory by means of the imagination. Building on a cultural-historical approach, I conducted a qualitative analysis of how these teachers’ pathway to fluency evolved from their Imagined Destinations. This term is defined as a goal or ob

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Yusof, Norashikin. "Bruneian secondary teachers' lived experiences of teaching science through EMI (English as a Medium of Instruction) : a Gadamerian analysis applying key concepts from CLIL (Content and Language Integrated Learning)." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230598.

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Cowie, Neil James. "The emotional lives of experienced EFL (English as a foreign language) teachers." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400919.

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8

Temanie, Leon F. "The lived experiences of teachers in a particular multilingual context." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16504.

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Thesis (MPhil)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This study is set at a school where the population of a formerly Afrikaans medium school has radically changed as a result of new education policies in South Africa. An immediate consequence is that English is now used as a parallel LoLT. This research sets out to recount and interpret the lived experience of five teachers in responding to the challenges of teaching in a multilingual classroom. First selected literature on multilingualism and multiculturalism, both pre-set and inset teacher preparation for such contexts,

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Desoto-Strickland, Kathleen. "Kindergarten Teachers' Lived Experiences Regarding Classroom Assessment| A Phenomenological Study." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009982.

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<p> This qualitative, phenomenological study explored the lived experiences of four state licensed kindergarten teachers with regard to classroom assessment. The purpose of the inquiry was to gain understanding of classroom assessment and its intersection with teacher's practices. The study question was, "What are the lived experiences of state licensed kindergarten teachers with regard to classroom assessment?" A critical theory theoretical framework structured and guided the study. </p><p> • Using the reduction methods as suggested by Van Manen (2014) allowed the researcher to enter a

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Johansson, Megan. "Teachers' Lived Experiences of the Virtual Learning Environment: A Phenomenological Inquiry." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85127.

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This research project is about the lived experiences of upper secondary school and adult education teachers from a remote region of Sweden, during the global pandemic of 2020 – 2021. Educational change can be understood in terms of experiences, through listening to teachers’ voices, which have the capacity to bring new knowledge for future usage of digital platforms in education. Teaching is an embodied experience and opportunities for movement have become limited in the virtual learning environment. A radical change in the methods of communication has also occured, in particular the verbal an

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Millan, Jenifer Marie. "Exploring Reggio-Inspired Documentation: Lived Experiences of Elementary Teachers and Children." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1820.

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In this interpretive phenomenological research study, making meaning of teachers and children's experiences of Reggio-inspired documentation takes center stage. Reggio-inspired documentation is a way of visually stabilizing and bringing meaning to experiences, ideas, thoughts and the daily interactions of children and adults (Bonilauri & Rubizzi, 2010; Filippini, Trancossi & Vecchi, 2009; Guidici et al, 2001; Rinaldi, 2006). Collecting research in The School of Inspiration elementary program brings to light the many experiences and possible meanings of Reggio-inspired documentation. The study'

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Moran, Renee Rice, Stacey J. Fisher, Monica Billen, and Huili Hong. "The Intersection of Policy and the Lived Experiences of Practicing Teachers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3594.

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Holman, Robin Terrell. "The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2931.

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Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal

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Brady, Chequita Franchon. "The lived experiences of selected African-American male elementary teachers in Georgia." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/chequita_f_brady/brady_chequita_f_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Cordelia Zinskie. ETD. Includes bibliographical references (p. 101-116) and appendices.

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Sanchez, Paula Nery. "The Lived Experiences of Limited English Proficiency, Spanish-Speaking Male Ex-Offenders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1550.

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The purpose of this phenomenological study was to explore the lived experiences of Spanish-speaking men in the United States with limited English proficiency following their release from prison. The study specifically examined the experiences of these men in their efforts to access health care treatment, housing, education, and employment in Central Pennsylvania. An empirical, phenomenological research design was employed that used self-stigma, critical race, and self-determination theories for in-depth interviews with 8 men who spent 5 to 24 years in prison. A tiered coding method was used to

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Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.

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Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in scho

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Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.

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Williams-Britt, Leslie DeAnn. "Teachers' Lived Experiences of a Positive Intervention on Emotional Behavior Disorder Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5291.

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Champions for Change Mentorship Program (CFCMP) was implemented to address the academic and social struggles of emotional behavior disorder (EBD) students. The problem was that although the passing of the California Assembly Bill 1729, called the Other Means of Correction law, had prompted a greater need for positive behavior intervention support at Tier 2 and Tier 3 levels, implementation of the CFCMP continued to generate serious concerns involving students with behavior issues. The conceptual framework for this study is Bandura's social learning theory which guided CFCMP to incorporate cogn

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Howard, Tanya K. "(Re)Figuring Pedagogical Flesh: Phenomenologically (Re)Writing the Lived Experiences of Tattooed Teachers." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23480.

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This hermeneutic phenomenological inquiry describes the lived experiences of three visibly tattooed teachers and what it is like to sense their tattooed flesh while they are at school. Lived experience descriptions were collected during in-depth interviews and from personal reflective writings conducted by the study author, who is also a tattooed teacher. Using hermeneutic research approaches outlined by Max van Manen and Linda Finlay, lifeworld descriptions of visibly tattooed teachers are presented in the form of anecdotal passages that urge readers to ‘step into tattooed skin’. Drawing from

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Barnhart, Ramona. "A Phenomenological Study of Elementary Teachers of Autism Spectrum Disorder Students| Common Lived Experiences." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273506.

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<p>ABSTRACT Autism continues to be an intriguing condition, and perhaps the most efficiently researched of all child psychiatric disorders (Wolff, 2004). Autism spectrum disorders (ASD) are multifaceted neurodevelopmental disorders that entail vital social focused deficiency and behavioral obstinacy. Autism is the ultimate form of ASD and includes substantial deficiency in interaction skills. Treatment of ASD is intricate and comprises an inclusive instructive interventional plan (Cauffield, 2013). The history of autism yields numerous lessons regarding both effective and ineffective teaching

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Splichal, Kevin L. "Lived experiences of two pre-service teachers from a midwestern rural university during internships." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19151.

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Doctor of Philosophy<br>Curriculum and Instruction<br>Debbie K. Mercer<br>This phenomenological study explores the lived experiences of two elementary pre-service teachers in a Mid-western rural university in an attempt to heighten the quality and depth of those experiences as they pertain to pre-service teacher preparation prior to student teaching. The study analyzed the pre-service teachers’ descriptions of their lived experiences in elementary schools during internship experiences and how those experiences contributed to their personal growth as educators. Flick’s (2009) recommendations fo

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Garahan, Katie Lynn. "Deliberation, Dissent, and Advocacy: A Rhetorical Study of Teachers' Lived Experiences with Education Reform." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100588.

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Contemporary K-12 education reform policies have focused heavily on the teaching profession through increased accountability measures and decreased job security. In the rhetoric of contemporary reform, teachers are often praised as heroes capable of overcoming any obstacles and at the same time blamed for the perceived failures of public schools. This dissertation examines the impact of such policies and corresponding representations on the lived experiences of K-12 teachers in North Carolina, specifically highlighting the strategies through which teachers gain rhetorical agency within the dis

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Saito, Takaharu. "Exploring nonnative-English-speaking teachers' experiences in teaching English at a United States university." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282909.

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The purpose of this dissertation is to examine how nonnative English teachers' identity constructions develop and influence their pedagogy in U.S. higher education. The research on nonnative teachers of English has not adequately explored their identity constructions. This study relied on a phenomenological case study approach that analyzed the lived experience of nonnative English teachers in relation to wider language ideologies and practices. Data were generated from spring 2003 to fall 2003 through phenomenological in-depth interviews, classroom observations, questionnaires, and autobiogra

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Boffa, Joseph W. "UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/88.

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Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear EL students pose unique and significant challenges, yet unclear what strategies and program models educators can implement to motivate learning, improve educational experiences, and appropriately acknowledge and reward these learners’ accomplishments. Few studies have attempted to determine the difficulties and challenges associated with academic success and probability of graduation for Late-entry English Learners (LEELs), define

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Smart, Timothy B. "Teaching Middle School Children Affected by Homelessness| An Interpretive Phenomenological Investigation of Teachers' Lived Experiences." Thesis, Concordia University (Oregon), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811603.

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<p> The human experience occupies the central role in phenomenological research. In this interpretive phenomenological study, the researcher recruited and interviewed secondary school teachers from three public urban schools in the Pacific Northwest in order to have them describe their lived experiences that relate to instructing students affected by homelessness. The researcher used two semi-structured, conversational interviews with six participants who reflected on how their classroom experiences influenced their teaching, engagement strategies, emotional states, and student relationships

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Jones, Marvin Bernard II. "An Exploration of Teachers' Lived Experiences in Professional Learning Communities in One Ohio Urban School." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1541174203405698.

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Puangsuk, Oranuch. "Professional development : experiences of English teachers at Primary level in Thailand." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57624/.

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This aim of this qualitative research study was to suggest an initiative for promoting professionalism in English language teaching of primary teachers, who work in rural small schools in Thailand. This study was conducted in two phases; Phase I and Phase II. By adopting convenience or opportunity sampling, ten primary teachers in one educational service area office volunteered to take part in this study. Grounded theory (Corbin & Strauss, 1998; Newby, 2010) was adopted for data analysis. In Phase I, data were collected from semi-structured interviews and from supplementary data sources (i.e.

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Sirotkin, Sage Echo. "Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7078.

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Social media has provided innovative ways for teachers to engage students in the learning process but has created a challenge for teachers to incorporate these applications in a manner that is both meaningful to the learning objectives and acceptable to their administration. While social media in education has been the focus of many studies, research on the implementation of social media within English language arts (ELA) classrooms is limited, leaving ELA teachers and school administrators without a full scope of the educational potential or best practices when using social media for instruct

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Howell, CaSaundra Joyce. "The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.

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English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Band

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Batt, Ellen G. "Lived socio-linguistic experiences in dual language immersion : a cross-case analysis of Matt and Mateo /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270461&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Ruhe, Marsh Linda. "Perceptions and lived experiences of Illinois Parents as Teachers program leaders while managing a multigenerational staff." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572922.

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<p> The purpose of this qualitative narrative inquiry was to explore the perceptions and lived experiences of Illinois Parents as Teachers (PAT) program leaders managing a multigenerational workforce. Supervisors state that leading a multigenerational staff possesses challenges that affect overall productivity (Bell, 2008). PAT stakeholders including leaders, facilitators, parents, and children risk failing to provide or receive optimal services because of weak supervisory practices. Obtaining the perceptions and lived experiences, as narrated by PAT leaders about the work practices, behaviors

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Kleman, Diana P. "Elementary Classroom Teachers' Perceptions of and Lived Experiences with Children in Foster Care: A Qualitative Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397212826.

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Fulghum, Ingram Carla Annette. "Teachers' Experiences Teaching Adolescent English Learners with Limited or Interrupted Formal Schooling." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619701.

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<p> An estimated 44% of secondary school English Learners (ELs) are immigrants. Some arrive in the United States with a rigorous academic education and often excel beyond most native-born students while others arrive without any formal education or having missed years of schooling. This second subpopulation of ELs is called students with interrupted or limited formal education or SLIFE. These learners have to work harder than their native English-speaking peers and even harder than their more literate EL peers to meet the same accountability goals because these students need learn a new langua

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Murphy, Fulford Wanda. "Secondary English Teachers' Experiences on Critical Thinking for African American Male Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4873.

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African American male students (AAMSs) can benefit from literacy instruction that is student-based and geared towards using higher-level thinking skills. The conceptual framework was guided by Dewey's constructivism theory, the purpose of this qualitative case study was to explore whether high school English language arts (ELA) teachers in an urban-suburban Midwest region of the United States have sufficient knowledge and skills to incorporate higher order thinking skills (HOT) instruction for AAMSs. Five ELA teachers from a low-performing, urban-suburban high school in the Midwest region of t

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McIntyre-McCullough, Keisha Simone. "Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1012.

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The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed by Piaget (1995), Vygotsky (1995), and Rosenblatt (1995) formed the framework for this micro-ethnographic study. Seven teachers from public and private schools in South Florida participated in this two-phase study; three teachers in Phase I and four in Phase II. All participants completed individual semi-structured interviews and demographic surveys. In addition, four of the teachers were observed teaching. The an

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Peddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

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Mayo, Jr James B. "Negotiating curricular boundaries and sexual orientation the lived experiences of gay secondary teachers in West Central Florida /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001187.

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Ralston, Christine R. "Collaborative data-driven decision making| A qualitative study of the lived experiences of primary grade classroom teachers." Purdue University, 2013.

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Mojto, Alison Laurie Milofsky. "Breaking the cycle of hate a phenomenological study of teachers' lived experiences as both (other) and (otherer) /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9118.

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Thesis (Ph.D.) -- University of Maryland, College Park, 2009.<br>Thesis research directed by: Dept. of Education Policy Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Mayo, Jr James B. Jr. "Negotiating Curricular Boundaries And Sexual Orientation: The Lived Experiences Of Gay Secondary Teachers In West Central Florida." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/763.

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There is little known about the daily lives of gay teachers at school. Studies have been conducted in this area, but the wide range of individual life experiences makes it difficult to define the gay teacher experience. Gay teachers geographic location, gender, age,and race, are a few of those factors that will have a direct influence upon their lives.Therefore, I believe more focused, regional or case studies will yield better understandings of the lives that gay teachers lead at school. Until now, no other study had investigated the lives of gay teachers in West Central Florida. I decided to

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Mehring, Jeffrey Gerald. "An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680237.

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<p> Recently, Japanese higher education has decided to transition from a traditional teacher-centered to a more student-centered, communicative classroom. One promising possibility that could help in the transition is the flipped classroom technique. Examining the lived experiences of Japanese university English as a foreign language (EFL) students who have taken part in a course taught using the flipped classroom technique will help in determining possible benefits of the flipped classroom in EFL higher education in Japan. This study will use a qualitative approach with a case study design to

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Zeng, Zhen. "The language learning experiences and beliefs of Chinese teachers of English as a foreign language." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?MR19409.

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Moehrke-Rasul, Diana. "Intercultural learning as lived experiences : a pedagogic exploration among international students and staff in a UK tertiary education setting." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/35411/.

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Intercultural learning in UK tertiary education is largely operationalised as a universal or implied term. The focus generally is on the internationalisation of the curriculum, which has mainly developed in response to the recruitment drive of international students to local campuses over the last two decades. Within this market-centric context, a stronger educational rationale has been advocated, which in recent years has promoted a ‘pedagogy of recognition’ (Caruana and Spurling, 2007, p. 66), rejecting international students’ automatic assimilation to the prevalent socio-academic culture. A

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Thornton, Louise. "An investigation of the implementation of the Academies Act 2010 in English schools : stakeholders' lived experiences regarding policies and practices in English Academies." Thesis, Staffordshire University, 2018. http://eprints.staffs.ac.uk/5346/.

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This thesis is based on a project which focuses upon academisation and its perceived impact upon the raising of standards. The study was undertaken in 2013. There were 18 participants in total. Sixteen were from 4 different schools and a consultant principal and an Executive Director for Children, Young People and Families were also part of the case study. The perceived impact is demonstrated through the lived experiences of various stakeholders in relation to the introduction of the Academies Act 2010. I adopted an interpretivist approach through the use of semi-structured interviews and anal

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Kayser, Avril Freda Francina. "The lived experiences of intermediate phase teachers of curriculum renewal processes from 1998 to 2012 in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020063.

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This research study has emerged as a result of my concern regarding many of my colleagues’ apparent low morale in the teaching profession. Since the new dispensation in 1994 the South African education system has undergone numerous and intensive curriculum changes as varying policies aimed at transforming education in South Africa have been implemented (Asmal, 2009). I, therefore, decided to investigate the lived experiences of Intermediate Phase teachers regarding curriculum renewal processes in South Africa over a fifteen year period from 1998 to 2012. This period encompasses the four curric

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Murray, Alexander R. "The New Normal: Lived Experiences of Teachers’ Educating Students in an Always-on and Connected Middle School Environment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458314482.

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Thapa, Om K. "A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481296285526107.

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Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery

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Koga, Nari. "Growing Student Identities and School Competences in Sojourning: Japanese Children's Lived Experiences across Japan and the United States." Thesis, Boston College, 2009. http://hdl.handle.net/2345/732.

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Thesis advisor: María Estela Brisk<br>This study was conducted to understand student identities of five Japanese children (the second through sixth grade) and the processes of identity negotiation within their sojourning experiences between Japan and the United States. An increasing number of Japanese elementary students internationally sojourn in today's globalized societies, and consequently shape their identities in multiple school contexts. Previous research has suggested the reciprocal relations between linguistic minority learners' identities and their diverse school experiences, and rep

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Stephens, Estella. "Teachers' Experiences in a Charter School with English Language Learners' Acquisition of Academic Literacy." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812908.

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<p>Teachers? Experiences in a Charter School With English Language Learners? Acquisition of Academic Literacy. Estella Stephens, 2018: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: charter schools, English language learners, literacy, phenomenon, qualitative research, teachers This qualitative applied dissertation was designed to investigate and give voice to the lived experiences of mainstream teachers at charter schools where the English language learner (ELL) population increased significantly. It replicated McCoy?s (2013) study. A p

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