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Emailed Prompt Package To Increase Alternative School Educators’ Use Of Behavior Specific Praise, Chelsea Johnson 2024 The University of Southern Mississippi

Emailed Prompt Package To Increase Alternative School Educators’ Use Of Behavior Specific Praise, Chelsea Johnson

Dissertations

Alternative school educators are often placed in alternative education settings with minimal training or support to manage disruptive behaviors in the classroom. To combat this, school-based consultation may be provided to assist alternative school educators with classroom management strategies. However, face-to-face consultation may be limited due to the numerous responsibilities placed on school-based consultants. Behavior specific praise (BSP) is a strategy that is recommended, but often provided at low rates. To address these barriers, previous literature has examined the use of emailed prompts to increase treatment integrity, feasibility, and acceptability of a variety of evidence-based interventions. A concurrent multiple baseline …


Bridging The Gap Between Neuroscience And Education: What Are Teachers’ Perceptions Of Applying “Neuropedagogy” To High School Classrooms?, Hanan Rashwan 2024 American University in Cairo

Bridging The Gap Between Neuroscience And Education: What Are Teachers’ Perceptions Of Applying “Neuropedagogy” To High School Classrooms?, Hanan Rashwan

Theses and Dissertations

Teachers can use neurobiological explanations to evaluate students' behavior and performance and create more supportive learning settings in their school environment. There is a growing interest among educators regarding the potential benefits of incorporating neuroscience into teaching practices. However, there is a lack of comprehensive understanding of how to effectively integrate cognitive neuroscience into teacher education programs to maximize its impact on student learning and teacher development. This study focuses on understanding teachers' views on the integration of neuroscience principles in educational settings by utilizing a questionnaire and interviews to gather data from participating teachers. The findings reveal that the …


Growing Together: Cultivating The Social-Emotional Effects Of Art Education Through Trauma-Informed Pedagogy, kaitlyn lawrence 2024 Rhode Island School of Design

Growing Together: Cultivating The Social-Emotional Effects Of Art Education Through Trauma-Informed Pedagogy, Kaitlyn Lawrence

Masters Theses

In many societies, the process of art is recognized as a healing and transformative practice. In recent years, it has been emerging in tandem with social emotional practices and procedures in American education. However, it is also a fact that social emotional learning (SEL) does not account for all students due to its inability to account for the needs of all students in the classroom. SEL alone aims to teach healthy development and emotional management skills, but fails to account for students with varying experiences. While there are those who can and do integrate the skills from the Social Emotional …


Community Engagement In Art & Design Colleges, Mah Rukh Raja 2024 Rhode Island School of Design

Community Engagement In Art & Design Colleges, Mah Rukh Raja

Masters Theses

This thesis titled ‘Community Engagement in Art & Design Colleges: Case Studies from Pakistan’ highlights the importance of community-engaged practices in education, specifically within the realm of art and design, and examines the effect of community engagement on student learning. It focuses on the importance of creating opportunities for reciprocal, community-engaged learning where responsibilities, roles and credit are shared equally among students, community partners, and educational institutions to develop projects that are in the best interest of communities.

This research coincides with the introduction of community and civic engagement in undergraduate education in Pakistan. Its primary objective is to serve …


What Exactly Does Identity Have To Do With Teaching? Exploring The Connection Between A Teacher's Racialized Identity And Their Teacher Identity, Lizette Aguilar 2024 The Graduate Center, City University of New York

What Exactly Does Identity Have To Do With Teaching? Exploring The Connection Between A Teacher's Racialized Identity And Their Teacher Identity, Lizette Aguilar

Dissertations, Theses, and Capstone Projects

This study explores the relationship between race and teacher identity, specifically understanding how the two concepts intersect and (re)present themselves within the classroom environment. This study analyzes six teachers’ narratives of identity, race, and teaching to explore themes of race and identity as they traverse from their earliest experiences with race into their experiences as teachers. Findings conclude that, first, teachers’ narrative identities are a composite of key narratives—important moments of deep impact in the process of identity building—that accumulate over time to form what Dan McAdams (1993) calls personal myths. Since key narratives are continually shaping one’s personal myth, …


Identifying Graduate Students’ Instructional Strategies And Approaches Towards Teaching Employable Skills, Elizabeth S. Che 2024 The Graduate Center, City University of New York

Identifying Graduate Students’ Instructional Strategies And Approaches Towards Teaching Employable Skills, Elizabeth S. Che

Dissertations, Theses, and Capstone Projects

College instruction tends to focus on imparting disciplinary knowledge rather than employable broad-based skills emphasized by undergraduate guidelines. The lack of emphasis on broad-skill development may leave many undergraduate students unprepared for the workforce. Graduate students who are future professoriate, are teaching undergraduate courses with various attitudes and strategies. This dissertation comprises three published studies that used data from two surveys identifying graduate students’ instructional strategies and approaches to teaching employable skills in their courses.

The first study asked whether graduate students teaching undergraduate courses (N = 114; 70.2% women, M age = 30 years) aim to teach employable …


Finding Belonging Through Curricular And Pedagogical Partnership In A First-Year Course On Linguistic Justice, Timothy D. Arner, Lilli Morrish 2024 Grinnell College

Finding Belonging Through Curricular And Pedagogical Partnership In A First-Year Course On Linguistic Justice, Timothy D. Arner, Lilli Morrish

Teaching and Learning Together in Higher Education

No abstract provided.


Some Is More Than None: A Guide To Beginning A Pedagogical Partnership Program, Ebony Graham, Katherine A. Troyer 2024 Trinity University

Some Is More Than None: A Guide To Beginning A Pedagogical Partnership Program, Ebony Graham, Katherine A. Troyer

Teaching and Learning Together in Higher Education

No abstract provided.


Dialogue In Partnership: Relaxing Into Receptivity, Bill Reynolds 2024 Florida Gulf Coast University

Dialogue In Partnership: Relaxing Into Receptivity, Bill Reynolds

Teaching and Learning Together in Higher Education

No abstract provided.


Quiet Power: The Librarian’S Role, A Co-Leadership Model, And The Gendered Work Of Pedagogical Partnership, Diane Skorina 2024 Ursinus College

Quiet Power: The Librarian’S Role, A Co-Leadership Model, And The Gendered Work Of Pedagogical Partnership, Diane Skorina

Teaching and Learning Together in Higher Education

No abstract provided.


Partners In Partnership Work: Growing From Grinnell, Scott Hamm, Jillian Impastato 2024 Abilene Christian University

Partners In Partnership Work: Growing From Grinnell, Scott Hamm, Jillian Impastato

Teaching and Learning Together in Higher Education

No abstract provided.


Learning In Partnership: A Reflective Journey, Hleziphi Naomie Nyanungo 2024 West Chester University

Learning In Partnership: A Reflective Journey, Hleziphi Naomie Nyanungo

Teaching and Learning Together in Higher Education

No abstract provided.


The Hard Work Of Happy Accidents: The Origins And Future Of Pedagogical Partnership At Barnard College, Melissa Wright 2024 Barnard College

The Hard Work Of Happy Accidents: The Origins And Future Of Pedagogical Partnership At Barnard College, Melissa Wright

Teaching and Learning Together in Higher Education

No abstract provided.


Toward Liberation: Lessons From A Rule Breaker, Khadijah K. Seay 2024 University of Pennsylvania

Toward Liberation: Lessons From A Rule Breaker, Khadijah K. Seay

Teaching and Learning Together in Higher Education

No abstract provided.


Mechanisms Of Change: How Pedagogical Partnerships Can Build Confidence Among Vulnerable Members Of The Academy, Heidi M. Williams 2024 Virginia Polytechnic Institute and State University

Mechanisms Of Change: How Pedagogical Partnerships Can Build Confidence Among Vulnerable Members Of The Academy, Heidi M. Williams

Teaching and Learning Together in Higher Education

No abstract provided.


When The Partnership Experienced Meet The Partnership Curious: Insights From And Outcomes Of A Pedagogical Partnership Workshop At Grinnell College, Caleb Elfenbein, Alison Cook-Sather 2024 Grinnell College

When The Partnership Experienced Meet The Partnership Curious: Insights From And Outcomes Of A Pedagogical Partnership Workshop At Grinnell College, Caleb Elfenbein, Alison Cook-Sather

Teaching and Learning Together in Higher Education

No abstract provided.


Teaching And Learning As Negotiation, Brian C. Rose, Sara Myers 2024 University of Northern Colorado

Teaching And Learning As Negotiation, Brian C. Rose, Sara Myers

Journal of Educational Research and Innovation

This paper reports data from a study investigating the nature of student-teacher interactions in elementary classrooms. These data suggest that while teacher candidates approach their work with school-aged children as a form of negotiation, teachers engage in negotiation with children in a variety of ways to meet a wide range and professional needs. These findings provide direction for teacher educators who support teacher candidates’ in developing an increased repertoire of interactional strategies that support student learning and teacher efficacy.


Leadership And Teacher Agency For Inclusive Classrooms: Insights About Integrating Students With Disabilities Into Inclusive Classrooms From Teachers And School Leaders In Three International Schools, Chad Wood 2024 University of San Diego

Leadership And Teacher Agency For Inclusive Classrooms: Insights About Integrating Students With Disabilities Into Inclusive Classrooms From Teachers And School Leaders In Three International Schools, Chad Wood

Dissertations

As international schools continue to flourish, they must consider how to be inclusive and meet the needs not only of multicultural populations of students, but also the needs of students with diagnosed learning difficulties (i.e., students with special needs). Promoting teacher agency is a potentially important component in successfully implementing inclusive practices given that teachers are key actors in the implementation process. Currently, however, there is limited empirical evidence regarding the interconnectedness of teacher agency and inclusion of special needs populations in international schools.

This qualitative research explores the role of school leaders in promoting teacher agency to support the …


Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff, Orpheus Williams 2024 University of San Diego

Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff, Orpheus Williams

Dissertations

Black students in the United States have consistently been denied access to empowering, culturally affirming, and responsive learning experiences in the traditional public system. The epistemological and pedagogical beliefs embedded in a liberatory mindset can subvert this pattern of disempowerment (Shujaa, 1998). Black school leaders (BSLs) who understand the systemic and institutional pressures Black children may face and have to overcome, having undergone similarly racialized experiences in school, are uniquely placed to create liberatory spaces for Black students by recruiting and developing these liberatory mindsets in their staff. This instrumental case study used qualitative research methods of front-porch pedagogy (McTighe …


Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez 2024 University of San Diego

Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez

Dissertations

Transfronterizx students and their families cross the U.S.–Mexico border for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools to provide more socioeconomic opportunities in the United States. Educators of transfronterizx students are uniquely tasked to work with these nontraditional students. Moreover, transfronterizx students and their families have distinct needs in U.S. schools; as such, there is a need for further research on the transfronterizx experience in the U.S. K–12 system. This qualitative narrative inquiry study aimed to understand the experiences …


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