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Unlocking Classroom Discourse: Supporting Early Career Teachers In Their Development Of Culturally Inclusive Social-Emotional Teaching Practices, Kelly L. Falvey
Unlocking Classroom Discourse: Supporting Early Career Teachers In Their Development Of Culturally Inclusive Social-Emotional Teaching Practices, Kelly L. Falvey
Doctor of Education in Educational Leadership (Ed.D.)
This Improvement Science research study investigates how school districts can support educators with one to three years of experience in developing culturally inclusive social-emotional teaching practices (CISEL). This mixed-methods study aimed to understand the early career teacher experience and their perspectives on CISEL to identify structures that support this area of pedagogical development during the transition from preparation to employment. First, an initial root cause analysis exposed the need for more explicit integration of cultural inclusivity into educator preparation and early career teacher professional learning in the state and district that employs the scholarly practitioner. Secondly, the root cause analysis …
The Role Of Discourse And Its Effects On Reading Comprehension In The Ela Classroom, Laurie Coville
The Role Of Discourse And Its Effects On Reading Comprehension In The Ela Classroom, Laurie Coville
Certificate of Advanced Studies (CAS) in Literacy
Researchers have consistently found a link between quality classroom discourse and the increase in student reading comprehension. Classroom discussions help students make sense of fiction and nonfiction texts while deepening their understanding. Incorporating the principles of Vygotsky’s social constructivism as the theoretical framework, the aim of this study was to examine the relationship between the use of accountable talk sentence stems and the quality of discussion using the fishbowl discussion strategy as a means of increasing student comprehension of a text. Observation of the effects of student discourse of 18 students over the duration of six weeks yielded measurable differences …
Professional Development: A Case Study Of Mrs. G, Sharilyn Kay Owens
Professional Development: A Case Study Of Mrs. G, Sharilyn Kay Owens
Doctoral Dissertations
This dissertation is a case study of one teacher who participated in a project that investigated the effects of the Texas Instruments NavigatorTM, a wireless communication system on student algebra achievement and related pedagogy. The larger study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) based at The Ohio State University (OSU), funded by the U. S. Department of Education, involved approximately 120 self-selected participants across the United States. A partial requirement for participation was agreement to attend professional development provided by the CCMS project. The professional development included a week-long summer institute at OSU prior to implementation of …