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Articles 1 - 7 of 7
Full-Text Articles in Arts and Humanities
Being And Becoming Across Difference: A Grounded Theory Study Of Exemplary White Teachers In Racially Diverse Classrooms, Jane S. Feinberg
Being And Becoming Across Difference: A Grounded Theory Study Of Exemplary White Teachers In Racially Diverse Classrooms, Jane S. Feinberg
Antioch University Dissertations & Theses
Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation’s students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation’s public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers …
The Impact Of Freewriting On Writing Teachers' Self-Perceptions, Katherine A. Busch
The Impact Of Freewriting On Writing Teachers' Self-Perceptions, Katherine A. Busch
MSU Graduate Theses
I present a study of eight graduate assistants who teach introductory composition courses as part of their graduate assistantships. Each participant was asked to freewrite for ten minutes a day, five days a week, for ten weeks. Participants were interviewed about their teacher and writer identities prior to the freewriting, at week five, and at week ten. Graduate assistants offer a unique perspective, as many of them are neither professional writers nor trained teachers, yet they are hired to teach writing. Using Peter Elbow’s Embracing Contraries (1986) as a theoretical framework, I determine that freewriting offered the participants a space …
Teachers Of Color's Perception On Identity And Academic Success: A Reflective Narrative, Lynette Suliana Sikahema Finau
Teachers Of Color's Perception On Identity And Academic Success: A Reflective Narrative, Lynette Suliana Sikahema Finau
Antioch University Dissertations & Theses
Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its …
Inquiry, Identity, And Integrity In A Biblical Studies Methods Course, Philip Teeuwsen, Abigail Deelstra, Jonathan Van Santen, David Grills
Inquiry, Identity, And Integrity In A Biblical Studies Methods Course, Philip Teeuwsen, Abigail Deelstra, Jonathan Van Santen, David Grills
International Christian Community of Teacher Educators Journal
In this study, a university professor, a high school teacher, and two teacher-candidates engage in an inquiry into the identity and integrity of the religious studies teacher. Using Charteris’s (2014) ‘epistemological shudders’ as a framework, the authors explore the experience of learning to teach Bible in Christian schools by paying attention to the ways in which their experience with the unfamiliar intersected with their taken-for-granted beliefs and perspectives. The authors believe such reflections on experience are essential in particular to teachers of the Bible in Christian schools, but also, more generally, for ongoing lifelong teacher growth. This paper offers insights …
Stories At Work : Restorying Narratives Of New Teachers' Identity Learning In Writing Studies., Rachel Gramer
Stories At Work : Restorying Narratives Of New Teachers' Identity Learning In Writing Studies., Rachel Gramer
Electronic Theses and Dissertations
Rhetoric and composition has a long, robust history of studying how we train new writing teachers in our graduate/writing programs; yet we lack in-depth inquiries that foreground how new writing teachers learn. This dissertation traces five graduate students learning how to be and become writing teachers, using narrative as an object and means of analysis to study the tacitly internalized process of newcomer professional identity learning. In this project, I enact narrative as a feminist, interdisciplinary methodology to restory new writing teacher research narratives away from implicit deficit or explicit resistance and toward a more generative focus on newcomers’ motivated …
Reclaiming Voices And Identities: An Examination Of African American Educators’ Experiences Before And After Brown V. Board Of Education, Leta Hooper
Doctoral Dissertations
The Brown v. Board of Education rulings in 1954 and 1955 are often regarded as cases that set the precedent for dismantling schools operating on a racially “separate but equal” system. The outcome of the Brown v. Board of Education rulings led to the closing of Black schools as well as the dismissal and displacement of Black educators (Fultz, 2004). Black educators’ experiences of teaching in segregated and desegregated schools, as well as their role in challenging inequitable education conditions, are topics that continue to be ignored in mainstream society (Fultz, 1995; 2004; Siddle-Walker, 2013). The purpose of this life …
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Teaching/Writing: The Journal of Writing Teacher Education
This study explores identity-based challenges that can hinder secondary English teachers enrolled in Master’s degree programs from experiencing professional growth. It illustrates how identity conflicts can prevent teachers from integrating a disciplinary identity into their professional sense-of-self, thereby limiting the benefits they might gain from graduate coursework. In particular, the study suggests that dissonance between discourse norms and values, concerns about community allegiances, and assumptions about language, difficulty, and power can impede teachers from appropriating disciplinary discourse and hinder them from combining it with more familiar discourses that circulate in schools and shape teachers’ identities.