Education Commons^™

Articulating The Experiences And Perceptions Of Graduates From An Inner City Field-Based Teacher Preparation Program: A Sociocritical Perspective, Cynthia Lucretia Thompson

Theses and Dissertations

ARTICULATING THE EXPERIENCES AND PERCEPTIONS OF

GRADUATES FROM AN INNER CITY FIELD-BASED TEACHER

PREPARATION PROGRAM: A SOCIOCRITICAL PERSPECTIVE

Cynthia L. Thompson

208 Pages May 2015

Teacher preparation has been the center of educational reform in the United States for many years. A review of literature suggests that many universities are

addressing the educational challenge of developing stronger teacher preparation programs by collaborating with neighborhood schools to implement field-based teacher preparation programs. However, little research is available to determine the effectiveness of field-based teacher preparation programs. In order to improve programs of this nature programs, it is pertinent to explore the …

A Comparative Study Of The Practitioner's Role To Integrate Technology Within An Inquiry-Based Learning Environment, Ashley C. Mayor

Theses and Dissertations

This thesis considers alternative pedagogical approaches within which the integration of technology is applied, to determine if inquiry-based learning is an approach that can facilitate the integration process more effectively. The role of the practitioner was evaluated to determine beliefs, concerns, and perceptions of technology integration. Practitioners' use of an inquiry-based learning approach was gauged and compared with practitioners use of a more traditional approach. The level of technology integration was assessed and compared as subgroups according to their teaching practices. The study analyzed the responses of teachers' survey data, with intentions to draw conclusions about the optimal approach for …

The Invisible Composition Classroom: The Reciprocity Of Face, Identity, And Politeness, Pennie L. Gray

Theses and Dissertations

This study examines the role of face and identity as they arise in a first year composition classroom. Using the illuminating theoretical framework of linguistic politeness theory, new understandings of the social interactions in the composition classroom are unveiled. Specifically, through an analysis of the politeness strategies that students use during the peer review process, it becomes clear that students prefer to temper their critique of others' work rather than openly criticize that work. Additionally, students offer far more positive feedback than their peers' work perhaps merits, minimize the revision work they suggest, and downplay their own authority over each …