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A Phenomenological Study Of African-American Female Teacher Graduates Of Historically Black Colleges And Universities’ Perceptions Of Preparedness For The Field, Kimberly Bryant
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to understand and explain the perceptions of African-American female teachers’ levels of preparedness for the teaching field after attending Historically Black Colleges and Universities. Preparedness was generally defined as one’s readiness to teach in the classroom. The main theory guiding this study was Dewey’s (1938) theory of experience and education. The central question of this study was: What are the perceptions of preparedness for African-American female teacher education graduates at Historically Black Colleges and Universities? The sub-questions focused on the characteristics of Dewey’s (1938) theory of experience and education, additional helpful resources, and …
A Phenomelogical Study Of Reclassified Elementary School English Learners’ Perceptions Of Their Educational Experiences, Fernando Betanzos
A Phenomelogical Study Of Reclassified Elementary School English Learners’ Perceptions Of Their Educational Experiences, Fernando Betanzos
Doctoral Dissertations and Projects
The purpose of this study was to provide an insight into how former English learners’ educational experiences allowed them to attain English language proficiency and meet grade level standards in English Language Arts. This study was informed by the theoretical frameworks of Albert Bandura’s social learning theory, and Lev Vygotsky’s sociocultural theory, as they pertain to English learners. The data collection procedures included student semi-structured interviews, elementary school principal semi-structured interviews, and review of site documents such as student work samples, report cards, attendance records, discipline records, state standardized test scores, Measure of Academic Progress (MAP) assessment scores, and English …