Education Commons^™

The Journeys Of Six Mom Pedagogues: Enacting Personal Convictions And Disrupting The Status Quo, Macy Halladay

Doctoral Dissertations

Home education or “homeschooling” began to re-emerge in the late 1960’s in the US, parallel to civil rights initiatives and shifting educational policies (Murphy, 2014). Nevertheless, few studies have been dedicated to examining the lives and practices of homeschool parents (Goldberg, 2021; Lois, 2006; Ray, 2021). Rather, topics have centered on homeschool demographics, academic outcomes, and challenges (Hauseman, 2011; Isenberg, 2007; Lines, 2000; Shepherd, 2010).

The purpose of this qualitative study was to examine the lived experiences of six homeschool mothers’ everyday lives and the meanings assigned to their pedagogical decisions and related feelings in their journeys of becoming Mom …

A Comparison Of Guided Reading And Systematic Phonics Approaches To Supplementary Reading Instruction, Madeline R. Berkowitz

Doctoral Dissertations

Early mastery of reading fundamentals is essential. However currently there is a debate on the best way to teach reading. Across the US schools are choosing to use varying forms or reading curricula aligned with different pedagogies. However, not all curricula are based in empiral science. This study compares two approaches to supplementary reading instruction: guided reading and explicit phonics. A randomized controlled design was used, and first grade students were assigned to receive either explicit phonics or guided reading intervention three days per week for approximately thirty minutes each lesson. Reading fluency and a broad reading measure served as …

Building Together: Problem Solving For Sustainability Consciousness, Paul M. Bocko

Doctoral Dissertations

BUILDING TOGETHER: PROBLEM SOLVING FOR SUSTAINABILITY CONSCIOUSNESS FEBRUARY 2022 PAUL M. BOCKO, B.A., UNIVERSITY OF NEW HAMPSHIRE M.S., ANTIOCH UNIVERSITY NEW ENGLAND M.Ed. ANITOCH UNIVERSITY NEW ENGLAND Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Linda Griffin This case study examined the relationship of problem-based learning (PBL) and sustainability education in a combined fifth and sixth grade classroom in the northeast U.S. Research questions focused on PBL instructional strategies that promote sustainability education, skills and understandings promoted by PBL, and the extent that PBL affects students’ sustainability consciousness. One teacher and eleven students participated. Problem-posing, reconstructionist, and sociocultural theories framed …