Education Commons^™

Race, Weight, Gender And The Embodied (Odied, Odied) Consciousness Of Big-Bodied Black Women Educators: A Phenomenological Study, Kendra D. Johnson

Theses and Dissertations

Big-Bodied Black women in the United States have perpetually navigated the veritable dichotomy of being hyper-visible and invisible (Beauboeuf-Lafontant, 2003; Fleetwood, 2001; Strings, 2019). Fat Black female bodies have borne the burden of exaggerated tropes and exploitation throughout history, stripping them of their femininity and humanity and resulting in a unique form of objectification (Strings, 2019). Inconsistent messages about BBWs, their bodies, and their value in society have endured for generations. They have been essential in constructing the controlling images of Black womanhood in the U.S. (Collins, 2000). The controlling images all evoked thoughts about the suitability of Black women …

Arts Integration Experiences Of Elementary Educators, Amy E. Jefferson

Theses and Dissertations

The purpose of this study was to examine how elementary teachers applied their professional learning to integrate arts in the classroom. The research questions guiding the study included: (1) What content, skills, and understandings do teachers transfer from professional learning to practice? and (2) How do teachers navigate the implementation of arts integration? Knowles' (1978) Adult Learning Theory was used to examine how meeting the needs of teachers as adult learners during professional learning influenced the implementation experience.

A case study design employing qualitative data collection methods such as focus groups, individual interviews, and the sharing of artifacts from practice …

Associations Between Years Of Teaching Experience And Classroom Management Practices, Responsivenss, And Acceptability To A Coaching Intervention, Nicole M. Peterson

Theses and Dissertations

This study aimed to bridge the research-to-practice gap related to in-service supports and professional development by identifying factors associated with teacher use of evidence-based classroom management practices and responsiveness to a coaching intervention. Years of teaching experience was identified as a teacher-level intervention determinant with a strong research base in the classroom management literature; however few studies used direct observation of behavior to report difference among teacher behavior. This study used quantitative statistical methods to analyze data from a multi-year parent study investigating the effects of a coaching intervention (BEST in CLASS-Elementary) aimed at increasing the use of evidence-based practices …