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Articles 1 - 18 of 18
Full-Text Articles in Education
The Politics Of Culturally Responsive Sustaining Education: A Panel, Lonice Eversley, Richard Haynes, Asya Johnson, Dina Klein, Diana E. Lemon, Yolanda Sealey-Ruiz, Natalie P. Byfield
The Politics Of Culturally Responsive Sustaining Education: A Panel, Lonice Eversley, Richard Haynes, Asya Johnson, Dina Klein, Diana E. Lemon, Yolanda Sealey-Ruiz, Natalie P. Byfield
Journal of Critical Race and Ethnic Studies
No abstract provided.
Writing Teachers’ Preparation, Perceptions And Support: Qualitative Case Study, Rori Martello
Writing Teachers’ Preparation, Perceptions And Support: Qualitative Case Study, Rori Martello
Theses and Dissertations
This qualitative study investigated teachers’ perceptions of their own writing abilities and processes, the adequacy of their pre-service teacher preparation, and the efficacy of in-service, school system and school building-level support, and how each of these components affected the educator’s aptitude to teach students in grade six through eight how to write effectively. The embedded multiple case study design examined one parochial school system located in suburban New York with middle school teachers as the different cases. A qualitative survey was the research method applied. Subsequently, individual interviews were conducted to acquire more specific information from teachers with different educational …
Investigating Whether The Flipped Classroom Instructional Approach In Conjunction With Gender, Satisfy Students’ Basic Psychological Needs And Influence Their Chemistry Achievements In High School, Jordan Salhoobi
Theses and Dissertations
The current study aims to investigate whether the instructional approach (flipped or traditional) and gender (male or female) influence students’ sense of autonomy, relatedness, and competence, or influence their achievements in high school chemistry. Merrill’s First Principles of Instruction theory was used to design the flipped classroom (FC) implemented in this study as recommended by Lo, Lie, and Hew in 2018. The theoretical framework for the study is the self-determination theory (SDT) which posits that satisfaction of individuals’ psychological needs for autonomy, competence, and relatedness, enhance their intrinsic motivation and performance (Deci & Ryan, 2002). Ninety participating students who enrolled …
The Virtual Teaching Experience With Google Classroom During Covid-19: A Phenomenological Study, Morlena Titanya Robinson
The Virtual Teaching Experience With Google Classroom During Covid-19: A Phenomenological Study, Morlena Titanya Robinson
Theses and Dissertations
Technology has been the highlight of the 21st century, and its rapid advancement has undeniably changed the world we live in today. The field has been saturated by digital applications (apps) such as Facetime, WhatsApp, GroupMe, and a plethora of educational apps such as Math Series, The Elements, and History Tools. Additional apps have magnified in popularity since the world moved to virtual learning during the COVID-19 pandemic which devastated the global economy and shut down in person education systems around the globe. Google Classroom from G-Suite for Education was immediately embraced to facilitate the educational process allowing students and …
Teacher Guilt: How Can It Inform Instruction In Foundational Skills In Reading, Terrie Leann Noland
Teacher Guilt: How Can It Inform Instruction In Foundational Skills In Reading, Terrie Leann Noland
Theses and Dissertations
The purpose of this study was to understand if K-2 novice educators with three or fewer years of experience have the requisite knowledge and self-efficacy to teach foundational skills in reading and how experienced educators have guilt related to what they wish they would have known about teaching the foundational skills of reading in their beginning years as an educator. The comparison of novice educators with experienced educators could impact future pre-service preparation for novice educators. This study was framed within social cognitive theory related to teacher self-efficacy (Bandura, 1977) and feelings associated with guilt (Hargreaves, 1991). This study used …
The Role Of Teacher Education Programs In Fostering Pre-Service Teachers’ Self-Efficacy In Mathematics, Christina Ann Miller
The Role Of Teacher Education Programs In Fostering Pre-Service Teachers’ Self-Efficacy In Mathematics, Christina Ann Miller
Theses and Dissertations
The purpose of this study is: (1) To examine the perceptions of preservice teachers in teacher education programs in relationship to self-efficacy with the focus on mathematics, (2) Compare student’s self-efficacy based upon the year in college, (3) Compare student’s self-efficacy based upon their concentration, and (4) Compare student’s self-efficacy based upon the program they are enrolled in. With the Common Core State Standards in Mathematics (CCSSM) being introduced and implemented in 2010, many preservice teachers currently enrolled in college courses would not have been exposed to said standards while students in elementary school. Therefore, with their first introduction to …
Preparing Preservice Teachers To Facilitate Courageous Conversations: A Case Study Of Social Studies Teacher Educators' Perceptions And Practices, Ariel N. Henry
Theses and Dissertations
Scholars and associations committed to powerful social studies education have long advocated for students to explore controversial issues so they grow into informed, ethical, and participating citizens. Yet, teachers avoid undertaking this work due to a lack of training, confidence, or experience in facilitating courageous conversations about tough issues. Teachers may fear facing complaints and retribution. They may worry about how to defuse classroom tensions and manage strong emotions. While scholarship on teaching controversy has primarily focused on preservice and in-service teachers’ views and experiences, research examining teacher educators’ perceptions and practices has been limited. The purpose of this qualitative …
Neuro-Compostion: Developing The Creative Brain In The Classroom, Tara D. Scarola
Neuro-Compostion: Developing The Creative Brain In The Classroom, Tara D. Scarola
Theses and Dissertations
This dissertation raises the question of how educators can incorporate research about the human mind to foster and support student growth throughout writing processes. In understanding how our minds process, interpret, and generate writing, valuable insights can be learned about the process of composing. Valuing the varying perspectives students possess and the types of texts with which students engage aid in developing not only what Paul Joy Guilford calls “divergent thinking,” but also a sense of empowerment and ownership over the writing process. In disrupting what Robert Thatcher calls “the phase-lock mode” and guiding students through reworking the writing process …
Expectancy-Value Theory During Challenging Moments: A Narrative Inquiry Into Classroom Dialogic Discussions, Malka Alter Ungar
Expectancy-Value Theory During Challenging Moments: A Narrative Inquiry Into Classroom Dialogic Discussions, Malka Alter Ungar
Theses and Dissertations
This problem solution narrative inquiry explored how expectancy-value theory impacts teachers’ decisions during dialogic discussions. This paper delved into challenging moments teachers faced during dialogic discussion implementation. The purpose was to use this data to better inform the development of teacher-centered and more supportive professional learning opportunities. Participants from two parochial schools were invited to be interviewed about their dialogic discussion experiences. Data was coded using constant-comparative coding and was then restoried within problem solution narrative framework. The narratives were then coded for themes of expectancy, value, and self-efficacy. This study was intended to impact professional development to guide teachers …
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Education Specialties Faculty Publications
In this paper, we explore the complex nature of preparing diverse professionals for authentic, relationship-based care for infants and toddlers in child care. Looking through the eyes of one student caregiver, we travel with her through a semester-long course introducing her to infant care as an integral part of early childhood teacher preparation. We draw on her descriptions of her weekly experiences in an infant room focusing on a key child, her formal reflections in written assignments, and her responses to a series of interview questions once the course was completed to construct a theory of authentic practice through relationship-based …
Unraveling Universalist Perspectives On Teaching And Caring For Infants And Toddlers: Finding Authenticity In Diverse Funds Of Knowledge, Susan L. Recchia, Seung Eun Mcdevitt
Unraveling Universalist Perspectives On Teaching And Caring For Infants And Toddlers: Finding Authenticity In Diverse Funds Of Knowledge, Susan L. Recchia, Seung Eun Mcdevitt
Education Specialties Faculty Publications
Although child-rearing beliefs and practices vary widely across cultures, a dominant discourse on how to teach and care for young children undergirds most early childhood teacher education programs. In this qualitative multicase study, the authors explored the ways that immigrant preservice teachers negotiated their emerging teacher identities across discontinuities between their own funds of knowledge and the theory and practice presented in their infant and toddler practicum course. Using a funds of identity framework, the authors drew on multiple data sources to examine how three immigrant students questioned, complicated, expanded on, connected, and/or denied their funds of knowledge as they …
"Because I Went Through The Same": Inquiring Into The Lived Experiences Of An Immigrant Teacher, Seung Eun Mcdevitt
"Because I Went Through The Same": Inquiring Into The Lived Experiences Of An Immigrant Teacher, Seung Eun Mcdevitt
Education Specialties Faculty Publications
No abstract provided.
Bridging Funds Of Knowledge In Learning To Teach: The Story Of A Japanese Pre-Service Teacher’S Authentic Teaching Practicum Experience, Seung Eun Mcdevitt, Miyuki Kurihara
Bridging Funds Of Knowledge In Learning To Teach: The Story Of A Japanese Pre-Service Teacher’S Authentic Teaching Practicum Experience, Seung Eun Mcdevitt, Miyuki Kurihara
Education Specialties Faculty Publications
The field of early childhood education and care has been in the forefront of setting the effort to increase diversity in its teaching force. Little is known about learning processes of teachers with diverse backgrounds in teacher education and what experiences and knowledge they bring to the field to educate and care for our youngest children. This qualitative case study tells stories of an Asian pre-service teacher during her process of becoming an early childhood educator through exploring her personal and cultural funds of knowledge based on her teaching practicum experiences. By listening carefully to her voice in her process …
Integrating Aesthetics Within Professional Development For Eeachers Of English Learners, Audrey Figueroa Murphy
Integrating Aesthetics Within Professional Development For Eeachers Of English Learners, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
The emphasis on testing in curricular content areas has left little room in most U.S. schools for education in the arts. Yet research supports the pedagogical value of aesthetic education, particularly for English learners (ELs), whose representation in schools continues to increase. This article presents a qualitative action research study intended to contribute to the understanding of the impact of incorporating aesthetic education into the training protocol for teachers of ELs. Twenty‐three graduate education students at a private university in Queens, New York, participated in an artist‐led workshop rooted in the aesthetic education theories of Maxine Greene (1995, 2011, 2007) …
Teachers As Informal Learners: Workplace Professional Learning In The United States And Lithuania, Elena Jurasaite-O'Keefe, Lesley A. Rex
Teachers As Informal Learners: Workplace Professional Learning In The United States And Lithuania, Elena Jurasaite-O'Keefe, Lesley A. Rex
Curriculum & Instruction Faculty Publications
Historically, formal directive approaches to teacher learning, based upon a developmental expert-to-learner model, have dominated policy and research, with limited success. This study is based on a learner-centered view of teachers learning from the problems of their own teaching. It demonstrates the understandings that can result from teachers’ explanations of what they do and why when they encounter everyday situations that evoke their learning. Further, the microethnographic study renders these explanations as a framework for further research on teacher learning in informal school-related settings. The framework emerged from a constant-comparative analysis of the structure, language and content of a years’ …
Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer
Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer
Curriculum & Instruction Faculty Publications
One seventh-grade English language arts teacher engaged in teacher research in order to become a more understanding, responsive, and confident instructor. Systematic inquiry into her own practice revealed a conflict between what students perceived as their literacy needs and desires (discrete reading skills) with what she perceived to be important and valuable (deeper literary understandings through reflective response to literature). The teacher sought to address the conflict by listening closely to students' talk, orchestrating activities to blend reading skills with responses to literature, and negotiating class conversations to produce knowledge.
School Cultures As Contexts For Informal Teacher Learning, Elena Jurasaite-O'Keefe, Lesley A. Rex
School Cultures As Contexts For Informal Teacher Learning, Elena Jurasaite-O'Keefe, Lesley A. Rex
Curriculum & Instruction Faculty Publications
This study descriptively compares international social contexts for teacher workplace informal professional learning from the teachers’ perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in learning within the historical, political and administrative contexts within which they work. A sociocultural framework brings into view different opportunities for teacher informal learning. These appear in teachers’ discourse about their schools’ missions, building structures, classroom environments, organizational arrangements, traditions, and professional relationships as referenced in teachers’ discourse. The study argues for the importance of acknowledging teacher informal learning as a method of …
Teachers’ Workplace Learning Within School Cultures Community In The United States And Lithuania, Elena Jurasaite-O'Keefe
Teachers’ Workplace Learning Within School Cultures Community In The United States And Lithuania, Elena Jurasaite-O'Keefe
Curriculum & Instruction Faculty Publications
The purpose of this study is to explore teachers’ workplace informal professional learning and inform educational researchers, teacher educators, administrators and teachers about ways teachers learn to improve their practice. By questioning how teachers learn on-the-job to be better teachers and how school cultures position them as learners, this work generates hypotheses about relationships between the nature of workplace informal professional learning and its content and contexts. An ethnographic design based upon a grounded theory generates analytic categories from interviews and field notes through comparison of learning environments in three contrasting schools in two countries—Lithuania and the United States. Discourse …