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Teacher Education and Professional Development
Doctor of Education in Secondary and Middle Grades Education Dissertations
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- Contextual barriers (1)
- Cooperative learning methods (1)
- Culturally Relevant Pedagogy (1)
- Culturally sustaining pedagogy (1)
- Global Majority (1)
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- Growth Mindset (1)
- Inquiry-based learning (1)
- Intergroup contact theory (1)
- Intervention (1)
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- Middle school social studies (1)
- Peer relationships (1)
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- Scaffolding (1)
- Social constructivism (1)
- Teacher Education Programs (1)
- Teacher beliefs (1)
- Teacher practices (1)
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Articles 1 - 4 of 4
Full-Text Articles in Education
Cultural Classroom Competencies: White Female Social Studies Teachers’ Preparedness And Support To Interact With, Engage, And Teach The Global Majority, Ashley Lamar
Doctor of Education in Secondary and Middle Grades Education Dissertations
The purpose of this study was to examine White female social studies teachers’ experiences of how they were prepared to engage, interact, and teach students of the global majority. Teachers who identified as White and female and teach any social studies discipline served as the five participants for this study. Data were collected using semi-structured interviews and an online survey. The data were analyzed using the Atlas AI software to identity and record specific codes and themes within the data. Overall, the data showed that the participants were not highly prepared for the cultural diversity of the public school classrooms …
Creating Inclusive Classrooms With Culturally Sustaining Pedagogy, Melissa Kane
Creating Inclusive Classrooms With Culturally Sustaining Pedagogy, Melissa Kane
Doctor of Education in Secondary and Middle Grades Education Dissertations
This is a qualitative phenomenographic study that uses the theoretical frameworks of Culturally Sustaining Pedagogy (CSP) (Paris, 2012), Intergroup Contact Theory (Allport 1954), and Social Constructivism (Smagorinsky, 2007) to evaluate how 7th grade students at a Title I middle school in the Southeastern United States experience the phenomenon of peer relationships in the context of a CSP writing unit. Students created, peer edited, and shared multimodal “Where I’m From” (Lyon, n.d.) poems in intentionally created groups. The researcher collected data via participant interviews, participant journals, and a researcher reflection journal. Findings indicated that students developed a better understanding of …
Growth Mindset Intervention And Its Impact On Productive Struggle In The Eighth-Grade Mathematics Classroom, Jordy Wilson
Growth Mindset Intervention And Its Impact On Productive Struggle In The Eighth-Grade Mathematics Classroom, Jordy Wilson
Doctor of Education in Secondary and Middle Grades Education Dissertations
This study aims to seek means to increase student productive struggle while adhering to the strenuous performance demands by our school systems. This study examines connections between growth mindset interventions, attitude towards struggle, and productive struggle in the mathematics classroom. Growth mindset interventions have been shown to change mindsets and to help students become more willing to engage in challenging problems and deal with difficult situations and struggle. Productive struggle is the engagement with difficult problems with the understanding that breakthroughs occur from confusion and struggle and has been linked with students’ conceptual understanding in the mathematics classroom. It has …
Navigating The Context: Implementing Inquiry In The Middle School Social Studies Classroom, Juliann Noble Healy
Navigating The Context: Implementing Inquiry In The Middle School Social Studies Classroom, Juliann Noble Healy
Doctor of Education in Secondary and Middle Grades Education Dissertations
Abstract
Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This …