Education Commons^™

The Identity Development Of Preservice Teachers Of Literacy In Field Experiences Considering Their Prior Knowledge, Lindsay Pearle Grow

University of Kentucky Doctoral Dissertations

This qualitative multiple case study explored the identity development of three preservice teachers of literacy. The study focused on the prior knowledge of the preservice teachers of literacy and how their knowledge related to their identity development while in field experiences. The primary question that guided this study was: What is the nature of the construction of identity during field experiences for preservice teachers of literacy? Sub questions explored identity in field experiences and the role of prior pedagogical content knowledge to identity development.

Findings indicated that an evolving habitus central to their identity as literacy teachers could be deduced …

Teacher Effectiveness: The Roles Of Teacher Characteristics, Preparation, And Turnover, Sharon Kukla-Acevedo

University of Kentucky Doctoral Dissertations

After nearly a century of research, scholars are still unable to concretely define the personal and professional characteristics that predict effective teachers. This dissertation contributes to the research base by using a unique dataset that allows the estimation of unbiased effects of teacher characteristics and preparation program on student gains. These estimates provide new evidence that, with quality data, teacher characteristics can predict student gains.

The effects of teacher characteristics on student gains are analyzed using data from a Kentucky school district that links teachers to individual students over time. A series of fixed- and between-effects models are used to …

A Qualitative Investigation For Designing Intermediate (Grades 4-6) Information Literacy Instruction: Integrating Inquiry, Mentoring, And On-Line Resources, Melissa Ruth Gibson

University of Kentucky Doctoral Dissertations

Information literacy has become a priority in education. Elementary school library media specialists daily encounter the dilemma of having to teach information literacy skills without having time to do it adequately. With the proliferation of computers in schools, the possibility exists that students could use web-based information literacy tutorials or guides when teachers or librarians are not available. This study examines fifth grade students' perceptions of using on-line, web-based assistance to help them work through a research process, the Big6 . Qualitative research was conducted in 1998-1999 with ten students of diverse background and reading ability who were ten or …