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Self-Study Of A Supervisor Making Connections In An Integrated Instructional Third Space In Elementary Mathematics And Field Experience, Katie Arndt
USF Tampa Graduate Theses and Dissertations
Too often teachers see mathematics as a culturally neutral subject. Teacher educators need to be aware of their own practice and how it impacts the facilitation of preservice teacher learning, in particular in relation to elementary mathematics and culturally responsive teaching. This qualitative self-study focused on understanding a teacher educator’s enactment of an espoused platform in an integrated instructional third space of an elementary field experience and an elementary mathematics methods course in relation to culturally responsive teaching and mathematics. The research questions guiding this self-study were: (1) In the context of the selfstudy, to what extent do I enact …
A Correlational Study Of Teacher Efficacy And Culturally Responsive Teaching Techniques In A Southeastern Urban School District, Roberta F. Callaway
A Correlational Study Of Teacher Efficacy And Culturally Responsive Teaching Techniques In A Southeastern Urban School District, Roberta F. Callaway
Education Dissertations and Projects
This study investigated the level of personal and general teacher efficacy of teachers from three high schools within a southeastern urban school district. Additional research questions focused on correlational relationships between teacher efficacy and culturally responsive teaching, instructional strategies, student engagement, and classroom management as measured by the Teacher Efficacy Scale (TES), Culturally Responsive Teaching Techniques (CRTT) Scale, and Teachers’ Sense of Efficacy Scale (TSES).
This study was conducted in a large urban school district located in the mid-Atlantic region of the United States; three of the five high schools in the district participated. The CRTT Scale and TSES were …
Urban English Language Arts Teachers’ Stories Of Technology Use: A Narrative Inquiry, Bridget Abbas
Urban English Language Arts Teachers’ Stories Of Technology Use: A Narrative Inquiry, Bridget Abbas
USF Tampa Graduate Theses and Dissertations
Technology use in high-minority, low-income middle school ELA classrooms is defined by traditional instructional practices (Applebee & Langer, 2013; Attewell, 2001; Boser, 2013; Cuban, 2001; Lankshear & Knobel, 2008), barriers to access (O’Dwyer et al., 2005; Purcell et al., 2013; Warschauer & Matuchniak, 2010), and inequalities in use (Banister & Reinhart, 2011; Beers, 2004; Gorski, 2009; Makinen, 2006; Powell, 2007; Reinhart et al., 2011; Dijk, 2003, 2006; Warschauer et al., 2004). This characterization, or grand narrative, of technology use is echoed and challenged by this narrative inquiry. Here the stories of two ELA teachers frequently using technology in instruction and …