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Full-Text Articles in Education
The ‘ Dialogic’ Of Pedagogical Design: Elementary Teachers Who Consistently Integrate Digital Technologies, Aaron R. Gierhart
The ‘ Dialogic’ Of Pedagogical Design: Elementary Teachers Who Consistently Integrate Digital Technologies, Aaron R. Gierhart
Theses and Dissertations
Despite the pervasiveness of digital technologies in society and educational settings, gaps in digital participation for elementary learners and means-end views of the benefits and effectiveness of digital innovations for teaching and learning persist. The focus on digital technologies at the elementary level must shift to critical pedagogy in order to promote effective teaching and learning and equitable student participation in an increasingly digital society. A teacher’s pedagogy continually evolves across their entire life journey and is never fully mastered; therefore, in order to better understand the development of pedagogical design with digital technologies by elementary teachers, it was vital …
Reverse Mentoring In The Classroom: A Qualitative Study, Shandon Miles Gubler
Reverse Mentoring In The Classroom: A Qualitative Study, Shandon Miles Gubler
Theses and Dissertations
The intent of this paper is to understand the lived experiences of higher education students engaging in reverse mentoring. A literature review aims to discover how reverse mentoring is being implemented. Reverse mentoring, framed by social exchange theory and leader-member exchange theory, is a method focused on younger generations teaching technology to older generations, such as current-day Millennials with Baby Boomers. This review examines reverse mentoring practices, analyzes what has worked, and seeks to determine if this learning method has a place in the classroom. Due to the segmented, yet evolving application of reverse mentoring, there is a lack of …
"Becoming A Multicultural Teacher: Reflections On Responsibility In First-Year Writing", Ingrid Jayne Nordstrom
"Becoming A Multicultural Teacher: Reflections On Responsibility In First-Year Writing", Ingrid Jayne Nordstrom
Theses and Dissertations
Composition Studies teacher-scholars who are committed to working with multicultural student populations are trained to value writing from marginalized groups, recognize the intelligence that lies within “non-standard” forms, and encourage student writers to find and use their own voices. Too often, however, our thinking and writing focuses on what we teachers assume to be our responsibility: giving voice to the voiceless or empowering student success. This dissertation addresses this situation by re-conceptualizing responsibility itself, proposing that multicultural pedagogies are of limited use unless we examine the self-perceptions and preconceptions influencing our work with students in the classroom. Modeling a research-based …
Perceptions Of Teachers Who Engage In Social Media Networking: A Multiple Case Study, Celese Nolan
Perceptions Of Teachers Who Engage In Social Media Networking: A Multiple Case Study, Celese Nolan
Theses and Dissertations
The purpose of this study was to examine how and why teachers engage in social media networks. Using a case study approach, data was gathered through semi-structured interviews, online observations, direct observations, artifacts, and documents to gain understanding to how and why teachers are using online networks such as Facebook, LinkedIn, Pinterest, and Twitter for professional learning. The underpinnings of constructivism and social constructivism theories served to provide a framework for understanding how teachers perceive their professional use of social media. Moreover, this study sought to gain insight into how this practice may or may not influence teacher practice at …
Enhancing Teacher Efficacy And Pedagogical Practices Amongst General And Special Education Teachers, Michael E. Coleman
Enhancing Teacher Efficacy And Pedagogical Practices Amongst General And Special Education Teachers, Michael E. Coleman
Theses and Dissertations
The purpose of this action research project was to collect both qualitative and quantitative data to acquire information in teacher efficacy from the viewpoint of teachers themselves so that pedagogical practices could be enhanced to better serve the special needs student population. In this study, the relationship between teachers' perception of their pedagogical knowledge and beliefs and teachers' sense of self-efficacy was examined. This particular study was aimed at helping general and special education teachers understand, develop, and implement pedagogical practices that would increase their ability to educate students with special needs. The findings from this study revealed a substantial …
Evaluating Inquiry-Based Learning As A Means To Advance Individual Student Achievement, Cherilyn Gwen Ziemer
Evaluating Inquiry-Based Learning As A Means To Advance Individual Student Achievement, Cherilyn Gwen Ziemer
Theses and Dissertations
Although inquiry-based learning has been debated throughout the greater educational community and demonstrated with some effect in modern classrooms, little quantitative analysis has been performed to empirically validate sustained benefits. This quantitative study focused on whether inquiry-based pedagogy actually brought about sustained and measurable improved learning and higher levels of student engagement, satisfaction, and understanding. The present study employed classic stratified random sampling to form two sample groups. Sixth-grade student subjects in two middle school science classes completed a four step process: all students completed a 40-question objective pretest, students completed a unit of study in either an inquiry-based learning …
Comparing The Pedagogical Thinking Of More Successful And Less Successful Adult Esl Instructors Using Stimulated Recall, Jason Paul Roberts
Comparing The Pedagogical Thinking Of More Successful And Less Successful Adult Esl Instructors Using Stimulated Recall, Jason Paul Roberts
Theses and Dissertations
This paper reports a study that examined the pedagogical knowledge (knowledge and beliefs related to the act of teaching) of two more successful and two less successful adult ESL instructors during planning teaching and post teaching reflection. The verbal reports of their teaching were compared to previous studies (Gatbonton, 2000, 2008; Mullock, 2006) that used stimulated recall to categorize adult ESL instructors' pedagogical thoughts during their instruction. The comparison showed that the previous categories were inadequate to cover the data. Additional codes were added in order to codify all the data after which patterns and themes emerged that overarched the …