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Full-Text Articles in Education

Promoting Self-Reflection Of Foreign Language Teachers Through Professional Development: An Action Research Dissertation, Hanan Khaled Oct 2019

Promoting Self-Reflection Of Foreign Language Teachers Through Professional Development: An Action Research Dissertation, Hanan Khaled

Theses and Dissertations

This explanatory mixed-method action research describes how a social constructivist professional development program impacts self-reflection of foreign language teachers at the Defense Language Institute Foreign Language Center (DLIFLC). The problem is that traditional professional development for foreign language teachers does not improve self-reflection. Despite their individual differences and qualifications, most teachers receive traditional in-service professional development (Darling-Hammond, Hyler, Gardner, & Espinoza, 2017) on a specific topic and have no time to reflect on their existing practices, newly presented concepts, or students' responses to instruction. The effectiveness of such professional development is questionable (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Penuel, Gallagher, & Moorthy, 2011; Yoon, Duncan, Lee, Scarloss, &; Shapley, 2007; Wei, Darling-Hammond, & Adamson, 2010). Therefore, the purpose of the study is to guide teachers to incorporate reflective teaching practices into their routines through a social constructivist professional development program. The program was adapted ...


Out And Queer: Independent School Teachers Navigating The Personal And Professional, Caroline C. Dunnell Jan 2018

Out And Queer: Independent School Teachers Navigating The Personal And Professional, Caroline C. Dunnell

Theses and Dissertations

In recent years the Lesbian, Gay, Bisexual, and Queer (Queer) community has experienced unprecedented acceptance in U.S. culture. Yet, education, historically slow to change (Fullan & Miles, 1992), continues in many states to promote a heteronormative culture that does not recognize nor promote equity for the queer community that exists within their schools (Barrett & Bound, 2015).

The purpose of this qualitative phenomenological heuristic inquiry was to explore my experience, and those of eleven other queer out independent school educators, to understand how we makes sense of, and navigate, the heteronormative, traditionally male-dominated, independent school environment. This study used in-depth interviews ...


English Language Education In Honduras: Opportunity, Adventure, Or Empire?, Kate Elizabeth Kedley May 2017

English Language Education In Honduras: Opportunity, Adventure, Or Empire?, Kate Elizabeth Kedley

Theses and Dissertations

Research suggests that teaching in international settings fosters professional growth and promotes tolerance for working in multicultural and linguistically diverse classrooms for U.S. teachers upon returning to the U.S. to work in schools. These studies portray teaching abroad as an unproblematic and neutral project, and narrowly focus on the benefit to the individual teacher during their temporary stay in a foreign country and when returning home to the U.S. Absent from these studies are two groups: 1) teachers from the U.S. who work in non-governmental organizations and private school settings abroad, but have no pedagogical training ...


Identity Politics, State Standards, And On The Ground Realities: A Critical Policy Analysis Of Teaching/Learning Gender/Sexuality In A Virginia Elementary School, Stefanie Hudson Jan 2017

Identity Politics, State Standards, And On The Ground Realities: A Critical Policy Analysis Of Teaching/Learning Gender/Sexuality In A Virginia Elementary School, Stefanie Hudson

Theses and Dissertations

Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can ...


An Analysis Of Teacher Question Types In Inquiry-Based Classroom And Traditional Classroom Settings, Sungho Kim Jan 2015

An Analysis Of Teacher Question Types In Inquiry-Based Classroom And Traditional Classroom Settings, Sungho Kim

Theses and Dissertations

This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a convenient sampling method because the data were collected previously from the SWH project. Each group had thirty teachers. A total of sixty teachers participated in the study. Student responses were part of the study to evaluate the effect of open-ended question types but students were not direct participants in ...


Teacher Preperation For The Global Stage: International Student Teaching, Jacob B. Chacko Apr 2014

Teacher Preperation For The Global Stage: International Student Teaching, Jacob B. Chacko

Theses and Dissertations

As globalization lessens the distance between peoples and diversifies the common classroom, Teacher Education (TE) programs lag behind in producing globally-minded educators. One approach used by some TE programs to remedy this issue is to offer International Student Teaching (IST) experiences. While the literature related to these programs is rather positive, information related to why students choose to participate in IST experiences and the challenges they encounter while abroad is limited. This study attempts to fill this gap in the literature. Drawing on interview data from current (n=3) and former (n=2) participants, as well as two program administrators ...


A Study Of The Subject-Matter Preparation Of Full-Time Teachers In The Seminaries Of The Church Of Jesus Christ Of Latter-Day Saints, Dee Lufkin Risenmay Jan 1968

A Study Of The Subject-Matter Preparation Of Full-Time Teachers In The Seminaries Of The Church Of Jesus Christ Of Latter-Day Saints, Dee Lufkin Risenmay

Theses and Dissertations

The purpose of this study was to determine as far as possible the extent of the subject-matter preparation of full-time seminary teachers in the areas of Book of Mormon, Old Testament, New Testament, and Church history and doctrine.
Answers to the following questions were sought:
1. How many semester hours of college credit have the teachers received in the areas of Book of Mormon, Old Testament, New Testament, and Church history and doctrine?
2. To what extent have the Standard Works been studied by the teachers?
3. How many books which were considered to be basic sources have been read ...


A Study Of The Teachers In Senior Seminaries Of The Church Of Jesus Christ Of Latter-Day Saints, Wendell M. Rigby Jan 1939

A Study Of The Teachers In Senior Seminaries Of The Church Of Jesus Christ Of Latter-Day Saints, Wendell M. Rigby

Theses and Dissertations

The purpose of this study was to determine those qualifications possessed by those certain men and women who were teaching senior seminaries of the Church of Jesus Christ of Latter-day Saints in 1936-37, and to determine the qualifications which seem to have made those persons eligible for selection as teachers in those seminaries.