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Impact Of Explicit Instruction Using Culturally Relevant Texts In Reading On Student Confidence, Wendy Harriford Platt
Impact Of Explicit Instruction Using Culturally Relevant Texts In Reading On Student Confidence, Wendy Harriford Platt
Theses and Dissertations
This paper describes an action research question focused on how explicit instruction in reading, coupled with culturally responsive teaching, can affect the confidence levels of African-American male ninth graders regarding their reading comprehension abilities. The research question seeks to illustrate the benefits of using explicit instruction in the context of materials seen as relevant by the student to unpack each step of the reading comprehension process thereby engaging students who otherwise view reading as a streamlined, passive process; it also uses teacher modeling to show how to increase reading comprehension, Also, classroom instruction on the secondary level makes use of …
Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking
Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking
Theses and Dissertations
This study examined the assessment instruction of a four-year undergraduate secondary education program and its alignment to the teaching standards and the summative teacher licensure assessment. Document analyses were conducted on the program’s syllabi as well as the assessment portions of the InTASC standards and the handbook of the edTPA. Results highlighted several areas of misalignment in the areas of categorical concurrence, depth of knowledge, and range of knowledge. Also of note, preservice teachers in different secondary subject areas are receiving different amounts of assessment instruction. Additionally, local edTPA data was examined to highlight areas of strength and weakness. Students …
Changes In Teacher Thinking And Action In Response To The Next Generation Science Standards, Angela R. Bowden
Changes In Teacher Thinking And Action In Response To The Next Generation Science Standards, Angela R. Bowden
Theses and Dissertations
This study examined the role of K-12 science teachers’ understandings and perceptions of the Next Generation Science Standards, implementation of the new standards in the classroom, and potential barriers to implementation as reform stakeholders had envisioned. Grounded in the relevant literature and working from the Teacher-Centered System Reform framework, this study employed a quantitative approach to data collection. The TCSR Model framed this study by linking teachers’ demographic and professional profile, teaching experience, professional development, district-level, school-level, and classroom-level contexts and illuminates the dynamic effect the factors have on teachers’ thinking and their practice. The study recognizes teachers’ knowledge and …