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Articles 1 - 6 of 6
Full-Text Articles in Education
¿Tú Qué Sabes?: Latina Doctoral Women Disrupting And Resisting Dominant Knowledge, Sendy Ramos Madsen
¿Tú Qué Sabes?: Latina Doctoral Women Disrupting And Resisting Dominant Knowledge, Sendy Ramos Madsen
Doctoral Dissertations
Education environments have systematically excluded, silenced, and erroneously spoken on behalf of Women of Color. Linear forms of scholarship and research practices propagate the dominant perspective and fail to address systems of oppression that result in epistemic suppression and academic hostility towards brown minds. Historically, Latina women have not been seen as creators of knowledge, and their access to educational spaces has been restricted. According to census projections, in 2036, Latinas/os will account for the largest minority group in the United States and one-third of the American educational system. Therefore, academic spaces must establish practices to include Latina women as …
The Knowledge They Possess: Elementary Teachers' Expertise And Where It Becomes Usable Knowledge In The Ma Education System, Helen-Ann Ireland
The Knowledge They Possess: Elementary Teachers' Expertise And Where It Becomes Usable Knowledge In The Ma Education System, Helen-Ann Ireland
Doctoral Dissertations
ABSTRACT The Knowledge They Possess: Elementary Teachers’ Expertise and Where It Becomes Usable Knowledge in the Massachusetts Education System February 15, 2018 By Helen-Ann Ireland BA University of New Hampshire MEd Antioch University EdD University of Massachusetts Amherst (pending) Dr. Sharon Rallis, Dissertation Chair Elementary teachers are facing a dilemma. They are expected to uphold the Massachusetts (MA) state mandate and deliver Common Core State Standards (CCSS), use the programs their school has adopted aligned with CCSS and meet the various cognitive and behavioral needs of their students. Sometimes the teachers experience competing commitments between meeting standards, using programs, pacing, …
Developing And Implementing A Lgbt Family Studies Course: A Pre-Post Evaluation, Kathryn Alexandra Conrad
Developing And Implementing A Lgbt Family Studies Course: A Pre-Post Evaluation, Kathryn Alexandra Conrad
Doctoral Dissertations
This study explores the pre- and post-course knowledge and attitudes regarding lesbian, gay, bisexual, and transgender (LGBT) individuals and families. An upper-level, Child and Family Studies undergraduate course, Modern Families, was constructed and piloted during the Spring 2016 semester to provide students with empirically-based information on contemporary families with a heavy emphasis on LGBT individuals and families. Participants (N = 19), who were enrolled in the course, participated in a series of open- and close-ended surveys at the beginning (Time 1 [T1]) and end (Time 2 [T2]) of the semester that assessed their knowledge and attitudes towards diverse …
Interpreting, Stephanie Jo Kent
Interpreting, Stephanie Jo Kent
Doctoral Dissertations
What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount …
Inclusion And Collaboration: Impact Of Preservice Teachers’ Experiences On Their Knowledge, Attitudes And Perceived Sense Of Efficacy, Tamara Mcmahan Bowlin
Inclusion And Collaboration: Impact Of Preservice Teachers’ Experiences On Their Knowledge, Attitudes And Perceived Sense Of Efficacy, Tamara Mcmahan Bowlin
Doctoral Dissertations
The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires students with disabilities be educated in the least restrictive environment (LRE). As students with disabilities are educated alongside their non-disabled peers, there are increased demands placed on general education teachers. Because of the shift in educational responsibilities, it is important for preservice teachers to acquire the knowledge, dispositions and instructional strategies necessary to succeed in educating students with disabilities before they enter the classroom. The purpose of this study was to examine whether preservice teachers’ knowledge, attitudes and perceived abilities (sense of efficacy) toward teaching students with disabilities would be …
The Relationship Among Knowledge Of, Attitudes Toward, And Use Of Portfolios For Assessment By Teacher Education Professors, Naomi C. Coyle
The Relationship Among Knowledge Of, Attitudes Toward, And Use Of Portfolios For Assessment By Teacher Education Professors, Naomi C. Coyle
Doctoral Dissertations
The major purpose of this study was to examine the evaluation of portfolios as an alternative assessment tool along with those factors which influence the implementation practices of portfolios by faculty in colleges of education. The specific goals of this study were to determine the relationship between college and university professors' knowledge of portfolio assessment and their attitudes toward using portfolios as an alternative to traditional assessment practices, as well as college and university professors' knowledge of portfolio assessment and use of portfolios in the courses that they teach, and professors' attitudes and use of portfolios. Other areas of investigation …