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Full-Text Articles in Education

Teachers' Perception Of The English Language Curriculum In Libyan Public Schools: An Investigation And Assessment Of Implementation Process Of English Curriculum In Libyan Public High Schools, Salem Altaieb Nov 2013

Teachers' Perception Of The English Language Curriculum In Libyan Public Schools: An Investigation And Assessment Of Implementation Process Of English Curriculum In Libyan Public High Schools, Salem Altaieb

Electronic Theses and Dissertations

With the advent of globalization and technological development, English has become a necessary tool of international communication in many areas such as education, business, politics, commerce, science, and technology throughout the world. Also, English has become the most widely taught foreign language in the world (Kachru &Nelson, 1996). Moreover, the issue of successful implementation of the English language curriculum has been the focus of a number of studies. In the case of Libya, however, little research has been conducted on teachers' perceptions of the new English language curriculum in Libyan high schools. Thus, teachers' voices have not been examined or ...


Finding Their Way: Teacher Journeys Toward Culturally Responsive Pedagogy, Krista Keogh Aug 2013

Finding Their Way: Teacher Journeys Toward Culturally Responsive Pedagogy, Krista Keogh

Electronic Theses and Dissertations

Hawley & Nieto (2010) indicate that students’ race and ethnicity influence teaching and learning in two important ways: how students respond to instruction and curriculum, and teachers' assumptions about how students learn and how much students are capable of learning. Research has indicated that the most significant factor in student success is the classroom teacher (Goldhaber & Brewer, 1997; Gordon, Kane, & Staiger, 2006; Jordan, Mendro, & Weerasinghe, 1997; Marzano, 2007; Nye, Konstantopolous, & Hedges, 2004; Rivkin, Hanushek, &Kain, 2002; Rockoff, 2004; Rowan, Correnti, & Miller, 2002). Teacher professional development regarding culturally responsive pedagogy has been promoted to help teachers address this achievement gap (King, Artiles, & Kozleski, 2009; National Education Association, 2005; Singleton, 2005). The purpose of this study was to explore teacher journeys toward cultural responsiveness and explore how teachers described and demonstrated their understanding of culturally responsive pedagogy and training on their practice. In this case study, three teachers who had voluntarily participated in culturally responsive training were interviewed and observed in their classrooms. Gay’s (2002) five elements of culturally responsive pedagogy—cultural understanding, curriculum, caring and relationships, communication, and instruction—served as a framework for data analysis and were ...


Diversity Education Goals In Higher Education: A Policy Discourse Analysis, Stuart Glen Swain May 2013

Diversity Education Goals In Higher Education: A Policy Discourse Analysis, Stuart Glen Swain

Electronic Theses and Dissertations

Many colleges and universities have established student learning outcomes for diversity education as a part of their broad undergraduate education program. These education goals, developed for assessment purposes or other policies, reflect a range of possible diversity and multicultural learning purposes. The emphasis on some purposes, and the language used to articulate those purposes, potentially focuses or constrains practice. Using a policy discourse analysis methodology, I explore the articulated diversity education goals and the discourses and subject positions they advance. In particular, I consider the institution-wide diversity education goals established at 50 public liberal arts colleges and universities across the ...


The Voices Of Reason: Counterstories Of The Urbanization Of A Suburban Black School In Georgia, Shana Hunt Jan 2013

The Voices Of Reason: Counterstories Of The Urbanization Of A Suburban Black School In Georgia, Shana Hunt

Electronic Theses and Dissertations

This inquiry explores the discrepancy of educational opportunities in a Black suburban public school near Atlanta, Georgia. Predominately Black suburban schools in the South have become increasingly similar to Black urban schools. Both Black urban and suburban schools have become places of complacency for teachers and students. There is an incessant fluctuation of teachers and an increase in low expectations for academic success in Black suburban schools. Both Black urban and suburban schools have limited funding while White schools, many times less than ten miles away, experience the benefits of magnet programs, cutting-edge technology and rigorous curricula. Many Black suburban ...


Are Best Practices In Literacy Culturally Relevant? An Investigation Into What Primary Literacy Teachers Do To Teach Literacy Skills To Minority Students, Tammie Pittsley Jan 2013

Are Best Practices In Literacy Culturally Relevant? An Investigation Into What Primary Literacy Teachers Do To Teach Literacy Skills To Minority Students, Tammie Pittsley

Electronic Theses and Dissertations

The purpose of this qualitative case study was to determine if average primary (K-3) teachers were implementing best practices in literacy with culturally relevant teaching in their classroom practice. The cooperating district is located in southeastern Georgia and is a majority minority district. The school district personnel predominantly consists of White female teachers; however, the student population has become increasingly diverse. As a result, the need to teach literacy skills while incorporating the tenets of culturally relevant teaching is increasingly important. The study consisted of an online survey using the platform Survey Monkey and two focus group interviews. The survey ...