Education Commons^™

"We Will Work A Lot And You Are So Loved": Teacher Perspectives On Building Positive Relationships With Students., Geena Constantin

Electronic Theses and Dissertations

This multiple case study using the Interpretive Phenomenological Analysis (IPA) approach (Alase, 2017) supported a need to understand the specific realities of student-teacher relationship-building. This investigation allowed a deeper look into four teachers’ perceptions of what it means to build positive relationships with students. This research study added to the literature demonstrating the importance of building strong positive relationships with students built on demonstrations of high expectations and care and driven by mutual understandings and celebration of diverse cultures and identities. Supporting this small group of teachers in investigating their personal beliefs about relationship-building was a step forward in defining …

“So, How Real Can I Get?": Opportunities And Obstacles For Teacher Learners Enacting Culturally Responsive Pedagogy., Jonathan P Baize

Electronic Theses and Dissertations

This qualitative study examines the experiences of three alternative certification teachers (teachers who begin teaching as they worked to complete teacher education courses for initial certification) whom I call “teacher learners” (Jacobs & Low, 2017) as they try to enact culturally responsive practices while navigating their first-year of teaching. The teacher learners worked to develop their understanding and capacities to enact a culturally responsive pedagogy (CRP) even as they were faced with the obstacles inherent to shifting teaching practices in K-12 schools. Through these challenges, they still furthered their conceptualization of CRP, as evidenced by, and in some ways guided …

Educating Critically : Challenging The Familiar Contours Of Literacy Teacher Education., Bianca Nightengale-Lee

Electronic Theses and Dissertations

The shifting cultural ecologies of U.S. classrooms emphasize acknowledging difference, accepting diversity, and sustaining both cultural and linguistic plurality (Banks & Banks, 2009; hooks, 1994; Paris 2014). Teacher education programs play an integral role in preparing Pre-Service Teachers (PSTs) with skills, knowledge, and dispositions necessitated by a growing Culturally and Linguistically Diverse (CLD) student population (Cruz, Ellerbrock, Vasquez & Howes, 2014). To enact equitable teaching practices reflective of 21st century students, PSTs need to demonstrate a level of cultural awareness that acknowledges the racially, socially, and politically charged societal structures that shape education for CLD students (Hall & Carlson, 2016). …

Understanding Through Narrative Inquiry : Storying A National Writing Project Initiative., Amy Renee Vujaklija

Electronic Theses and Dissertations

This narrative inquiry study informed the understanding of a professional development planning process within the National Writing Project Assignments Matter initiative sponsored by the Literacy Design Collaborative. Because little has been written about teacher-leaders in the roles of planning professional development for colleagues, this narrative inquiry used the three dimensions of situation, continuity, and interaction (Clandinin & Connelly, 2000; Dewey, 1938) to explore interviews, large and small group meeting recordings, and email communications among leadership team members during an initiative to plan professional development. Qualitative data analysis included coding of attributes, process, in vivo, and patterns (Saldaña, 2013). Pattern coding …

Developing The Whole Teacher: A Phenomenological Case Study Of Student Teachers' Emotional Experiences In One Teacher Education Program, Kathleen M. Crawford

Electronic Theses and Dissertations

Student teaching serves as the culminating field experience in the majority of teacher education programs, and studies have revealed the need to investigate the connection between pre-service teachers and the emotions they experience, express, and manage. Therefore, the overarching purpose of this phenomenological case study was to examine how one Early Childhood (PreK-5^th) Education Program addressed and prepared teachers for the emotional dimensions of teaching, as well as to examine the emotional experiences of the student teachers. The results of this study revealed the need for teacher education programs to amend the ways in which they prepare pre-service …

Exploring The First Year Of Teaching Through Focus Group Discussions, Ethno-Mimesis, A/R/Tography, And Performance Ethnography, Marilyn F. Cullen-Reavill

Electronic Theses and Dissertations

The United States is focusing on the important and worthy goal of no child being left behind and in order to accomplish this goal, we must ensure that no teacher, including the first-year teacher, is left behind. This study explores the experiences of three first-year teachers on a monthly basis and uncovers the successes, challenges, supports, and needs that they encounter.

Five research questions guided this study: 1. What are the experiences of a group of first-year teachers and in what ways were these experiences challenging, supportive, or detrimental? 2. What are the benefits for the first-year teachers in meeting …

A Phenomenological Study Of The Perceptions And Experiences Of Seven Urban Middle School Science Teachers Related To Retention, Lu Dunn

Electronic Theses and Dissertations

Background: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today s classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher satisfaction; and helps explain the cumulative effects that contributed to teachers' dissatisfaction. This study analyzed the intensification of the teaching profession and the increased emotional stress this causes for teachers. …

Moral Purposes Of Successful Teachers, Richard H. Aubrey

Electronic Theses and Dissertations

The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. Detailed profiles of each of …

The Relationship Of Experience, Education, And Tennessee Career Ladder Status To Teachers' Perceptions Of Staff Development Needs In Block Scheduled Programs, Rita S. Mullins

Electronic Theses and Dissertations

The problem related to this study was to develop a clearer understanding of the staff development needs of high school classroom teachers implementing block scheduled programs. The purpose of this study was to determine if teachers' perceptions of staff development needs differed when teaching experience, education (highest degree earned), and Tennessee Career Ladder status were considered. Four levels of each independent variable were analyzed by six categories of perceptions, the dependent variables. The categories were: (a) Planning, (b) Knowledge, (c) Satisfaction with staff development, (d) Adult learning strategies, (e) Level of involvement, and (f) Impact on student testing and grades. …

The Impact Of Site-Based Management On Perceived Roles Of Superintendents, Board Chairpersons, Principals And Selected Central Office Personnel In Tennessee School Systems, Narvia D. Haywood

Electronic Theses and Dissertations

The introduction of site-based management has had an impact on the operation of school systems in Tennessee; however no one seems to know for certain what that impact was. Findings from this study revealed that there is a basic understanding of the impact of site-based management as perceived by superintendents, board chairpersons, principals, personnel, budget, curriculum, and staff development administrators. Findings also revealed that central office staff and principals, for the most part, perceive that the superintendents and board chairpersons were supportive of site-based management programs. One hundred and eighty-one educators, including board chairpersons, responded to a fifty-four item questionnaire. …

The Impact Of Site-Based Management On Perceived Roles Of Superintendents, Board Chairpersons, Principals And Selected Central Office Personnel In Tennessee School Systems, Narvia D. Haywood

Electronic Theses and Dissertations

The introduction of site-based management has had an impact on the operation of school systems in Tennessee; however no one seems to know for certain what that impact was. Findings from this study revealed that there is a basic understanding of the impact of site-based management as perceived by superintendents, board chairpersons, principals, personnel, budget, curriculum, and staff development administrators. Findings also revealed that central office staff and principals, for the most part, perceive that the superintendents and board chairpersons were supportive of site-based management programs. One hundred and eighty-one educators, including board chairpersons, responded to a fifty-four item questionnaire. …