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Graduate Theses and Dissertations

Teacher Education and Professional Development

Teacher preparation

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Collaboration Among Mathematicians And Mathematics Educators: Working Together To Educate Preservice Teachers, Amanda R. Mohn Jun 2018

Collaboration Among Mathematicians And Mathematics Educators: Working Together To Educate Preservice Teachers, Amanda R. Mohn

Graduate Theses and Dissertations

Collaboration among higher education professors who are responsible for the education of preservice teachers is one potential solution to the problem of poor teacher preparation. Specifically, collaboration among mathematics educators and mathematicians can enhance preservice teacher preparation because it provides opportunities for preservice teachers to develop pedagogical content knowledge. However, collaborative efforts are challenging, and collaborators often face obstacles and tensions arise among the collaborative group members. Learning about ways the collaborators approach their collaborative efforts, the issues and tensions that arise, the hindering and supporting factors that affect the collaboration, and the potential outcomes of collaborative efforts provides information ...


Examining How Video-Elicited Reflection Mediates Teacher Candidates’ Beliefs About English Language Learners: A Multiple Case Study, Monica M. Gonzalez Jul 2017

Examining How Video-Elicited Reflection Mediates Teacher Candidates’ Beliefs About English Language Learners: A Multiple Case Study, Monica M. Gonzalez

Graduate Theses and Dissertations

English Language Learners (ELLs) are students who speak a language other than English; they are the fastest growing student population in United States’ (US) public schools and will include over 17 million students by the year 2020 (NCES,2015). The dramatic increase in the ELL student population means that all mainstream classroom teachers will teach at least one ELL within their first year of graduating from a teacher preparation program. However, most US teachers hold misconceptions about ELLs and feel unprepared for ELL instruction (Coady, Harper, & de Jong, 2011). More empirical research is needed to inform teacher preparation programs on the practices that work best to prepare teachers for effective ELL instruction.

Video refection and video annotation tools have become increasingly popular in teacher preparation (Calandra & Rich, 2015; Rich & Hannafin, 2009). Video annotation tools provide affordances to teacher candidates’ understanding of pedagogy ...


Exploring Mathematics Teacher Education Fieldwork Experiences Through Storytelling, Melody Jeane Elrod Feb 2017

Exploring Mathematics Teacher Education Fieldwork Experiences Through Storytelling, Melody Jeane Elrod

Graduate Theses and Dissertations

Throughout the history of teacher education, the final fieldwork experience has often been called the single most influential experience in teacher preparation programs (Burns, Jacobs, & Yendol-Hoppey, 2016; Feiman-Nemser & Buchmann, 1986; Parker-Katz & Bay, 2008). Though this experience has been expanded to include fieldwork experiences throughout many teacher education programs (Guyton & McIntyre, 1990), the final fieldwork experience remains the closing activity and the lasting image of teacher preparation (Feiman-Nemser & Buchmann, 1986; Rosaen & Florio-Ruane, 2008). Given its importance, though, researchers know relatively little about it. “The knowledge thus produced is akin to the quantum theory of physics; we know what goes in . . . and what comes out . . . but not what occurs in the interim” (Guyton & McIntyre, 1990, p. 524). Given the current reforms in mathematics education and mathematics teacher education (National Council for the Accreditation of Teacher Education, 2010; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), Guyton and McIntyre’s observation is still relevant today.

During the final fieldwork experience, university-based and school-based mathematics educators must work together on behalf of the novice to marry university-promoted theory (especially reform-oriented theory) with the practical classroom expectations of day-to-day teaching life. Though there is much research on how this kind of work should be done and the dilemmas that have arisen during fieldwork (e.g., Knight, 2009; Loughran, 2006; Nolan & Hoover, 2004; Sergiovanni & Starratt, 2006; Sullivan & Glanz, 2013), we have little information about the experiences of the mathematics educators who collaborate during final fieldwork. Furthermore, we have very little information on how these educators navigate mathematics reforms to prepare teachers of mathematics.

This multi-case study was designed to investigate ...


Teachers’ Beliefs And Classroom Practices Related To Students’ Heritage Language And Culture, Liuran Fan Jan 2017

Teachers’ Beliefs And Classroom Practices Related To Students’ Heritage Language And Culture, Liuran Fan

Graduate Theses and Dissertations

During the 2013-2014 school year, approximately 5 million students in U.S. public schools (K-12) were heritage language speakers (HLSs), which represented almost 10% of total enrollment. The HLS population is expected to keep growing for the next decade (National Education Association, 2011). Teachers play a critical role in the learning and teaching process of students. Teachers’ beliefs and classroom practices toward children’s maintenance of heritage language and culture can have a powerful influence on HLSs’ beliefs and their performance. Researchers have found several factors can predict teachers’ beliefs about students’ heritage language maintenance, including teachers’ personal beliefs and ...


Picturing The Reader: English Education Pre-Service Teachers' Beliefs About Reading Using Photovoice, Michael Dicicco Jan 2014

Picturing The Reader: English Education Pre-Service Teachers' Beliefs About Reading Using Photovoice, Michael Dicicco

Graduate Theses and Dissertations

As students begin secondary school, they are charged with learning more content, at a faster pace and with increased pressure from accountability measures (Dreschler, Shumaker, & Woodruff, 2004). If secondary students' reading difficulties are not identified and remedied, the gap between struggling readers and their peers widens every academic year (Edmonds, Vaughn, Wexler, Rutebuch, Cable, Tackett, and Schnakenberg, 2009).

The task of reading instruction primarily falls on English teachers, but Strickland and Alvermann (2004) note that while secondary English Teachers do have more preparation in reading instruction compared to other content area teachers, they are not as prepared as they need to be and do not provide reading instruction even when given the opportunity. Additionally, little attention has been given to how teacher should be taught to teach reading (Moats & Foorman, 2003) and even less attention has been given to reading instruction at the secondary level (Edmonds, et al., 2009).

Pre-service teacher's beliefs influence how they take in information presented in their teacher education program and classroom instructional decisions (Holt-Reynolds, 1992; Richardson, 2003). However few studies have examined English education pre-service teachers beliefs about teaching struggling readers at the secondary level. The purpose of this study is to describe and explain secondary English education pre-service teachers' beliefs about teaching struggling readers using Photovoice.

This study uses a combination of constructivism, Lakoff and Johnson's concept of metaphor, and interpretivism as the theoretical framework. Research methods examining beliefs often involve using surveys or interviews (i.e. Sadaf ...


Connective Capacity: The Importance And Influence Of Dispositions In Special Education Teacher Education, Scot Mcgregor Rademaker Jan 2013

Connective Capacity: The Importance And Influence Of Dispositions In Special Education Teacher Education, Scot Mcgregor Rademaker

Graduate Theses and Dissertations

Dispositions are a difficult construct to define and assess within teacher education. The problem lies in the relative ambiguity of the term and the subjective manner in which it is applied to the assessment of the performance of preprofessional teachers. Additionally, because certain accreditation institutes including the National Council for the Accreditation of Teacher Education (NCATE) require that dispositions be measured as part of a teacher's professional development, the issues of how dispositions are constructed and gauged becomes an essential part of the foundation related to understanding the effectiveness of teacher education programs. The fact that much of the ...