Education Commons^™

Collaborative Teaching And Inclusion In Northeast, Tn, Sherianne Pigeon

Undergraduate Honors Theses

Abstract

Collaborative teaching is a commonly used, research-based method to support inclusion of students with disabilities in the general education classroom. However, there is a lack of research describing current teachers’ experiences with and perceptions of collaborative teaching and inclusion. Results from a survey disseminated to teachers in Northeast TN school systems revealed that 64.3% of respondents have either never co-taught a class or have co-taught only one or two classes. Additionally, respondents agree that collaborative teaching is beneficial to support inclusion, enhance delivery of instruction, improve teacher relations and improve classroom management. However, teachers expressed collaborative teaching is more …

Pre-Service Teachers’ Knowledge, Attitudes, And Perceptions Of Gender In The Classroom, Victoria Mcilquham

Undergraduate Honors Theses

This qualitative study examined the knowledge of gender definitions and attitudes toward gender that pre-service teacher candidates possess. Participants were students in an undergraduate elementary education program at a southeastern university. The participants responded to an open-ended paper survey. The survey consisted of questions asking about the definition of gender, gender roles, perceived differences between boys and girls, as well as plans for their future classrooms. Data was analyzed through a qualitative lens with the development of codes, categories, and themes. Responses varied, but the overall data suggested that teacher candidates have misconceptions about the definitions of gender, conflicting views …

Teacher Interpretation And Enactment Of Writing Instruction: A Case Study Set Within Two Elementary Classrooms, Audrey Sanders

Undergraduate Honors Theses

From the minute a student walks into her first day of kindergarten, she is learning to read and write. Reading and writing are reciprocal in nature, using the same composing processes (Roe, Smith, & Kolodziej, 2019). Interchangeable thinking skills are essential for both reading and writing, such as analyzing, identifying, inferencing, evaluating, and comparing (Roe, Smith, & Koldziej, 2019). Published research over time suggested that instruction focused on teaching students the craft and mechanics of writing significantly contributed to the overall improvement across the spectrum of literacy development (Cutler, 2015;Raphael, 2019; Wright, 2016). However, studies also suggested that teachers of …

Movement In Elementary Education, Elizabete Bosse

Undergraduate Honors Theses

Movement in Education explores the impact of movement on the quality of a student’s learning experience in education. This thesis is the culmination of four years of study from 2019-2023 in East Tennessee State University’s education and dance programs. Participating in these programs has provided me with many opportunities to explore the impacts of movement pedagogy in elementary education. The research portion of this thesis focuses on the educational benefits of incorporating movement into classroom activities and assessments. The experiential portion of this thesis focuses on both observations and data collected from students in a 3rd grade classroom who participated …

Social Emotional Learning: Presence And Prevalence In Early Care And Education Programs And Effects On Teacher Self-Efficacy, Gabrielle Humble

Undergraduate Honors Theses

A large pool of reviewed literature and studies suggest that Social Emotional Learning (SEL) provides a multitude of developmental benefits to early childhood-aged children. The focus of this study was to assess whether SEL techniques were utilized within early care and education programs throughout the East Tennessee region and to investigate the relationship between SEL techniques and teacher self-efficacy. Sixteen early childhood teachers in the East Tennessee region completed a survey that gauged both their exposure and usage of SEL techniques in the classroom and their teacher self-efficacy. Findings showed that teachers primarily implemented self-studied SEL techniques in the classroom …

Poverty And Empowerment Discourse In Utah Dual Immersion Classrooms, Lauren Johnson

Undergraduate Honors Theses

This paper considers the discourse, or communication, that occurs in dual immersion programs in Utah. I take a sociocultural perspective to address the question of whether and how these programs are meeting the unique needs of the students enrolled in them. I consider two tasks frequently viewed in five consecutive days of filming: mirroring/repeated phrases and partner talk. Findings suggest that although they have promise, they often do not meet the intended aims of comprehension and language development. The findings also show that these tasks do little to empower participants. The conclusions and implications suggest that commonly accepted tasks in …

Dancing Through Curricula: Integrating Dance Into Elementary Classrooms, Kristi Duvall

Undergraduate Honors Theses

Elementary students spend most of their day sitting, learning in passive ways, resulting in a lack of physical activity and creativity. By utilizing dance education in the curricula, students are provided opportunities to be physically active and creative throughout the school day. When students are active and using their creative minds, they can learn and perform better on academic tasks. This second-grade curriculum provides students with more active movement throughout the school day, in addition to employing their creative abilities. The curriculum was created based on current research on the benefits of physical education and dance in the elementary classroom …

Integrating Literacy And Science In An Elementary School Classroom, Morgan J. Dye

Undergraduate Honors Theses

This study explored how the integration of science and literacy in an elementary school classroom impacted the conceptual learning and understanding of first grade students. This study was explored around two research questions 1) How do students respond to the weather activities after being exposed to scientific read-alouds? 2) How will the impact of center based science inquiry on students reading comprehension and conceptual understanding of science knowledge change when the teacher engages students in scientific inquiry through the use of centers? Data was collected over a three-day period when the teacher was conducting a weather unit. It was found …