Education Commons^™

Understanding The Perceptual Divide Between Students With Disabilities, Faculty And Administration In An Open Enrollment Environment, Jennifer Robin Wrage

Legacy Theses & Dissertations (2009 - 2024)

Due to civil rights legislation, advances in technology, disability support services on college campuses, medication therapy and increased public acceptance of disabilities, students with disabilities are one of the largest minority group on college campuses (Pryor, Hurtado, DeAngelo, Palucki, Blake, & Tran 2010). According to the 2016 U.S. National Center for Education Statistics Fact Sheet, “11.1% of the college students attending college in the 2011-2012 academic year reported a documented disability.” The U.S. Department of Education also indicates that nearly “60% of students with disabilities attend two-year schools due to their open enrollment policies” (U.S. Department of Education 2002).

Teacher Bullies Or Frustrated Teachers? How The Classroom Environment Affects The Teacher-Student Relationship, Susan P. Mcmillan-Quilantan

Ed.D. Dissertations

This quantitative research study examined the issue of teacher-student bullying behavior as perceived by third through eighth grade teachers in three suburban schools to determine if there was any relationship between teacher bullying behavior and an inclusive classroom setting. Two survey instruments were used, the Survey of Teachers’ Attitudes toward Inclusion (Cochran, 1998), and the Survey on Bullying Teachers and Teacher Bullying (Twemlow, Fonagy, Sacco, & Brethour, 2006). The results indicated there is a statistically significant difference between special education teachers’ and general education teachers’ attitudes toward inclusive classrooms. The results also indicated that teacher bullying occurs across settings by …

The Influence Of Middle School Teacher-Student Relationships On Future Academic Decisions Of African American Males, Andrea R. Williams-Baugh

Electronic Theses and Dissertations

The purpose of this study was to investigate the possible effects of middle school teacher-student relationships on students’ future academic decisions after dropping out of high school. With a national dropout rate of 30% and in some urban areas of 50%, among poor black minority youths, it is crucial that educators strongly consider the possibility that teacher-student relationships may play a vital role in the future decision-making or planning of middle school students (Kafele, 2012). Middle school research suggests that indicators of student disengagement can be traced back as early as elementary school when student reading and math scores begin …

The Social And Emotional Learning And Character Education Of K-12 Online Students : Teacher Perspectives, Anna Warwick Nolan

Legacy Theses & Dissertations (2009 - 2024)

ABSTRACT

General Education Teachers' Knowledge, Training, And Perspectives Of Children With Autism Spectrum Disorders And Evidence-Based Interventions : An Exploratory Study, Jeannette L. Cahill

Legacy Theses & Dissertations (2009 - 2024)

Federal law requires that children with disabilities, including those with autism spectrum disorders (ASDs), receive their education in the least restrictive environment, which frequently includes general education settings. Children with ASDs characteristically exhibit difficulties in social interaction, communication, and restricted interests. Consequently, general educators may face various challenges when teaching this population of students. Teachers’ opinions regarding the general practice of inclusion have been thoroughly researched, and they generally express positive views. The goal of the current study was to expand upon previous research about general educators’ perspectives regarding teaching students with ASDs. More specifically, this study investigated general educators’ …

Investigation Of School Professionals' Self-Efficacy For Working With Students With Asd : Impact Of Prior Experience, Knowledge, And Training, Laura Corona

Legacy Theses & Dissertations (2009 - 2024)

School professionals who work with students with autism spectrum disorder (ASD) play a significant role in the academic experiences of these students (Ruble & McGrew, 2013). Unfortunately, some evidence suggests that teachers of students with ASD experience a high risk of burnout (Coman et al., 2013), due in part to the multiple challenges associated with teaching students with ASD (Iovannone, Dunlap, Huber, & Kincaid, 2003). Research has begun to examine factors that ameliorate or prevent teacher burnout, including teacher self-efficacy, or teachers’ beliefs regarding their abilities to bring about positive outcomes for their students (Ruble, Usher, & McGrew, 2011). The …

Perceived Teacher Significance : Ninth Grade Student Reported Affinities For Teacher Traits, Interactions, And Outcomes, Paul D. Fallon

Legacy Theses & Dissertations (2009 - 2024)

A cross-sectional sample of 257 public school ninth grade students (53% female) reported on the traits, interactions, and outcomes of their most significant teacher. The sample was diverse ethnically, geographically, academically, and when using criteria to report on a significant teacher. Of 129 variables, 16 factors associated with the teacher-student learning relationship. Associations of factors to grade point average, gender, studenting skills, "favorite" versus "most significant" teacher, and student type were analyzed. On average, 87% of the sample identified a significant teacher, most often female, at their current school. Students tended to agree that their significant teacher was different in …

An Exploratory Study Of Teachers' Uses Of Data To Understand Students' Cognitive And Affective Engagement, Nicole Van Gasse

Dissertations and Theses

Since its introduction in the 1980's, student engagement has been a popular topic in educational research. In the beginning, engagement was thought of as a simple construct; however, it is now believed that student engagement involves four separate, but equally important components (Appleton, 2012; Christenson, Reschly, Appleton, Berman, Spanjers, & Varro, 2008). The components of academic, behavioral, affective and cognitive engagement are each vital to the ongoing educational success of students, and ideally, these would remain high throughout all of the years that students are in school. Unfortunately, research shows that most students' engagement levels continuously decrease from elementary school …

How Do Youth And Adults At A Rural High School Conceptualize The Role Of Student? An Investigation Of The Student Role Identity Standard At The Intersection Of Student And Teacher Perspectives, Joseph M. Zenisek

Dissertations and Theses

Over the past decade, engaging student voice has emerged as an approach to increasing meaningful student involvement in schools towards meeting adolescents' developmental needs for agency, efficacy, and sense of belonging. Central to student voice work is the re-creation of student-teacher and student-organization relationships, generating student identity roles that are fundamentally different from the roles traditionally allocated to students. Conventional concepts of student roles by both adults and youth can act as barriers to increasing student voice. The goal of this study was to develop a better understanding of student role identity. Applying a critical ethnography approach in the context …

Adult Learners Of English Interacting With Native Speaker Teachers And Non-Native Speaker Teachers : Exploring Differences In Students' Language Use, Melody Hallenbeck Nadeau

Legacy Theses & Dissertations (2009 - 2024)

This mixed-methods study examined the lived experience of adult English Language Learners (ELLs) in classrooms led by native speaking teachers, compared with their experience in classrooms led by non-native teachers. The socio-cognitive approach to language and emergent common ground framed the development of the English classroom as a Community of Practice, in which students produced varying levels of complex, formulaic, metaphorically dense speech.

Conceptual Change Theory In Education: Using Dinner-Home Visits To Reshape Teacher Perceptions Of Students, Audrey Consuelo Hovannesian

Theses Digitization Project

This study was designed to determine a method to identify barriers which inhibit and items which foster levels of School Connectedness based on teacher perceptions of School Climate. When barriers related to School Connectedness are identified, the application of a protocol to reshape teacher perceptions may be necessary. Identifying teacher perceptions of School Climate related to students, the school environment, and themselves, is often an indicator of how connected the various elements of a school are since teachers and staff members greatly assist in the formation of a school climate. The 100 Dinners Project was a mixed methods study designed …

The Traits, Characteristics, And Qualities Of International Christian School Teachers Valued By Third Culture Kids, Dale B. Linton

Dissertations

The Problem. In this qualitative study, 24 participants, ages 18-30, who had previously attended international Christian schools for at least 2 years at the secondary level, or a combination of 4 years at the primary and middle school levels, were interviewed to determine the traits, characteristics, and qualities they valued in their teachers.

Methodology. Incorporating principles of Grounded Theory, a series of rigorous steps associated with the validity process of Grounded Theory construction was employed. These steps included the simultaneous involvement of the researcher in the data collection and analysis process. Twenty-four participants were interviewed, and written notes were taken …

Black Faculty Perceptions Of Classroom Interactions With Students At A Predominantly White Institution, Robyn Clarke Ngwabi

Dissertations (1934 -)

Current research generally reveals the classroom experiences of black professors at predominantly white institutions (PWI) as largely negative, whether or not issues of race are featured prominently in course content. The literature on this overall topic is, however, sparse and no published research study exists involving the use of originally conducted fieldwork observations and interviews. Consequently, this exploratory case study uses an interpretive (qualitative), ethnographic fieldwork research approach to examine a black professor’s perceptions of her interactions with her students during instruction at a PWI. This study yielded eight overarching themes pointing to a generally negative perception of classroom interactions …

Toward Solving The Teacher-Student Contradiction: Using Whole-Class Workshops To Crate A Student-Focused, Rhizomic Writing Community, Bridgette Mary Callahan

Theses Digitization Project

Theorists have long spoken of solving the teacher-student contradiciton, but many teachers in practice find it difficult to create depolarized classrooms, classrooms in which the roles of teacher and student overlap. One way to create such classrooms, composition teachers have advocated small-group workshops (SGWs) since the late 1960's. SGWs have become a well-established and researched part of composition theory. Compositionists have largely ignored SGW's counterpart, the whole-class workshop (WCW) despite it's benefits. This thesis examines WCWs as a new solution to the teacher-student contradiction and thus add a study of WCWs to composition scholarship.

Student Contextualization In The History Classroom : The Roles Of Cognitive Apprenticeship And Teacher Epistemology, Tammy Lynn Clark

Legacy Theses & Dissertations (2009 - 2024)

Abstract

Teacher Reflective Function And Its Connection To Observed Teacher-Child Interactions In Head Start Classrooms, Katharine Emerson-Hoss

Legacy Theses & Dissertations (2009 - 2024)

The primary purpose of this study was to identify reflective function in Head Start teachers. Reflective function (RF) is a measure of a cognitive-emotional capacity that has been measured through interviews with parents and is linked to the parent's ability to create physical and psychological safety for his/her child (Slade, 2005). This study is the first to apply this measure to teacher interviews. Secondly, this study investigated whether a teacher's RF was related to their interactions with children as measured by the Classroom Assessment Scoring System (CLASS, Pianta, La Paro, & Hamre, 2008). This qualitative multiple case study investigated archival …

Teacher-Student Relationships In Project Based Learning: A Case Study Of High Tech Middle North County, Jennifer Ray Pieratt

CGU Theses & Dissertations

The purpose of this study is to explore the relationship between pedagogy and teacher-student relationships. Researchers have hypothesized that these relationships can promote better student achievement, particularly among low-income students, and that instruction primarily shapes these relationships. Yet not enough is known about these relationships or their connection to student performance to move forward with school or teaching reforms. This study addresses this lack of knowledge. As such, it contributes to a stream of research that attempts to understand factors that contribute to student learning. The study setting is High Tech Middle North County (HTMNC), a charter school in San …

Liberation Is Not Always So Liberating: Rethinking Paulo Freire's Critical Pedagogy For The Writing Classroom, Joshua Daniel Shinn

Theses Digitization Project

The goal of this project is to reconsider the ways in which liberatory and/or critical pedagogy, and its desire to combat the "banking" method of education, can unintentionally create some of the same institutional and ideologically oppressive classroom conditions that more traditional methods of instruction have been charged with creating. This thesis first discusses the origins of liberatory pedagogy and its effect upon education, the writing classroom, and critical pedagogues.

The Revelation Of Teacher Identity In The Process Of The "Descriptive Review Of A Child", Deven Lynn Horne

Legacy Theses & Dissertations (2009 - 2024)

Teaching is a complex relationship of the "I", the "Thou" and the "It" as described by David Hawkins (1974). This study examines the "I", a teacher's professional identity, as it is revealed in a specific professional development activity focused on examining students and student work known as the "Descriptive Review of a Child". Using a phenomenological case study approach, I followed four individual teachers throughout their engagement in the inservice as well as conducted post-interviews to the activity. The theoretical frameworks of the "I", "thou" and "it" by Hawkins and the "core reflection" by Korthagen provided the constructs used to …

Assessing Teacher And Parent Support As Moderators In The Relationship Between Black High School Students' Academic Achievement And Socioeconomic Status, Natasha Little-Harrison

Legacy Theses & Dissertations (2009 - 2024)

ABSTRACT

Successful White Mathematics Teachers Of African American Students, Carla R. Bidwell

Middle-Secondary Education and Instructional Technology Dissertations

In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K–12 public school students were reported as non-White—in 1990, 32.4% (U.S. Department of Education, 2008). Teachers, however, are predominantly White, 83.3% (U.S. Department of Education, 2007a). Exacerbating this disparity, it has been noted that fewer African Americans are choosing education as a profession (see, e.g., Irvine, 1989; Ladson-Billings, 1994). This growing disparity motivates a crucial question: Can White teachers be successful with “other people’s children” (Delpit, 1995)? This study explores this question by examining the life histories …

Evaluating And Improving The Quality Of Teacher’S Language Modeling In Early Childhood Classrooms, Lillian White Englund

UNLV Theses, Dissertations, Professional Papers, and Capstones

The relationship between pre-school teachers and the children in their classrooms directly influences the degree of success the children experience in school and in life. The emphasis on quality pre-K education in the U.S. has resulted in an increased need for highly qualified teachers who are capable of engaging in meaningful interactions with young children. An important component of high-level teacher-child interactions is the teacher's ability to model language for children as they acquire vocabulary and language context.

This mixed-methods study was designed to examine the effectiveness of a professional development intervention designed to improve the quality of language modeling …

A Case Study Of Secondary Teachers Facilitating A Historical Problem-Based Learning Instructional Unit, John L. Pecore

Middle-Secondary Education and Instructional Technology Dissertations

Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or “problem,” is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is …

Being An "Other": The Significance Of Teachers' Lived Experiences In Working With Culturally And Linguistically Diverse Students, Yumiko Otsuki

Dissertations and Theses

The study's goal was to understand what contributes to the formation of teachers' perspectives regarding the education of culturally and linguistically diverse students. Its focus was to portray through teachers' stories the experiences in their lives that may have contributed to constructing who they are as people and as educators.

Four teachers from one rural district participated. Using qualitative methods, the study explores and describes incidents in teachers' lives, looking at the way their life experiences are reflected in their relationships with students. In considering ways in which those experiences may have helped shape teaching philosophies and practices, the study …

A Critical Analysis Of L1 And L2 Composition Scholarship On Instructor Feedback, Danny Elbar Marenco

Theses Digitization Project

This study focuses on what the scholarship indicates about students' attitudes toward instructor feedback and strategies of instructor feedback. This thesis presents a critical analysis of L1 and L2 composition scholarship instructor feedback.

Demystifying Success : Critical Reflections Of African-American California Community College Students About Factors Leading To Scholastic Success During The First Year, Robert Lee Snowden

Doctoral Dissertations

unavailable

How Do Adolescent Students Experience Teacher-Student Interactions In A Seventh Grade Classroom And How Do Those Experiences Affect Their Self-Efficacy Beliefs?, Katherine Sanjiyan Barg

Doctoral Dissertations

unavailable

Latino Students' Experiences In Comprehensive And Continuation High Schools, Maria Rosa Navarro

Doctoral Dissertations

unavailable

The Effect Of Professional Development Of Nonverbal Communication Behaviors Of Participants' Regognition And Understanding Of These Behaviors, Peggy Koshland-Crane

Doctoral Dissertations

unavailable

Instructional Strategies And Teacher-Student Interaction In The Classrooms Of A Chinese Immersion School, Tsueylin Tracy Wang

Doctoral Dissertations

unavailable