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2015

Doctoral Dissertations

Elementary Education and Teaching

Articles 1 - 6 of 6

Full-Text Articles in Education

Slavery On Their Minds: Representing The Institution In Children's Picture Books, Raphael E. Rogers Aug 2015

Slavery On Their Minds: Representing The Institution In Children's Picture Books, Raphael E. Rogers

Doctoral Dissertations

This study examines how slavery is represented in contemporary children’s picture books. Given that many primary and secondary school teachers are committed to using picture book fiction to teach students about slavery, it is necessary to explore how slavery is depicted in these texts. One of the goals of this study is to contribute to the discussion about how the featured picture books engage with and respond to the early historiography of slavery, which asserted that Black slave were content and docile and that slave owners were kind and paternalistic. This study seeks to analyze how the picture books that …

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Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough Aug 2015

Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough

Doctoral Dissertations

At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical …

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Coaching Conversations: Discourse Within Reading Recovery Teacher Leader Training, Kristi Dawn Swafford Aug 2015

Coaching Conversations: Discourse Within Reading Recovery Teacher Leader Training, Kristi Dawn Swafford

Doctoral Dissertations

The purpose of this study was to investigate the discourse of literacy coaching conversations within the Reading Recovery Teacher Leader training year. Both Reading Recovery and literacy coaching have been well researched, however there were gaps in the literature concerning the role of the Reading Recovery Teacher Leader within Reading Recovery and the details of literacy coaching interactions, specifically the language of coaching sessions. This study sought to address these gaps in the literature by examining the discourse of Reading Recovery Teacher leaders and their coaches as they participated in literacy coaching sessions during their 2014.2015 training year. Eleven coaching …

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The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart May 2015

The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart

Doctoral Dissertations

This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following inclusion …

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#Learningtoteach: Using Instagram To Elicit Pre-Service Teacher Reflection, Monica Thomas Billen May 2015

#Learningtoteach: Using Instagram To Elicit Pre-Service Teacher Reflection, Monica Thomas Billen

Doctoral Dissertations

The ability to reflect has been identified as a crucial element of teacher expertise. In the past, teacher education programs have encouraged pre-service teachers to become reflective practitioners by keeping journals, creating portfolios, and/or engaging in conversation. However, these methods do not allow individuals to utilize parts of the brain that process visual information. This qualitative study investigated the reflective practice of fourteen pre-service teachers who utilized visual information through photos on Instagram. The purpose of this naturalistic qualitative study was to describe and better understand the development and reflective practice of beginning teachers through observation, interview, and documents. Specifically, …

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Principals’ Perceived Influence Over New Teacher Retention, Meredith Coates Mar 2015

Principals’ Perceived Influence Over New Teacher Retention, Meredith Coates

Doctoral Dissertations

ABSTRACT Studies report that nearly a third of novice teachers leave the field before their third year of service (Ingersoll, 2002), and almost half of novice teachers leave the field before completing their fifth year of service (Ingersoll & Smith, 2003; Johnson, 2004). These rates of turnover have remained steady (NCES, 2011). Schools are workplaces where teachers face a multitude of factors that collectively contribute to job satisfaction/dissatisfaction. Generally, research has indicated that administrative support has a profound effect on the experiences of new teachers (Ingersoll & Kralik, 2004). The purpose of this phenomenological study is to examine 6 principals’ …

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