Education Commons^™

To Thine Own Self Be True, Renee A. O'Brien

USF Tampa Graduate Theses and Dissertations

The purpose of this self-study was to take an in-depth look at the development of the pedagogy of one teacher, myself, and to describe and explain how this style of teaching developed both from early familial influences and through experiences I have had throughout my career. This study focused specifically on my use of storytelling in the classroom and how my lessons, community building, language development, and maintaining student engagement are based on the culmination of those experiences. This study also looked at the impact these factors had on my persistence as a teacher and how using this type of …

The Impact Of Positive School Culture On School Success: A Principal's Self-Study Of Transformational Leadership, Sean Mcnichols

Dissertations

The purpose of this self-study was to examine how I, as a school principal and transformational leader, was able to support the development of positive relationships that impacted school culture and sustained student achievement. Reculturing a school involves the examination of beliefs, expectations, and assumptions for the purpose of school change that can facilitate a collective sense of purpose (DuFour & Burnette, 2002: Fullan, 2005). to do this, I focused on social and emotional learning while incorporating opportunities for school staff, parents, community members and student's voices to be heard through group meetings and forums. the analysis of this study …

Entering A Community Of Writers: The Writing Center, Doctoral Students, And Going Public With Scholarly Writing, Sara Winstead Fry, Melissa Keith, Jennifer Gardner, Amanda Bremner Gilbert, Amanda Carmona, Sabrina Schroeder, Audrey Kleinsasser

The Qualitative Report

In addition to taking advanced courses, graduate students navigate a potentially challenging transition of learning to write for publication. We, the authors, explored solutions to this transition with a study designed to explore the research questions: How does a systematic effort to help doctoral students enter a community of writers via writing center collaboration influence doctoral students’: (1) proficiency with academic writing, (2) writing apprehension, (3) self-efficacy as writers, and (4) comfort with “going public” with their writing? We used a collaborative, multi-layered self-study research approach because it allowed us to focus on critical examination of teaching practices that are …

Impementing Self-Study Review Feedback, Margaret A. Thomas-Evans, Denise Bullock

Academic Chairpersons Conference Proceedings

Department Chairs who are writing a self-study or program review will benefit from this session on implementing self-study review feedback and learn how to leverage feedback to argue for new hires, additional resources for projects, and support for worthwhile initiatives.

University Of Maine Self-Study Report 2019, University Of Maine

General University of Maine Publications

The University of Maine's Self-Study report submitted to the New England Association of Schools and Colleges, Commission on Institutions of Higher Education (NEASC CIHE).

My Role As An Administrator In Supporting The Implementation Of Mtss (Multi-Tiered Systems Of Supports) Tier 3 Students: A Self-Study In A Public School System, Terrycita Delight Perry

Dissertations

For approximately three years, the Chicago Public School (CPS) district has been undergoing a process of creating protocols, structures, and tools that will assist schools with the implementation of multi-tiered systems of support (MTSS). An on-going area of development for the district as well as for my school is developing teachers' abilities to support all students in the leveled tiers, particularly Tier 3. The purpose of this self-study is to understand, document, and analyze my actions (as the principal) while implementing MTSS Tier 3 (K-3) supports at my school. A self-study is a form of research educators use to understand …

A Call For Self-Study In Middle Level Teacher Education, Karynne L. M. Kleine, Kristina N. Falbe, Joanne L. Previts

Middle Grades Review

To promote dialogue and in response to calls for rigorous, large-scale, empirical studies as the standard that will move the field of middle level education forward, a collaborative of middle level teacher researchers submit three counterpoints to the appeals for consideration by the research community: 1) the power of the insights the authors’ gained from using the alternative research method of self-study; 2) the authenticity of using alternative research methods that mirror the uniqueness of a field predicated on the distinctiveness of educating diverse young adolescents; and 3) a reframing of “generalizability” from a “results” perspective to one of generalizability …

Spanish Guided Reading And Phonics Instruction In Primary Dual Language Classrooms: A Self-Study Examining A Principal's Leadership And Actions To Improve Student Outcomes In A Neighborhood Urban School, Antonio Acevedo

Dissertations

The purpose of this study is to examine a principal's leadership actions while attempting to improve primary student outcomes in reading in a Dual Language (English/Spanish) neighborhood school by supporting teachers in implementing a balanced literacy approach to teaching reading in Spanish. The principal as researcher noticed at the end of the 2014-15 year that primary reading assessment data in Spanish revealed low percentages of Spanish-speaking English Language Learner (ELL) students reading at grade level in Spanish with kindergarten, first, and second grade students' results respectively at 24, 34, and 37 percent. Research in the field of Dual Language Education …

Supporting Engagement Among African American Males In World Geography Class Through The Implementation Of Culturally Relevant Pedagogy: A Self-Study, Audra Dorr Brown

Theses and Dissertations

Given the reality of disenfranchised and marginalized students sitting in today’s classrooms, it is imperative that teachers meet the pedagogical needs of these students. I embarked on a self-study that would improve my personal pedagogy. Research shows that using elements from the theoretical frameworks of culturally relevant pedagogy, reality pedagogy, critical race theory, and critical race pedagogy can be an effective approach to teaching students that are marginalized. I designed and implemented three lessons that employed practitioner-applied pedagogical practices based on these four theoretical frameworks. This self-study identified the benefits and challenges of these lessons as they relate to the …

Making Use Of Teacher Mentors: Understanding The Impact Of Teacher-Student Relationships On Student Academic Achievement, Sara Haas

Dissertations

The University of Chicago Consortium on Chicago School Research (CCSR) has determined that if a high school student completes freshman year with the necessary course credits to be promoted to tenth grade and has no more than one F for one semester/course in a core content area then they are considered on track to graduate high school within four years and ultimately be college and career ready (Allensworth & Easton, 2005). The CCSR did further research and published a report examining the factors that indicated what a middle grades student would need to be on track as high school freshman …

Science Teaching And Learning As Transformation: Making Meaning With My Students, Megan Marie Leider

Dissertations

As a classroom science teacher, I have experienced firsthand the disengagement and disinterest students have with science. Students often struggle to retain information from year to year, feel comfortable in the science classroom, and see the connections between the science taught in the classroom and their lived experiences. It is obvious to me that we could do more for our students. One way in which to assist students with science learning is through the incorporation of Sci-YAR (Science Youth Action Research). Sci-YAR is a curricular framework and instructional strategy that places the student at the center of their learning. It …

Academic Writing At The Graduate Level: Improving The Curriculum Through Faculty Collaboration, Mary A. Bair, Cynthia E. Mader

Peer Reviewed Articles

This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course assignments, and course assessments. We found discrepancies between faculty and student perceptions about graduate preparation for academic writing and between the espoused and enacted curriculum. Both faculty and students identified problems associated with synthesizing theory and research. We discuss the need for teacher-scholars in today's educational environment, the challenges …

Improving Pre-Service Teachers’ Adaptive Metacognitive Practices Through Reflective Writing, Joanne E. Goodell

Joanne E Goodell

In this study, the use of critical incident reflective writing as a means to engage pre-service secondary mathematics teachers in adaptive metacognitive practices is discussed. This basic interpretive qualitative study uses a sample of 5 incident reports from each of 37 students whose final papers were previously analyzed (for possible total of 185 incident reports). The qualitative data analysis software N-Vivo was used to code each incident using a broad initial set of codes which present evidence of teachers’ personal practical theories (PPTs), a vision of teaching that they would like to see enacted in their classroom, a sense of …

Exploring Adult Development Frameworks: Self-Study And Inquiry Outcomes For Developing Leaders And Building Student Success, Susan A. Turner

Teacher Education and Leadership Faculty Publications

No abstract provided.

A Self-Study Of Virtual Teaching: Making The Leap From Distance Face-To-Face To Wimba Technology, Susan A. Turner

Teacher Education and Leadership Faculty Publications

How do I best make the shift from teaching a graduate course currently using distance face-to-face technology to WIMBA technology?

Creating A Culture Of Inquiry: Student Teachers' Stories From The World Of The Glass Box, Judith J. Ruskamp

College of Education and Human Sciences: Dissertations, Theses, and Student Research

CREATING A CULTURE OF INQUIRY: STUDENT TEACHERS’ STORIES FROM THE WORLD OF THE GLASS BOX Judith J. Ruskamp University of Nebraska, 2009 Advisor: Margaret Macintyre Latta This study explores critical reflective practice as a way to study and systematically improve teaching and learning, instilling in teacher candidates a culture of inquiry where they purposefully negotiate the complexities of teaching and learning experiences. Understanding the work of teaching as such, entailing ongoing analysis of the challenges and opportunities teachers face in their classrooms and schools, requires time and space for a deliberate approach to this complex work. The task for teacher …

Teaching Research To Teachers: A Self-Study Of Course Design, Student Outcomes, And Instructor Learning, Susan A. Turner

Teacher Education and Leadership Faculty Publications

No abstract provided.

Ua68/13/1 Journalism Self-Study Report Part 2 Sections 2-4, Wku Journalism

WKU Archives Records

Part II, Sections 2-4 of the Journalism Department self-study. Section 2 reports on budgets, Section 3 on curriculum and Section 4 discusses student records and advising.

Ua68/13/1 Journalism Self-Study Report Part 2 Sections 7-12, Wku Journalism

WKU Archives Records

Sections 7-12 of the 1998 Journalism self-study:

Section 7 Internships / Work Experience

Section 8 Equipment / Facilities

Section 9 Faculty Scholarship

Section 10 Public Service

Section 11 Graduates / Alumni

Section 12 Minority / Female Representation

Ua68/13/1 Journalism Self-Study Report Part 2 Sections 5-6, Wku Journalism

WKU Archives Records

Sections 5 and 6 regarding instruction, evaluation and faculty of the 1998 Journalism self-study. Faculty members included in this section are: Robert Adams, Jo-Ann Huff Albers, Harry Allen, John Barnum, Robert Blann, Tim Broekema, Corban Goble, James Highland, Augustine Ihator, James Kenney, Wilma King-Jones, Dave LaBelle, Linda Lumsden, Mike Morse, Paula Quinn, Clif Shaluta, Carolyn Stringer, Chad Day, Alan Jolly, Sandy Merkle-Finley, Clayton Scott, Bob Skipper, Richard Sowers and Joel Wilson.

Ua56/3/3 Institutional Self-Study 1992-1994 Vol. 3 Supplement, Wku Institutional Research

WKU Archives Records

Supplement containing recommendations and suggestions on earlier SACS reports.

Ua56/3/3 In-House Manual Institutional Self-Study 1992-1994, Wku Institutional Research

WKU Archives Records

In-house Manual for Institutional Self-Study produced for SACS accreditation process. Includes WKU purpose, mission, priorities and goals.

Ua56/3/3 Institutional Report 1992-1994 Vol. 1, Parts 1-2, Wku Institutional Research

WKU Archives Records

Institutional Self-Study 1992-1994 Volum 1 Institutional Report, parts 1 and 2:

Conditions of Eligibility

Institutional Purpose

Ua68/13/1 Journalism Accreditation Self-Study Report Part Ix, Wku Journalism

WKU Archives Records

The last section of the report deals with public service, graduates, minorities and women.

Ua68/13/1 Journalism Accreditation Self-Study Report Part Iv, Wku Journalism

WKU Archives Records

Part IV of the self-study is about the curriculum.

Ua68/13/1 Journalism Accreditation Self-Study Report Part Vi, Wku Journalism

WKU Archives Records

Part VI of the report focues on individual instructors: James Ausenbaugh, Robert Blann, Corban Goble, James Highland, Edwin Kidd, Dave LaBelle, Michael Morse, Paula Quinn and Carolyn Stringer.

Ua68/13/1 Journalism Accreditation Self-Study Report Part Viii, Wku Journalism

WKU Archives Records

Part VIII of the self-study reports on internships, equipment and facilities and scholarship and professional activity.

Ua68/13/1 Journalism Accreditation Self-Study Report Part Vii, Wku Journalism

WKU Archives Records

Part VII is a continuation of the faculty section and includes information regarding: Carolyn Stringer, Terry VanderHeyden, David Whitaker, Harry Allen, Sara-Lois Bachert, Richard DuBose, William Hance, Fred Hensley, Cheryl Holland, Mark Lyons, P.C. Morgan and Ted Wilson.

Ua68/13/1 Journalism Accreditation Pre-Visit Report Part Iv, Wku Journalism

WKU Archives Records

Part IV is a continuation of the curriculum report in Part III.

Ua68/13/1 Journalism Accreditation Pre-Visit Report Part Ii, Wku Journalism

WKU Archives Records

Part II consists of information regarding faculty members: Robert Adams, Harry Allen, Donald Armstrong, James Ausenbaugh, Robert Blann, John Corn, Wallace Graham, James Highland, Roger Loewen, William McKeen, Michael Morse, Carolyn Stringer and David Whitaker.