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Full-Text Articles in Education
Are We There Yet? Educators As Lgbtq Advocates And Book Clubs As Professional Development, Alexis Marie Egan
Are We There Yet? Educators As Lgbtq Advocates And Book Clubs As Professional Development, Alexis Marie Egan
LSU Doctoral Dissertations
This dissertation examines Rainbow Advocates: An Educator’s Book Club, a book club study designed for educators wherein they read three works of LGBTQ young adult literature in Summer 2020. Purposes of the book club study include a consideration of how participating educators’ experiences with LGBTQ youth, literary materials, and training compare to past research. This dissertation includes an assessment of their readiness to handle LGBTQ issues in school sites and an evaluation of book clubs and reading LGBTQ young adult literature as a method of professional development for educators. In doing so, this dissertation draws on reader responses as per …
Valuing Voices: Construction Of Meaning Through Discursive Interactions During A Critical Service-Learning Partnership, Jane Helen Noble
Valuing Voices: Construction Of Meaning Through Discursive Interactions During A Critical Service-Learning Partnership, Jane Helen Noble
LSU Doctoral Dissertations
As teacher educators strive to prepare preservice teachers for careers as literacy instructors and advocates of social justice in education, critical service-learning pedagogy has been considered as an approach for teacher education programs. Tenets of academic study, reflective practice, social change, and the development of authentic relationships between universities and communities outline the structure for critical-based field experiences. What are preservice teachers learning in these spaces? How do they grow as part of critical service- learning courses? How do community organizations and members interpret experiences in the partnership, and how do they describe their roles?
This study highlights the voices …
Deterritorializing Dichotomies In Teacher Induction: A (Post)Ethnographic Study Of Un/Becoming An Elementary Science Teacher, Maria Ferris Greene Wallace
Deterritorializing Dichotomies In Teacher Induction: A (Post)Ethnographic Study Of Un/Becoming An Elementary Science Teacher, Maria Ferris Greene Wallace
LSU Doctoral Dissertations
Un/becoming an elementary science teacher is a dynamic phenomenon, yet the process is often intentionally limited to several taken-for-granted assumptions in research on science teacher induction. Inherent to research on beginning science teacher induction is also the construction of certain truths beginning science teachers, science teacher educators, and researchers think, feel, and live. This study complicates prevailing truths shaping notions of beginner, novice, induction, and traditions of inquiry as an ethicopolitical commitment to those implicated. In doing so, this study illuminates more expansive ways science teacher educators and those studying induction might study and understand the experiences of beginning science …
Peer Coaching Effects On Targeted Teaching Behaviors And Teacher Self-Efficacy In An Early Field Experience, Deanna Kay Rice
Peer Coaching Effects On Targeted Teaching Behaviors And Teacher Self-Efficacy In An Early Field Experience, Deanna Kay Rice
LSU Doctoral Dissertations
Abstract This study examined the effect of peer coaching on the development of effective teaching behaviors and teacher self-efficacy of education students in an early field experience. The convenience sample (N = 99) included undergraduate students enrolled in a required foundational course in special education at a large public university in the southern United States. Training methods included online video instruction on targeted effective and ineffective teaching behaviors. The effective behaviors included (a) established student learning objective prior to beginning a lesson, (b) explained and/or modeled how pupil can discover answer or solve a problem, (c) checked for understanding by …
Engagement Levels During Implementation Of Co-Teaching Models, Cathy Lee Eschete
Engagement Levels During Implementation Of Co-Teaching Models, Cathy Lee Eschete
LSU Doctoral Dissertations
Student engagement in the classroom is a priority for educators and policy makers because disengaged students are more likely to perform poorly in school. Students with disabilities, particularly those with high-incidence disabilities, are a subset of that population of potentially disengaged and definitely poor-performing students. When attending school, they are served increasingly in inclusive, co-taught settings, allowing for inquiry into engagement practices in these instructional arrangements. One purpose of this study was document levels of student engagement for six commonly described co-teaching models implemented in a teacher education course for both special education and general education preservice teacher candidates and …
Innovation In Teacher Education: Faculty Members' And Assessment Coordinators' Perceptions Of Electronic Assessment Systems, Dustin Michael Hebert
Innovation In Teacher Education: Faculty Members' And Assessment Coordinators' Perceptions Of Electronic Assessment Systems, Dustin Michael Hebert
LSU Doctoral Dissertations
Electronic assessment systems (EASs) have proliferated teacher education programs in postsecondary education. Mostly, these systems facilitate candidate and program assessment through technology-mediated procedures, allowing for greater efficiency and accuracy in data collection and analysis. If implemented successfully, the work of individuals associated with teacher education programs from faculty members to assessment coordinators and beyond has the potential to benefit from utilizing the system for course-based and programmatic assessment, both of which are criteria for the accreditation of teacher education programs by the National Council for Accreditation of Teacher Education (NCATE). This qualitative study explores the perceptions of faculty and assessment …
A Historical Examination Of The Tradition Of Experience In The Teaching Of Literature In English Education, Deborah Davis Reed
A Historical Examination Of The Tradition Of Experience In The Teaching Of Literature In English Education, Deborah Davis Reed
LSU Doctoral Dissertations
By examining major documents for tensions regarding the teaching of literature in the field of secondary English education, this dissertation addressed the following questions: (1) What assumptions about learning and knowledge helped to shape the field? (2) To what extent does the field demonstrate consistency or change in its discourse defined-positions? and (3) How might current conversations in the field fit within a larger historical, social, and political context, thus equipping English educators to better articulate and situate their own pedagogical beliefs? Stephen Toulmin’s (1958) model of an argument served as a means of analyzing the field’s ongoing conversation about …
Reflections On Teaching A Mathematics Education Course, Sarah Elizabeth Smitherman
Reflections On Teaching A Mathematics Education Course, Sarah Elizabeth Smitherman
LSU Doctoral Dissertations
Teaching and learning involve reflexive actions and should be chosen thoughtfully and deliberately, not because someone has decided “what works.” In this study, I examine how complex conversations might offer pedagogical and theoretical (re)considerations in a teacher education course on mathematics. The term “math methods” is a doubly weighted phrase, for both mathematics and methods connote particular ideologies prevalent in current educational rhetoric. In order to unpack the impact of these words, I engage in research based on inquiry, historical analysis, and personal reflections, all of which I use in an eclectic, thoughtful, and explorative manner. The two main research …
A Case Study Of A University-School Partnership: Impacting The Success Of Children, Teacher Candidates, And Inservice Teachers, Paula Summers Calderon
A Case Study Of A University-School Partnership: Impacting The Success Of Children, Teacher Candidates, And Inservice Teachers, Paula Summers Calderon
LSU Doctoral Dissertations
School reform is an often heard term within the Bush administration. Since the signing of his No Child Left Behind Act of 2001 (NCLB), President George W. Bush set out to make certain our teachers are highly qualified and that our children perform better in school. From the Holmes Group (1986) to present-day mandates from The National Council for Accreditation of Teacher Education (NCATE), university-school partnerships are becoming part of preservice teacher education as well as school reform. This study describes a pilot university-school partnership, focusing on teacher candidates, inservice teachers, and P-5 students. Employing qualitative and quantitative analysis (Gall, …
The Impact Of Whole-Plant Instruction Preservice Elementary Teachers' Understanding Of Plant Science Principles, Christine Collins Hypolite
The Impact Of Whole-Plant Instruction Preservice Elementary Teachers' Understanding Of Plant Science Principles, Christine Collins Hypolite
LSU Doctoral Dissertations
The purpose of this research was to determine how an inquiry-based, whole-plant instructional strategy would affect preservice elementary teachers’ understanding of plant science principles. This study probed: what preservice teachers know about plant biology concepts before and after instruction, their views of the interrelatedness of plant parts and the environment, how growing a plant affects preservice teachers’ understanding, and which types of activity-rich plant themes studies, if any, affect preservice elementary teachers’ understandings. The participants in the study were enrolled in two elementary science methods class sections at a state university. Each group was administered a preinstructional test at the …
Teacher Education In Louisiana In Relation To Teaching Positions In The White Public Schools Of The State., J. B. Wooley
Teacher Education In Louisiana In Relation To Teaching Positions In The White Public Schools Of The State., J. B. Wooley
LSU Historical Dissertations and Theses
No abstract provided.
A Study Of Selected Factors Concerning Prospective White Teachers In Louisiana., Lemos Leroy Fulmer
A Study Of Selected Factors Concerning Prospective White Teachers In Louisiana., Lemos Leroy Fulmer
LSU Historical Dissertations and Theses
No abstract provided.
The Development Of The Professional Education Of White Teachers In Louisiana., John Alexander Jones
The Development Of The Professional Education Of White Teachers In Louisiana., John Alexander Jones
LSU Historical Dissertations and Theses
No abstract provided.