Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Adult Basic Education (ABE) (1)
- Assessment (1)
- Auntieship (1)
- Basic Education for Adults (BEdA) (1)
- Collaborative online teaching (1)
-
- Colorblind ideology (1)
- Community and technical colleges (1)
- Community cultural wealth (1)
- Competency-based education (1)
- Critical Race Theory/CRT (1)
- Critical race theory (1)
- Disparate online outcomes (1)
- Equitable online design (1)
- Equitable online learning (1)
- High School Plus (HS+) (1)
- High school completion for adults (1)
- International students (1)
- Mathematics (1)
- Multicultural ideology (1)
- Native American and Community member (1)
- Online learning systems (1)
- Participant Observation Through Social Media (1)
- Prior learning assessment (1)
- Quality online education (1)
- Resources (1)
- Smarter Balanced (1)
- Students of color (1)
- Tribal Critical Race Theory/TribalCRT (1)
- White fragility (1)
- White supremacy culture. (1)
Articles 1 - 5 of 5
Full-Text Articles in Teacher Education and Professional Development
Off The Rez: Witnessing Indigenous Knowledges Through Social Media, Deborah Hales
Off The Rez: Witnessing Indigenous Knowledges Through Social Media, Deborah Hales
Ed.D. Dissertations in Practice
The term “Off the Rez” is used, in the title, to mean research that is not done on a reservation or in urban areas. This study aims to discover if social media can be used as an innovative option for non-Indigenous allies to conduct respectful research. The study research questions were, (1) can social media be used as a research tool, to witness Indigenous Knowledges? (2) Can social media be used as research, by non-Indigenous research allies, to have the least impact on Indigenous communities?
This research was conducted using social media, with selected Indigenous participants who were 18, identified …
We Are Stronger Together: Faculty Reflections On Competency-Based High School Completion For Adults In Washington State, Elizabeth J. Flanagan
We Are Stronger Together: Faculty Reflections On Competency-Based High School Completion For Adults In Washington State, Elizabeth J. Flanagan
Ed.D. Dissertations in Practice
Situated in Washington State during the height of the global Covid-19 pandemic, this qualitative, insider-practitioner study examined the instructional context of four instructors engaged in a competency-based, high school completion for adults faculty praxis on community and technical college campuses through a state-supported program called High School+ (HS+). Guided by three areas of inquiry, this research sought to (1) explore how HS+ faculty describe their instructional praxis in the context of personal identity; (2) probe the cultural, structural, and administrative challenges HS+ faculty face when enacting competency-based instruction on community and technical college campuses oriented toward seat-time models of instruction; …
Equity By Design And Delivery Model In Online Learning: Educator And Student Perceptions And Behaviors As Leading Indicators Of Systemic Change, Miebeth Bustillo-Booth
Equity By Design And Delivery Model In Online Learning: Educator And Student Perceptions And Behaviors As Leading Indicators Of Systemic Change, Miebeth Bustillo-Booth
Ed.D. Dissertations in Practice
The purpose of this study is to explore educator and student perceptions of and behaviors in the Equity by Design and Delivery (EDD) model and its online courses as leading indicators of systemic change. The EDD model is a pilot intervention to eliminate opportunity to learn gaps at the program level in a mid-sized northwestern college in the United States. It shifts instructional behavior from individual efforts to collective approaches to limit quality variances in online courses, theorized to be a major contributor of missed opportunities to learn at high levels, by developing and delivering reliable quality courses based on …
Reframing Internationalization: Faculty Beliefs And Teaching Practices, Marco Tulluck
Reframing Internationalization: Faculty Beliefs And Teaching Practices, Marco Tulluck
Ed.D. Dissertations in Practice
This study applies Critical Race Theory as a critical lens to gain a clearer understanding of highly racialized policies and teaching practices around international student engagement in US higher education. The findings help to inform higher education leaders of how to support faculty to foster more inclusive and affirming learning environments for international students of color and other diverse student populations.
This mixed methods study employed a modified version of the Colorblind and Multicultural Ideology of STEM Faculty Measure as well as focus group interviews to gain a more complex understanding of how university faculty members’ beliefs align with colorblind …
Utilizing Assessment Resources To Support Classroom Instruction In Mathematics, Jennifer A. Judkins
Utilizing Assessment Resources To Support Classroom Instruction In Mathematics, Jennifer A. Judkins
Ed.D. Dissertations in Practice
Mathematics teachers in the state of Washington have the responsibility of helping students develop the knowledge and skills included in the Mathematics K-12 Learning Standards (also known as the Common Core State Standards for Mathematics) and measured by the Smarter Balanced summative assessments in mathematics. A great need existed for teachers to have additional support to help students learn the standards and be prepared to demonstrate their knowledge on the Smarter Balanced assessments as well as more working knowledge of how to utilize the supports provided within the system of Smarter Balanced. Mathematics educators in the state of Washington were …