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Articles 1 - 9 of 9
Full-Text Articles in Higher Education and Teaching
The Relationship Of Mentorship And Professional Development On Special Educators’ Intent, Christine S. Powell
The Relationship Of Mentorship And Professional Development On Special Educators’ Intent, Christine S. Powell
Theses and Dissertations
Current literature in special education has examined professional development (PD) and mentorship separately; however, no studies have investigated the relationship between PD and mentorship on special education teachers’ intent. The purpose of this study was to examine the extent to which participating in PD and mentorship opportunities predicted the likelihood of Early Career Special Education Teachers' (ECSETs) intent to leave the teacher workforce while examining factors related to duration and quality. Based on two conceptual models, Desimone’s (2009) best practices for professional development and Nick et al. (2012) best practices for academic mentoring, this study identified key features and characteristics …
Supporting Students Who Are Deafblind To Increase Their Access To The General Education Curriculum Through Trained Interveners: A Mixed Methods Study, Ira Padhye
Theses and Dissertations
The purpose of this mixed-methods research study was to identify the educational trends of children and young adults who are deafblind and identify strategies to improve the outcomes through interviews of nationally qualified interveners who have received training in deafblind specific strategies. Secondary data from the 2017-2021 National Center on Deafblindness and interview transcripts were used for data analysis and then integrated to identify the supports students who are deafblind should access. Trends in age of identification, primary eligibility category, school settings and access to state standardized assessments showed a plateau and displayed no significant improvement in educational outcomes. Nationally …
Race, Weight, Gender And The Embodied (Odied, Odied) Consciousness Of Big-Bodied Black Women Educators: A Phenomenological Study, Kendra D. Johnson
Race, Weight, Gender And The Embodied (Odied, Odied) Consciousness Of Big-Bodied Black Women Educators: A Phenomenological Study, Kendra D. Johnson
Theses and Dissertations
Big-Bodied Black women in the United States have perpetually navigated the veritable dichotomy of being hyper-visible and invisible (Beauboeuf-Lafontant, 2003; Fleetwood, 2001; Strings, 2019). Fat Black female bodies have borne the burden of exaggerated tropes and exploitation throughout history, stripping them of their femininity and humanity and resulting in a unique form of objectification (Strings, 2019). Inconsistent messages about BBWs, their bodies, and their value in society have endured for generations. They have been essential in constructing the controlling images of Black womanhood in the U.S. (Collins, 2000). The controlling images all evoked thoughts about the suitability of Black women …
An Exploration Of A Researcher-Instructor Partnership In Implicit Racial Bias Awareness And Mitigation In College Stem Classrooms, Jacqueline Johnson Wilson
An Exploration Of A Researcher-Instructor Partnership In Implicit Racial Bias Awareness And Mitigation In College Stem Classrooms, Jacqueline Johnson Wilson
Theses and Dissertations
Seventy-six percent of all minority students who enter college with declared majors in science, technology, engineering, and mathematics (STEM) do not graduate with STEM degrees. Black students represent 40% of minority attrition from STEM. Implicit racial bias was indicated as a contributor to the challenges faced by Black students. The purpose of this study was to explore whether a researcher-instructor partnership brought awareness to and the potential for mitigation of implicit racial bias in course delivery and instructor interactions with Black students in STEM classes. A case study design was used over three phases to gather survey, observational, and interview …
A Quantitative Analysis Of The Relationship Between Dispositions And Technology Integration Knowledge Of English Language Teachers, Moe D. Greene
A Quantitative Analysis Of The Relationship Between Dispositions And Technology Integration Knowledge Of English Language Teachers, Moe D. Greene
Theses and Dissertations
Despite the pervasiveness of educational technological tools, their potential is generally overlooked. An examination of technology integration literature suggests a gap in understanding why teachers lack the necessary knowledge to successfully integrate technology in their teaching as well as an absence of a robust technology integration theoretical framework. Technological pedagogical content knowledge (TPACK) was developed to explain the specific knowledge needed for effective technology integration. Several limitations, however, have been noted in regards to the ability of this framework to capture the connections between the complexities of teachers’ contexts and their technology integration knowledge. This dissertation advances current literature by …
Exploring The Impact Of Diversity Training On The Development And Application Of Cultural Competence Skills In Higher Education Professionals, Kendra Cabler
Theses and Dissertations
In recent years the terms diversity and inclusion have become major buzzwords across industries and fields of study. Within the field of education broadly, and higher education in particular, a shifting student demographic can be seen across the country. Issues of equity and inclusion have become central complexities for present day educational strategists, and organizations committed to cultivating a culture of inclusion must do so with intentionality. In the context of higher education, this often requires the intentional development of professionals within a particular college or university. There has been a great deal of research concerning the development of cultural …
The Experiences That Promote Success For Students With Intellectual Disability In Postsecondary Education, Kimberly S. Handsome
The Experiences That Promote Success For Students With Intellectual Disability In Postsecondary Education, Kimberly S. Handsome
Theses and Dissertations
This in-depth qualitative, phenomenological (Smith & Fowler, 2009) research study attempted to understand the experiences of young adults with intellectual disability who had completed a 2-year, inclusive postsecondary education program. 13 participants (4 former students with ID, 5 parents, and 4 Postsecondary Education staff members) participated in semi-structured interviews. Interviews were coded to provide themes amongst each individual group of participants. A document review was also conducted to better understand the program components and add validity to self-reports from interviews. Results were analyzed and used to provide implications for future research and program development.
Unpacking Students’ Writer Identity In The Transition From High School To College: A Mixed Methods Study, Marcie J. Walsh
Unpacking Students’ Writer Identity In The Transition From High School To College: A Mixed Methods Study, Marcie J. Walsh
Theses and Dissertations
Since the 1975 publication of Newsweek’s article asserting that “Johnny” can’t write, many have continued to support the claim that students graduating from American high schools and universities can’t write. This criticism has led many students to believe the problem lies exclusively with them. Efforts to improve students’ writing have had little effect, as reflected in continually concerning scores on the National Assessment of Educational Progress. Recently, researchers have begun to suggest that the problem should be addressed by working to change students’ identification as a bad writer. Two constructs have emerged from these efforts: writer and authorial identity. Research …
Exploring Stakeholders' Perceptions Of The Evaluation Of Early Fieldwork Experience In An Undergraduate Teacher Preparation Program, Amber R. Peacock
Exploring Stakeholders' Perceptions Of The Evaluation Of Early Fieldwork Experience In An Undergraduate Teacher Preparation Program, Amber R. Peacock
Theses and Dissertations
This study is a qualitative meta-evaluation of the early field experience (EFE) program at a small, private, undergraduate teacher preparation program in Virginia focusing on the perceptions of preservice teachers, cooperating teachers and course instructors about the EFE evaluation objectives, evaluation experience, and resulting data usage. The EFE evaluation protocol at the study site is explored using a participatory-oriented evaluation model that solicited the perceptions of stakeholders. Analysis of EFE evaluation documents and semi-structured interviews with the stakeholders were conducted to explore the extent to which (1) official EFE objectives are congruent with the EFE evaluation, (2) the intended evaluation …