Teacher Preparation For Linguistically Rich Classrooms : A Qualitative Study Of Take-Up In Relation To Linguistically Responsive Teaching,
2017
Montclair State University
Teacher Preparation For Linguistically Rich Classrooms : A Qualitative Study Of Take-Up In Relation To Linguistically Responsive Teaching, Melissa A. Collucci
Theses, Dissertations and Culminating Projects
This qualitative study followed four urban early childhood teachers through their participation in a teacher education program designed to enhance their linguistically responsive teaching and into the first four months of the new school year in an effort to identify what the teachers indeed “took up” from the opportunities presented to them regarding linguistically responsive teaching. The sociocultural concept of funds of knowledge was used to frame this study and to ensure that each teacher’s work was analyzed with the understanding that individuals bring to each learning moment unique knowledge and knowhow that impacts learning and practice. All was undertaken …
Global Competence Survey Development,
2017
University of Kentucky
Global Competence Survey Development, Kathryn Brantley Todd
Theses and Dissertations--Education Sciences
The research objective for this dissertation study was to build a preliminary survey that would, in its final form, allow educators and administrators to establish baseline information on individuals’ global competence characteristics prior to instruction, cross-cultural experience, international study or collaboration. A secondary aim concerned length: The intent was to keep the eventual final survey at 15 minutes or less to make it adaptable to a variety of settings. The researcher extracted terms and phrases from existing global competence definitions (e.g., Boix-Mansilla, Jackson, Asia Society & Council of Chief State School Officers, 2011; Hunter, 2005), related literature (e.g., Lambert, 1994), …
The Effects Of Integrating Lego Robotics Into A Mathematics Curriculum To Promote The Development Of Proportional Reasoning,
2017
University at Albany, State University of New York
The Effects Of Integrating Lego Robotics Into A Mathematics Curriculum To Promote The Development Of Proportional Reasoning, Shelli L. Casler-Failing
Legacy Theses & Dissertations (2009 - 2024)
This mixed methods, action research case study sought to investigate the effects of incorporating LEGO robotics into a seventh grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. Quantitative data was collected via pre- and post-tests from the mathematics class of six students. Qualitative data was collected from each of the students as they worked in groups of two to complete purposefully designed investigations, activities, from whole class discussions, and student artifacts. In addition, four students were purposefully chosen to participate as embedded case studies. The quantitative analysis showed development of proportional …
Faith Integration: Curricular Considerations For Student Affairs Faculty,
2017
Azusa Pacific University
Faith Integration: Curricular Considerations For Student Affairs Faculty, Jeannine Kranzow
Growth: The Journal of the Association for Christians in Student Development
There is an expectation that faculty members teaching in Christian colleges will integrate the Christian faith into their disciplines. In spite of the willingness and desire to do so, many faculty members who attended secular institutions are not sure how to approach academic faith integration in their discipline. This qualitative study examines new and experienced faculty perspectives on courses and topics within the student affairs curriculum that provide opportunities for academic faith integration. Results can assist student affairs faculty members in their professional development as it relates to academic faith integration.
Life’S Too Short To Pretend You’Re Not Religious,
2017
Messiah College
Life’S Too Short To Pretend You’Re Not Religious, Josiah Hatfield
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Seeing God Clearly: Meaning-Making And Attributions To God Made By Resident Assistants,
2017
John Brown University
Seeing God Clearly: Meaning-Making And Attributions To God Made By Resident Assistants, John Macikas
Growth: The Journal of the Association for Christians in Student Development
Resident Assistants (RAs) at a Christian college in the Midwest were interviewed in order to explore the nature, reasoning, and complexity of attributions to God from their RA-related experiences. Resulting themes found that RAs made attributions to God for experiences of identifiable goodness, which included positive developmental experiences and experiences of deep unity and spirituality. Though RAs often saw themselves as God’s intermediary agents, they also claimed they were limited in their ability to affect deep change. The relationship between their agency and God’s was complex, but RAs sought solace in God’s ultimate control in the midst of their efforts. …
When Conflict Crosses Cultural Lines: How Culture Informs Conflict,
2017
Whittier College
When Conflict Crosses Cultural Lines: How Culture Informs Conflict, Joel Perez, David M. Johnstone
Growth: The Journal of the Association for Christians in Student Development
Diverse cultural experience provides tremendous educational value. At the same time, it presents the possibility for increased misunderstanding and conflict. While conflict can happen with students of the same background, cross-cultural dynamics tend to add complexities to tension. Using a tool such as the Intercultural Conflict Style Inventory, we have helped college student leaders build stronger teams, with a better and deeper ability to navigate, mediate and mitigate conflict among their leadership teams and peers.
Christian Service: Learning To Serve And Serving To Learn,
2017
Crown College
Christian Service: Learning To Serve And Serving To Learn, Bill Kuhn, Scott Moats, James Zapf
Growth: The Journal of the Association for Christians in Student Development
Small, private higher educational institutions have played a significant role in American society. Historically, these institutions have emphasized the role of teaching and service. With this in mind, this article reports on the effects of service-learning embedded in an existing course at an institution with an extensive co-curricular service-learning program. This research reveals the results of a creative partnership between Student Development leadership and faculty to investigate the effects of service-learning on students when embedded in an existing class. Using in-depth interviews, the researchers seek to discover the student experience of making a co-curricular program curricular. Results indicate students showed …
Campus Sexual Assault: College Women Respond,
2017
Taylor University
Campus Sexual Assault: College Women Respond, Haley Williamson
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
A Survey Of Sexual Minorities Who Attend Faith-Based Institutions Of Higher Education,
2017
Regent University
A Survey Of Sexual Minorities Who Attend Faith-Based Institutions Of Higher Education, Mark A. Yarhouse, Janet B. Dean, Stephen P. Stratton, Michael Lastoria, Emma K. Bucher
Growth: The Journal of the Association for Christians in Student Development
This research considers the intersection of sexual identity and religious/spiritual identity in the context of faith-based institutions of higher education. One hundred and sixty students identifying as sexual minorities from fifteen Christian colleges and universities with Association for Christians in Student Development affiliations provided information on their experiences in these unique settings. The findings suggest sexual minorities on faith-based campuses are navigating religious/spiritual aspects of their identity as well as same-sex sexuality and sexual identity development. Both sexuality and religiosity/spirituality are two salient, interacting and multilevel variables for these students, particularly as they relate to doctrinal matters and policies at …
Grit: The Power Of Passion And Perseverance,
2017
Taylor University
Grit: The Power Of Passion And Perseverance, Emilie K. Hoffman
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Children With Speech Sound Disorders At School: Challenges For Children, Parents And Teachers,
2017
Charles Sturt University
Children With Speech Sound Disorders At School: Challenges For Children, Parents And Teachers, Graham R. Daniel, Sharynne Mcleod
Australian Journal of Teacher Education
Teachers play a major role in supporting children’s educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children’s developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students’ engagement in the learning and social environments of …
The Congruity/Incongruity Of Efl Teachers’ Beliefs About Listening Instruction And Their Listening Instructional Practices,
2017
Kharazmi University, Tehran, Iran
The Congruity/Incongruity Of Efl Teachers’ Beliefs About Listening Instruction And Their Listening Instructional Practices, Mohammad Nabi Karimi, Mostafa Nazari
Australian Journal of Teacher Education
While research on EFL teachers’ beliefs and the realization of these beliefs in their classroom practices has recently gained momentum in the field of applied linguistics, the study of teachers’ beliefs as they relate to listening has received insufficient attention in the literature. This study was conducted to investigate Iranian EFL teachers’ beliefs about listening and their beliefs-driven instructional practices. To this end, a listening beliefs questionnaire was administered to a total of 85 teachers (BA= 49, MA= 36), followed by classroom observation of 12 teachers (6 teachers per group) who were given an audio to teach. The results revealed …
Pre-Service Teachers’ Reflections: The Influence Of School 1:1 Laptop Programs On Their Developing Teaching Practice.,
2017
Curtin University, Australia
Pre-Service Teachers’ Reflections: The Influence Of School 1:1 Laptop Programs On Their Developing Teaching Practice., Susan Blackley, Rebecca Walker
Australian Journal of Teacher Education
Throughout Australia, many government and non-government schools have implemented a one-laptop-per-student (1:1) policy. Whilst there was initial interest in the implementation of these programs, little has been done to track the uptake of digital learning technologies afforded by access to the laptops. This study examined pre-service teachers’ reflections on their experiences with 1:1 laptop programs in their secondary schooling. The lens for this reflection was their consideration of their aspirational teaching practice. Qualitative data were collected from two successive cohorts (2014 and 2015) of the first year of a Bachelor of Education course. The objectives of the research presented in …
Teaching As A Career Choice: Triggers And Drivers,
2017
National Institute of Education, Nanyang Technological University, Singapore
Teaching As A Career Choice: Triggers And Drivers, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
Australian Journal of Teacher Education
Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the “triggers” and the “drivers”. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers’ motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the …
Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy,
2017
Avondale College of Higher Education
Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy, Beverly J. Christian
Australian Journal of Teacher Education
Pre-service teachers’ instructional self-efficacy, that is, their belief in their own ability to foster learning with instructional tactics, is one predictor of classroom effectiveness. This qualitative investigation used focus groups to gather data from fifty-one pre-service teachers enrolled in one Bachelor of Education (Primary) degree in Australia. Pre-service teachers were asked their perceptions of course related factors that increased their instructional self-efficacy. Focus group transcripts were themed and triangulated with prioritised lists developed by each of the focus groups. Pre-service teachers identified vicarious and enactive modelling, accompanied by professional conversations and a supportive learning culture as contributors to instructional self-efficacy. …
The Changing Roles Of Science Specialists During A Capacity Building Program For Primary School Science,
2017
Deakin University
The Changing Roles Of Science Specialists During A Capacity Building Program For Primary School Science, Sandra Herbert, Lihua Xu, Leissa Kelly
Australian Journal of Teacher Education
Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on cultural historical activity theory (CHAT), this paper reports the analysis of transcripts of interviews with 17 science specialists from eleven schools. It presents the various perceived and enacted science specialist roles, and how they changed over time. The CHAT analysis of the transcripts revealed seven different stages describing trajectories of the science specialism. The …
Teacher Emotion And Learning As Praxis: Professional Development That Matters,
2017
Australian Catholic University
Teacher Emotion And Learning As Praxis: Professional Development That Matters, Joanne Yoo, Don Carter
Australian Journal of Teacher Education
This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as ‘praxis’ to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and …
Makerspace And Reflective Practice: Advancing Pre-Service Teachers In Stem Education,
2017
Curtin University
Makerspace And Reflective Practice: Advancing Pre-Service Teachers In Stem Education, Susan Blackley, Rachel Sheffield, Nicoleta Maynard, Rekha Koul, Rebecca Walker
Australian Journal of Teacher Education
The Makerspace phenomenon has morphed into three readily identifiable types characterised by accessibility: dedicated, distributed, and mobile. The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability of primary education students in STEM education. This approach is innovative and timely given the renewed interest and investment of the federal and state governments into STEM education. A new model of professional learning that is currently being validated in an extended, funded project framed this research that involved 9 female teacher education students and 71 schoolgirls in Years 5 …
Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education,
2017
University of South Australia
Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price
Australian Journal of Teacher Education
Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were …
