Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Entire DC Network
Teaching Students Who Have Difficulty Mastering Lmitation, Jennifer Mrljak
Teaching Students Who Have Difficulty Mastering Lmitation, Jennifer Mrljak
Dissertations
Some children with autism are unable to acquire imitation despite receiving early intensive behavioral intervention (EIBI) meant to teach that and other important skills. Many EIBI programs use physical-prompting hierarchies either as a component of the discriminative stimulus or the correction procedure following an error (Lovaas, 1981; Maurice, Green, & Luce, 1996). But even after lengthy exposure to these teaching techniques, some children still do not acquire imitative repertoires. In the present study, working with students who were not acquiring imitative repertoires, we started with shaping the initial imitative responses as a method to gain stimulus control and then introduced …
A Tradesperson’S Transition To Vocational Technical (Vt) Teaching, Susan J. Sylvia
A Tradesperson’S Transition To Vocational Technical (Vt) Teaching, Susan J. Sylvia
Educational Studies Dissertations
This qualitative study examined survey and interview data collected from tradespeople who transitioned to vocational technical (VT) teaching in regional vocational technical schools in Massachusetts. This study included two research questions that inquired about how tradespeople’s prior experiences, beliefs, and thoughts influenced or inspired them to pursue a transition to vocational technical (VT) teaching and about how their anticipated transitional experiences aligned with their actual transitional experiences. The survey phase included 170 respondents. Survey responses provided an overview of participants, which was integral in identifying four interview participants who were digitally recorded during one-to-one interview sessions. A multiple Case Study …
Whiteness Interrupted: Examining The Impact Of Racialized Space On White Racial Identity, Marcus Bell
Whiteness Interrupted: Examining The Impact Of Racialized Space On White Racial Identity, Marcus Bell
Dissertations - ALL
What does it mean to be white? This fundamental question stands at the heart of the interdisciplinary field of critical whiteness studies. Critical whiteness studies (CWS) epistemologically and theoretically upends traditional approaches to the study of race and racial inequality by averting the critical gaze from racially subordinate groups and focusing it upon the racially dominant group. Although insightful and highly influential, CWS has not sufficiently incorporated racialized space as a theoretically meaningful concept. Far too often, critical whiteness scholars speak of racial categories and racial experiences in board, spatially generalized terms. My dissertation moves beyond the general question of …
The Influence Of Adult Attachment Orientations And Multicultural Competence On Higher Education Faculty Perceptions Of Ell Students, Helene Zongo Brou
The Influence Of Adult Attachment Orientations And Multicultural Competence On Higher Education Faculty Perceptions Of Ell Students, Helene Zongo Brou
All Student Theses and Dissertations
The purpose of this investigation was to explore the influence of adult attachment orientations and multicultural competence on higher education faculty perceptions of ELL (English Language Learner) students. My primary research question is whether difficulty working with ELL students, from the perspective of faculty members, is associated with individual differences in adult attachment orientations or cultural competence. There were 60 faculty members from three Midwestern American universities who completed the survey. Faculty perceptions, the dependent variable, were measured through faculty reports of their attitudes towards ELL students and their perceived adequacy of the English language proficiency of ELL students. The …
Formative Experiences For Mindfulness-Based Stress Reduction Teachers-In-Training, Margaret Fletcher
Formative Experiences For Mindfulness-Based Stress Reduction Teachers-In-Training, Margaret Fletcher
Mindfulness Studies Theses
Teacher development is of critical importance in the relatively new field of mindfulness. This study focuses on what can be understood about teacher development, from the perspective of teachers who have trained in this field. Five U.S.-based qualified Mindfulness-Based Stress Reduction teachers were interviewed to find out about their formative experiences. The data were gathered from interview transcriptions, and have been presented in the context of the literature concerning teacher training pathways and recognized and/or recommended teacher development activities. The teachers described a range of formative experiences, involving formal training, professional, spiritual and ordinary life moments, and including pleasant as …