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Teacher Education and Professional Development
University of Nebraska - Lincoln
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
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- Mobile technology integration (2)
- Narrative inquiry (2)
- COVID-19 pandemic (1)
- Culturally and linguistically relevant science education (1)
- Equitable access to education (1)
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- Higher Education (1)
- Identity (1)
- Indigenous Education (1)
- K-12 educational technology (1)
- K-12 instructional technology (1)
- Learning to teach (1)
- Mathematics courses for teachers (1)
- Mathematics education (1)
- Motivation (1)
- One-to-one Chromebooks (1)
- Practitioner Paper (1)
- Restorative Practices (1)
- STEM education (1)
- Science Education (1)
- Teacher professional development (1)
- Technology-supported learning (1)
- Translanguaging (1)
- Translanguaging in Higher Education (1)
- Translanguaging in World Language (1)
- TribalCrit (1)
- World Language (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Gaps In Teacher Professional Development For Technology-Supported Learning: Implications For School Leaders And Policymakers, Steven Bingham
Gaps In Teacher Professional Development For Technology-Supported Learning: Implications For School Leaders And Policymakers, Steven Bingham
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the teacher’s perspective. This research was intended to help understand how mobile devices are being integrated into the classroom, including recommendations for teachers, school administrators, policymakers, and future researchers
K-12 Teachers Perspectives On Mobile Technology Integration: A Qualitative Study, Steven Justin Bingham
K-12 Teachers Perspectives On Mobile Technology Integration: A Qualitative Study, Steven Justin Bingham
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the perspective of classroom teachers during the 2022-2023 school year. The increase in mobile technologies being utilized in schools made it imperative to understand how mobile devices are being integrated into the classroom from the teacher’s perspective. The central research question was, how do teachers at K-12 schools in the Midwest describe their perception and usage of mobile technology integration in teaching and learning?
The data collection consisted of semi-structured interviews with fourteen participants from one school district in the …
Translanguaging In World Language Higher Education, Alessia Barbici Wagner
Translanguaging In World Language Higher Education, Alessia Barbici Wagner
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Increased global migration and a myriad of other social and political factors has made today’s universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching. One of the ways that teaching can better serve today’s multilingual and multicultural student population is through translanguaging. The objective of this dissertation is to investigate the intentional and unintentional use of translanguaging by multilingual language learners and world language instructors in higher education. Additionally, this qualitative case study …
Learning To Teach Prospective Elementary Teachers: A Narrative Inquiry Of A Newer Mathematics Content Instructor, Kelsey Quaisley
Learning To Teach Prospective Elementary Teachers: A Narrative Inquiry Of A Newer Mathematics Content Instructor, Kelsey Quaisley
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Learning to teach mathematics content courses designed for prospective elementary teachers (PTs) is challenging. Mathematics content instructors must be prepared to not only teach mathematics content, but engage PTs in understanding children’s mathematical thinking strategies, learning trajectories, and misconceptions (Carpenter et al., 1996; Carpenter & Moser, 1982; I et al., 2020). When considering how instructors might best be prepared and supported, however, one must recognize that there is significant variation in the backgrounds and expertise of mathematics content instructors (Masingila et al., 2012; Yow et al., 2016) and little is known about the preparation, knowledge, and experiences of mathematics content …
Heart-Stopping Rollercoasters: Restorative Practices, Motivation, And The Formation Of A Science Identity, Zachary Schafer
Heart-Stopping Rollercoasters: Restorative Practices, Motivation, And The Formation Of A Science Identity, Zachary Schafer
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This paper explores the crossroads between restorative practices and science education. In this crossroads, a case study between teacher and learner is explored to reveal the implications the tandem between restorative practices and education has for motivation and identity formation. The paper ends with practical suggestions for the teacher in the classroom.
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children’s sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, …