Education Commons^™

Classroom Teachers Learning To Navigate The Internet For Increasing Student Critical Reading And Writing Skills: A Mixed Methods Study, Meleah S. Mcculley

Boise State University Theses and Dissertations

The focus of this mixed methods case study was a three-month professional development workshop designed to guide junior high school classroom teachers as they learned to integrate new literacies skills into their curriculum. The participants were all educators in one district that was in the process of transitioning to the Common Core State Standards and the SMARTER Balanced Assessments. Significant gains were obtained in teachers’ self-reported personal technology knowledge and technology experiences during the study. Along with the gains, factors were seen that might impede teachers from learning about or using the Internet for academic purposes.

Teacher Efficacy, Preparedness, And Empathy In Working With Refugee Students, Kelley Jo Moneymaker-Lamson

Boise State University Theses and Dissertations

One of the most difficult pedagogical challenges Sawtooth School District elementary teachers are currently facing is the influx of refugee students and the uncertainty as to how to best assist them in becoming both academically successful as well as comfortable in a new social milieu. The purpose of this mixed method study is to evaluate teacher efficacy, sense of preparedness and empathy in relation to working with refugee students. Teachers' sense of self-efficacy has been linked to student achievement, student motivation and students' own sense of self-efficacy. However, there is a gap in research that explores teacher efficacy, preparedness and …

Exploring Critical Literacy Through Teachers’ Professional Learning, Christina Marie Ramirez-Nava

Boise State University Theses and Dissertations

With a huge focus on professional development as a method to increase knowledge and skills, one-shot initiatives or flyby in-services bombard the teaching field. Moreover, with the increase of diversity, such as second language needs, children of poverty and other social issues in schools, a focus should be on implementing a critical stance through teacher collaboration

Critical literacy aims to make the unknown known and fight injustices, but many teachers are not aware of this ideology. Simply reading articles and books about critical literacy will not necessarily lead to a critical stance, pedagogical revolution, or engaging learning for students. Working …

A Comparison Of The Perceptions Of Music Educators And School Administrators Regarding Trends In Secondary Curricular Offerings And Implications On Student Body Participation, Leigh Falconer

Boise State University Theses and Dissertations

The purpose of this research was to understand the perceptions of music educators and school administrators regarding current practices in curricular offerings as they pertain to music education. These included experienced and anticipated changes to the music curriculum, music education participation rates, barriers to music participation, and school and music course ethnic composition. From a regional perspective, music teachers and administrators were surveyed to determine if perceptions regarding any of the above items varied significantly between the groups. Total potential subjects were selected through random stratified sampling (in Washington) or all music educators (Oregon and Idaho) (n = 922). …

Examining Influences Of A University Writing Course On Teachers' Dispositions, Knowledge, And Literacy Practices, Cheryle Anne Dismuke

Boise State University Theses and Dissertations

Lack of progress in student writing achievement has been linked to the variability in teachers' instructional practice. This mixed-methods study examines the links between university coursework in writing instruction and the dispositions, skills, and knowledge of twelve practicing teachers, grades 1-6; six of which participated in the course and six who did not. Data from response-guided interviews, daily logs, structured classroom observations, and follow-up interviews have been analyzed, compared, and integrated. Analyses found significant differences between groups for instruction in the writing processes, self-regulation skills, use of social interaction, and writing in multiple genres across the curriculum. Further analysis found …