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Full-Text Articles in Education
Investigating The Collaboration Of Teachers Of Students With Disabilities And Teaching Assistants In The Classroom, Sa-Qwona S. Clark
Investigating The Collaboration Of Teachers Of Students With Disabilities And Teaching Assistants In The Classroom, Sa-Qwona S. Clark
Theses, Dissertations and Culminating Projects
This qualitative dissertation study examined the complex dynamics and structures (i.e., people and/or explicit/implicit classroom-, school-, and district-wide behaviors and practices and school-wide structures) that influence collaboration between teachers of students with disabilities (TOSD) and teaching assistants (TAs). Specifically, I wanted to learn: (1) What are the complex dynamics (i.e., people and/or explicit/implicit classroom-, school-, and district-wide behaviors and practices and school-wide structures) that interact to influence collaboration between teachers and teaching assistants? (1a) What role does each participant stakeholder (i.e., teacher, teaching assistant, and principal) play in those complex dynamics? (1b) How do participants develop their understandings about the …
“How Am I A Maker Making A Makerspace?” : A Focus On Teachers In Practice Self-Authoring As Makers In Constrained K-8 Spaces, Bridget Looney
“How Am I A Maker Making A Makerspace?” : A Focus On Teachers In Practice Self-Authoring As Makers In Constrained K-8 Spaces, Bridget Looney
Theses, Dissertations and Culminating Projects
Although there has been an abundance of empirical inquiry into making in recent years, interestingly, and despite growing interest in the integration of making into N-12 education, little seems to be known empirically about the ways in which teachers are implementing making and creating makerspaces in their own classrooms. Very little direct attention has been paid to ‘pioneer’ N-12 teachers who are engaging students in making. This gap in the research obscures our understanding of how teachers think about making, how they practice as teachers and makers, and how their school context might influence their teaching and making practices. This …
Reconsidering Professional Development Nnd Its Impact On Teacher Learning : An Examination Of Teacher Motivation In A Self-Directed Model Of Teacher Professional Development, Douglas M. Walker
Theses, Dissertations and Culminating Projects
The purpose of this study is to understand teacher perceptions of a self-directed professional learning model named Go Time. I examined the factors that influenced teacher learning and motivation to sustain learning in this model. This study contributes to the research on teacher professional development by examining a model that is self-directed and rooted in reflective practice. The study utilized a basic qualitative design in which 10 participants from a single school district participated in two rounds of semi-structured interviews. The purpose of the data collection was to understand teacher’s prior perceptions of professional development and their more current perceptions …