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Articles 1 - 13 of 13
Full-Text Articles in Education
Uplifting The Cultural And Ethical Desires Of A Student Of Color: An Intercultural Phenomenological Exploration Of Marginalized Desires In Teacher Education, Younkyung Hong
Taboo: The Journal of Culture and Education
In this study, I engage in the intercultural phenomenological analysis of discovering and naming marginalized and undervalued desires in a teacher education space. Based on Deleuze and Guattari’s (1987) conceptualization of desire, I challenge the understanding of desire as an absence or lack. I chose to focus on an Asian American female student’s story that has the power and potential to provoke awareness and prompt further examination and discussion about the complex realities of preservice teachers’ learning practices. This study highlights the value of adjusting the understanding of “what is manifested” in a phenomenological study to “what is not manifested?” …
The Closing Of One Black Box, The Opening Of Another: A Self-Study Of How An Instructional Coach Makes Decisions, Andromeda L. Hightower
The Closing Of One Black Box, The Opening Of Another: A Self-Study Of How An Instructional Coach Makes Decisions, Andromeda L. Hightower
UNLV Theses, Dissertations, Professional Papers, and Capstones
Despite the efforts of traditional and alternative teacher education programs (i.e. pre-service teacher education) in the United States, teachers frequently report feeling unprepared by the time they begin teaching full time in the classroom. Teachers with low levels of self-efficacy are correlated with lower job satisfaction, higher levels of stress and anxiety, and lower student achievement gains in the classroom. To assist with ameliorating these gaps, schools, districts, and private distributors provide training opportunities for teachers once they have begun the job (i.e. in-service teacher training) in the form of teacher professional development. Mainstream professional development approaches are traditionally simplistic …
What Counts As Rigor When Rigor Counts?: Increasing Intentionality In Teacher Education, Derek Riddle, Chyllis E. Scott, Leann G. Putney
What Counts As Rigor When Rigor Counts?: Increasing Intentionality In Teacher Education, Derek Riddle, Chyllis E. Scott, Leann G. Putney
Taboo: The Journal of Culture and Education
Debates regarding the effectiveness of teacher preparation programs continue to persist. The level of rigor in teacher preparation programs and the ability of teacher educators to prepare candidates for the challenges persist in the educational climate. In higher education, rigor has been well-defined, but the understanding is limited, specifically rigor in preparing new teachers. This study undertook a telling case approach to explore student and faculty perceptions of rigor in a teacher preparation course. This research “leans in” to the criticism of rigor by exploring how teacher preparation programs can match the rigor and demands of the profession and to …
Centering Preservice Teachers Of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis, Tara Joann Plachowski
Centering Preservice Teachers Of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis, Tara Joann Plachowski
UNLV Theses, Dissertations, Professional Papers, and Capstones
The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit, explicit, and systemic ways. As teachers are the one of the key arbiters of school culture, teacher education presents itself as a vital locus in need of critical inquiry and radical change. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society (Sleeter, 2011). This study of teacher education examines the teacher demographic diversity gap within a College of …
Self-Efficacy And Quality Of Classroom Interactions Of Efl Teachers In Niger, Bong Gee Jang, Hyonsuk Cho, Peter Wiens
Self-Efficacy And Quality Of Classroom Interactions Of Efl Teachers In Niger, Bong Gee Jang, Hyonsuk Cho, Peter Wiens
Teaching and Learning Faculty Research
This study explores the relationships between self-efficacy and observed quality of classroom interactions of EFL teachers in Niger and how they compare to their American counterparts. We collected and analyzed self-efficacy data from 609 EFL teachers using the Teachers’ Sense of Self-efficacy Scale (TSES). In addition, classroom interaction data were collected from 53 Nigerien EFL teachers using the Classroom Assessment Scoring System (CLASS). All the self-efficacy subscales were significantly correlated with the CLASS Instructional Support domain. When we compared the self-efficacy and classroom interactions scores of Nigerien teachers with those of American teachers, a significant difference was only identified in …
A Descriptive Exploration Of A Self-Directed Professional Development Approach, Derek R. Riddle
A Descriptive Exploration Of A Self-Directed Professional Development Approach, Derek R. Riddle
UNLV Theses, Dissertations, Professional Papers, and Capstones
Teachers, who are deemed the greatest in-school factor of student success, are often invited or mandated to engage in some form of professional development (PD) to continue in improving their practice. However, an empirical understanding of how teachers learn from PD offerings remains elusive and incomplete. Often teachers report not learning from the models where they have little autonomy. While there is small body of research on teacher-driven models, there is a lack of sufficient evidence on whether these models enhance teacher learning and ultimately their practice. Therefore, this study employed grounded theory methods coupled with a descriptive research approach …
A Study Of Strengthening Secondary Mathematics Teachers’ Knowledge Of Statistics And Probability Via Professional Development, Lina Devaul
UNLV Theses, Dissertations, Professional Papers, and Capstones
A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers’ content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics and probability. Participants generated a teaching resource website at the conclusion of the PSPD program. Participants’ content knowledge change and self-efficacy change were measured. After PSPD, three participants were selected to represent three types of change. Teachers’ classroom instructions were video-taped and analyzed to explore the enactment of PSPD components, such as activities and concepts. Interviews were conducted to assess factors that facilitated teachers’ change and the enactment of PSPD components. Preservice teachers who majored in …
Instructional Math Technology In Secondary Special Education: Teacher-Reported Practices And Perceptions, Joice M. Higa
Instructional Math Technology In Secondary Special Education: Teacher-Reported Practices And Perceptions, Joice M. Higa
UNLV Theses, Dissertations, Professional Papers, and Capstones
Students with disabilities often have difficulty meeting established math proficiency levels. Without these skills, students may face increased challenges in transitioning to adulthood, including fewer post-secondary educational opportunities, limited career options, and decreased long-term income. Addressing low math skills is important to improving options for students with disabilities. Research indicates that technology-based interventions have the potential to improve academic outcomes.
The purpose of this study was to examine the math instructional technology used in secondary math classrooms with students with disabilities. The study also examined teacherperceived barriers and desired supports related to the integration of technology. A three-round Delphi method …
Examining The Affordances Of Dual Cognitive Processing To Explain The Development Of High School Students’ Nature Of Science Views, Luke Jackson
UNLV Theses, Dissertations, Professional Papers, and Capstones
This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high school students’ nature of science (NOS) views. Type 1 thinking is intuitive, experiential, and heuristic. Type 2 thinking is rational, analytical, and explicit. Three research questions were asked: (1) Do the experiential process (Type 1) and the logical process (Type 2) influence the development of students’ NOS views? (2) If there is an influence on students’ NOS views, then what is the nature of relationship between the experiential process (Type 1) and the development of NOS …
Digital Behavior Intervention Plans: Effects On General Education Teacher Fidelity Of Implementation, Christopher G. Holcomb
Digital Behavior Intervention Plans: Effects On General Education Teacher Fidelity Of Implementation, Christopher G. Holcomb
UNLV Theses, Dissertations, Professional Papers, and Capstones
Students with disabilities often have behavior that interferes with classroom learning. Serious problem behaviors are identified as the most significant factor interfering with learning in the classroom. Unfortunately, chronic behaviors often lead to a student dropping out of school. Current research typically focuses on areas of intervention for these students with little attention towards teacher fidelity of implementation of these interventions. Because of this, student's behavior intervention plans may not show effectiveness (e.g., progress monitoring, data driven decisions). It is important that researchers begin to explore systematic improvements in fidelity of implementation of behavior intervention plan components for general education …
A Multiple Case Study Of Gay Teacher Identity Development: Negotiating And Enacting Identity To Interrupt Heteronormativity, Zaid Mashhour Haddad
A Multiple Case Study Of Gay Teacher Identity Development: Negotiating And Enacting Identity To Interrupt Heteronormativity, Zaid Mashhour Haddad
UNLV Theses, Dissertations, Professional Papers, and Capstones
The purpose of this multiple case study is to examine how the negotiation and enactment of gay teacher identity interrupts heteronormativity in school contexts. This study utilizes a conceptual framework that incorporates an understanding of teacher identity negotiation in terms of gay identity development (Cass, 1979) and the Multicultural Enactment-Transactional Model (Cross, 2012). This framework also examines a teacher's perceptions about the school context in terms of identity-based motivation (Oyserman & Destin, 2010) and a relational justice perspective (Poole, 2008).
This study theorizes that the heteronormative nature of schooling is a limiting factor for gay teachers abilities' to work and …
An Analysis Of Co-Teaching Instruction Provided In Teacher Education And Inservice Training For Special Education And General Education Teachers, Catherine S. Howerter
An Analysis Of Co-Teaching Instruction Provided In Teacher Education And Inservice Training For Special Education And General Education Teachers, Catherine S. Howerter
UNLV Theses, Dissertations, Professional Papers, and Capstones
The No Child Left Behind Act (NCLB) (2001) and the Individuals with Disabilities Education Improvement Act (IDEA)(2004) call for students with disabilities to be given access to the general education environment. Currently, at least half of all students with disabilities receive more than 80% of instruction in the general education classroom (U.S. Department of Education, 2008). Although there are no direct mandates to use co-teaching, it has become the preferred model of instructional delivery within the general education classroom (Pugach & Blanton, 2011).
General and special education teachers need to be provided instruction on the fundamentals of co-teaching in their …
Processes Of Disposition Development In K--5 Teachers, Deborah A. Obara
Processes Of Disposition Development In K--5 Teachers, Deborah A. Obara
UNLV Theses, Dissertations, Professional Papers, and Capstones
Educators concur that teacher competency requires more than teaching knowledge and skills; competency requires appropriate professional dispositions. The development of professional dispositions is an expected outcome of teacher education programs. Since 2002, program accreditation has been contingent on documentation that prospective teachers have met national standards for dispositions. The body of educational research on disposition assessment has been growing. Research on disposition learning and development, however, has been impeded by the prevailing conceptualization of dispositions as fixed traits resistant to change. The present study conceptualized dispositions as malleable constructs within a theoretical framework that synthesized a cognitive model of thinking …