Education Commons^™

A Multiple Case Study Of Whiteness And Critical Literacy Practices Among White Elementary Teachers In Urban Public Schools, Amanda Rose Vandehei

UNLV Theses, Dissertations, Professional Papers, and Capstones

The purpose of this study is to investigate whether white elementary teachers' perception of Whiteness influences critical literacy practices in elementary classrooms in an urban school district in the Southwest United States. This study consists of six white elementary school teachers.

Using Hardiman's model of White Identity Development, (WID) this study specifically explores the phenomenon of Whiteness and how teachers view themselves as having white privilege and advantage in American society. Hardiman's WID model includes five stages of white racial identity development in which a white person begins with no awareness of him or herself as a racial being and …

Moving Forward On Common Ground: A Mixed Methods Exploration Of National Standards, Sharon Kay Cogan

UNLV Theses, Dissertations, Professional Papers, and Capstones

There is extant literature regarding teacher professional development; however, there is limited research in the area of "high-quality" teacher professional development practices which are advocated for at the government and district levels based on Learning Forward's (formerly National Staff Development Council - NSDC) guidelines for school reform.

The intent of this proposed research study is to examine the professional development practices of three elementary schools in a large urban area in the southwest region of the United States, and how well the professional development practices align with Learning Forward's national standards for constructing effective professional development. Administrators and teachers anonymously …

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 …