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Articles 1 - 13 of 13
Full-Text Articles in Education
Developing New Teachers' Pedagogical Content And Relationship Knowledge (Pcrk) During A One-Year Urban Residency Teacher Preparation Program, Daryl Essensa
Doctoral Dissertations
This study examined how participation in a full public school year-long urban teacher residency program influencedthe perceptions of 17 new middle and high school teacher candidates about the use of affective qualities of learning within their classroom practices as teachers—Pedagogical Content and Relationship Knowledge (PCRK).The preservice teachers in this study explored the relationship between pedagogy and student learning of subject matter through a variety of course-related assignments, which included classroom-based application of the pedagogical strategies learned in coursework, readings, and reflections. Individual interviews were used to evaluate how the course and the assignments influenced the instructional practices of the preservice …
Shifting To Critical Empathy: Exploring The Ideological Becoming Of Secondary Teachers During Critical, Dialogic Professional Development, Maria Mcsorley
Shifting To Critical Empathy: Exploring The Ideological Becoming Of Secondary Teachers During Critical, Dialogic Professional Development, Maria Mcsorley
Doctoral Dissertations
The limited research concerning empathy within secondary education continues to focus on student empathy, rather than shifting the gaze to teacher empathy. Moreover, while teacher empathy is generally conceptualized as an innately positive quality, skill, or disposition, the research (while limited) suggests that empathy without deep understanding of social and structural inequity has demonstrated risk. Teachers who, for example, develop and express empathy across lines of difference without knowledge of systemic inequality (particularly about how inequity shows up in schools) have the potential to oversimplify or overidentify with an “other’s” experience (Boler, 1999). This can lead to the false confirmation …
“I Missed A Lot Of Childhood Memories”: Trauma And Its Impact On Learning For Formerly Incarcerated Adolescents In The Age Of Zero Tolerance Policies, Alberto Guerrero
“I Missed A Lot Of Childhood Memories”: Trauma And Its Impact On Learning For Formerly Incarcerated Adolescents In The Age Of Zero Tolerance Policies, Alberto Guerrero
Doctoral Dissertations
The literature makes abundantly clear that trauma has a detrimental impact on students’ academic and behavioral efforts. It also challenges the notion of zero tolerance disciplinary practices being effective in redirecting student behaviors, making schools safer, and creating an environment that is conducive to learning. Yet, our current school climate consists of educators who have not been exposed to trauma-informed learning, while also incorporating disciplinary practices that are both draconian in nature and push students out of their learning spaces. This unfortunate reality is felt even more harshly by students who return to schools following an incarceration. This phenomenological study …
“In Our Very Flesh, (R)Evolution”: An Exploration Of Secondary Education Teachers, Otherness, And Embodiment, Ryan Ambuter
“In Our Very Flesh, (R)Evolution”: An Exploration Of Secondary Education Teachers, Otherness, And Embodiment, Ryan Ambuter
Doctoral Dissertations
In education, the proliferation of a mind/body dualism leaves the pedagogy of the body undertheorized, and its impact on education disregarded. While there is not an absence of research on the body within the field of education, what exists is limited in scope. Little has been written about the connections between teachers’ bodies, pedagogy, and politics at the level of secondary education. This research specifically focuses on teachers who are visibly other, critically conscious of their bodies, and find power in their difference. The purpose of this study is to make meaning of the stories, experiences, and potential of teachers …
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
Doctoral Dissertations
Based on a 3-year ethnography, this dissertation documents the story of Presente, an explicitly critical youth-led restorative justice group attempting to dismantle the school-prison nexus and create a more youth-centered culture at their high-reform high school. This dissertation addresses the questions: How does serving as a restorative justice peer leader impact students? What challenges and opportunities arise as the school tries to transition to more restorative practices? And how do the values central to restorative justice come up against, challenge, and get challenged by neoliberal education reform?
Learning Linguistics, Teaching For Change: Preparing Secondary Educators To More Equitably Teach Disciplinary Literacies, Kathryn Accurso
Learning Linguistics, Teaching For Change: Preparing Secondary Educators To More Equitably Teach Disciplinary Literacies, Kathryn Accurso
Doctoral Dissertations
This dissertation explores ways to better prepare secondary teachers in the United States for more equitably teaching disciplinary literacies to English language learners (ELLs), a current goal of many teacher educators, literacy researchers, and applied linguists that is echoed in federal and state-level education policy. Specifically, it investigates the affordances and constraints of using a critical social semiotic approach to secondary teacher education for this purpose. The dissertation is structured as a set of three research papers, each of which addresses a different aspect of this topic. The first paper draws on existing literature to explore how a critical social …
Teacher Education And Professional Development On Classroom Assessment In Bangladesh: Exploring Policy And Practice Through A Vertical Case Study, Sumera Ahsan
Doctoral Dissertations
Formative Classroom Assessment (FCA) can be the single most powerful activity to promote students’ learning (Hattie, 2009). In Bangladesh FCA is not in practice (Ahsan, 2009). Policies and teacher preparation on FCA are the two factors that influence the practice of formative assessment in classrooms (Stiggins, 1999; Plake, 1993). In my research I aimed to learn how different actors, discourses, and materials come together to produce policies on FCA in policy network and translate the policies in a Teachers’ Training College (TTC), and in classrooms in an urban school. I used ‘critical socio-cultural approach to policy as practice’ (Levinson, Sutton …
Shared Focus/Collective Responsibility: The Lived Experience Of Educators As Members Of A Data Team In A Connecticut Public High School, Abbie-Jean M. Lareau
Shared Focus/Collective Responsibility: The Lived Experience Of Educators As Members Of A Data Team In A Connecticut Public High School, Abbie-Jean M. Lareau
Doctoral Dissertations
ABSTRACT SHARED FOCUS/COLLECTIVE RESPONSIBILITY: THE LIVED EXPERIENCE OF EDUCATORS AS MEMBERS OF A DATA TEAM IN A CONNECTICUT PUBLIC HIGH SCHOOL This study explores the experiences of five high school English Teachers in a Connecticut public school acting as an Instructional Data Team as prescribed by the Connecticut Accountability for Learning (CALI) model. Data Teams are teams of educators that participate in collaborative, structured, scheduled meetings, which focus on the effectiveness of teaching as determined by student achievement. Data Teams adhere to continuous improvement cycles, analyze trends, and determine strategies to facilitate analysis that results in action. Data Teams can …
Expanding Democracy In Classrooms: History Teacher Candidates' Perceptions Of Student Feedback As A Democratic Teaching Practice, Irene S. Laroche
Expanding Democracy In Classrooms: History Teacher Candidates' Perceptions Of Student Feedback As A Democratic Teaching Practice, Irene S. Laroche
Doctoral Dissertations
This study examines the perceptions of middle and high school history teacher candidates about the use of student feedback as a democratic teaching practice. It explores preservice teachers' responses when asking students to comment about the use of interactive, student-centered teaching. In a collaborative action research approach, qualitative research methodologies were used to document experiences of candidates as they designed and implemented student surveys in classes and responded to what students said. Participants included 14 history teacher license candidates at a public university in the Northeast United States who were completing their pre-practicum and student teaching field experiences in history …
Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer
Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer
Doctoral Dissertations
The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational …
Using Systemic Functional Linguistics To Inform A Language Pedagogy In A Middle School English Classroom A Case Study, Holly I. Graham
Using Systemic Functional Linguistics To Inform A Language Pedagogy In A Middle School English Classroom A Case Study, Holly I. Graham
Doctoral Dissertations
This qualitative case study analyzes how a middle school teacher used the tools of systemic functional linguistics (SFL) and genre based pedagogy (GBP) to support linguistically and culturally diverse students in analyzing informational texts critically in the context of curricular and school reforms in the United States. Using a combination of ethnographic case study methods (Dyson, 1993; Davies, 1999; Merriam, 2005; Dyson & Genishi, 2005) and critical discourse analysis (Eggins, 1999; Fairclough, 1995) the teacher collected an extensive corpus of diverse data over a school year. Focused data collection consistent with case study methods included instructional materials, paper and electronic …
Sfl In L2 Writing Teacher Education: A Case Study Of An Efl Pre-Service Teacher In Conceptualizing Grammar, Wawan Gunawan
Sfl In L2 Writing Teacher Education: A Case Study Of An Efl Pre-Service Teacher In Conceptualizing Grammar, Wawan Gunawan
Doctoral Dissertations
Abstract SFL in L2 Writing Teacher Education: A Case STUDY of an EFL PRE-SERVICE Teacher IN CONCEPTUALIZING GRAMMAR English education globally has been challenged by an increasing need for academic English practices to support access to content area knowledge and scholarly exchanges. However, EFL (English as a Foreign Language) teachers often lack the linguistic and pedagogical knowledge of how academic texts work to construct meanings in specific disciplines and how to design effective academic literacy instruction accessible to all students. This study, therefore, is aimed at responding to the intensifying demand for academic literacy instruction in international contexts by investigating …
Speaking Back To Structure: Critical Multimodal Media Literacy & The Politics Of School Reform, Kate Way
Speaking Back To Structure: Critical Multimodal Media Literacy & The Politics Of School Reform, Kate Way
Doctoral Dissertations
This study explores the development of critical multimodal and media literacy skills in high school aged students against the backdrop of current state and national education policy. Following the progress of students in a semester-long writing course that focuses on critical multimodal and media literacy, the study examines how critical literacy skills develop within different modes and mediums – particularly those enabled by new media and digital technologies – and considers the implications of critical multimodal and media literacy skills for student engagement, agency, and achievement. The study further analyzes the impact at the institutional level of educational reforms incentivized …