Education Commons^™

Learning Disrupted: The Effects Of The Covid-19 Pandemic On The Student Teacher/Supervising Practitioner Relationship, Bethany Tremblay-Price

Educational Studies Dissertations

In March 2020, the COVID-19 pandemic disrupted the lives of educators across Massachusetts when schools closed their doors to in-person learning for the school year. Online teaching and learning became the norm as teachers quickly adapted their lessons for virtual classrooms. Student teachers were among these educators, finding themselves quarantined for the final months of their teacher education programs. Literature suggests that the student teaching semester and the relationships formed within it are integral to teacher education. How would these relationships fare through this interruption to the field experience? This qualitative case study examined the relationships between student teachers and …

A Professional Learning Opportunity Promoting Research-Based Reading Instruction In Content Areas, Katrina Ramirez Gonzalez

Educational Studies Dissertations

This study documented an interdisciplinary team of grade 8 teachers’ utilization and implementation of research-based reading strategies introduced through collaboration during a Professional Learning Community (PLC). This study also investigated the teachers’ perspectives on the implementation of research-based strategies, including the factors and conditions promoting or inhibiting implementation. This was accomplished through the use of PLCs as both a platform for professional learning, in accordance with Adult Learning Theory, as well as a research tool.

Study results show an increase in the value content area educators placed on reading, the number of research-based strategies utilized in their content area classes …

The Black College Student Experience At Four-Year Predominantly White Institutions And Community Colleges: Non-Academic Factors For Consideration In Creating Sense Of Belonging, Alison Handy

Educational Studies Dissertations

While Black students have gained increased access to college, the data reflect that there are fewer Black students completing or earning bachelor’s degrees. Existing research reflects findings on various factors, both academic and non-academic, that influence student retention and success in higher education. Historically, theories on student retention and success have emphasized the importance of a student’s academic ability and commitment to obtaining a degree. Scholars such as Vincent Tinto have developed theories on student departure and attrition that emphasize the impact of non-academic factors on academic and social integration and the student experience regarding student sense of belonging at …

Environmental Education For Sustainability, Lucille Gertz

Educational Studies Dissertations

The climate is in crisis. Many conservation organizations identify in their mission statements the priority of motivating constituents to engage with conservation action. This priority is typically implemented by educators who design and deliver educational activities and materials. This study, designed to develop a professional pathway for environmental educators to develop programs designed to motivate adult audiences toward engagement with conservation action, addressed the question: How can environmental educators more effectively promote conservation behavior change in adult learning audiences? Three guiding research questions were: 1) To what extent are environmental educators familiar with and utilizing theoretical frameworks and research-based tools …

Chief Diversity Officers And The Process Of Culture Change Within Higher Education Professional Staff Units: A Qualitative Study On Cdo-Led Learning & Development Efforts, Amarildo "Lilu" Barbosa

Educational Studies Dissertations

Professional standards of practice for Chief Diversity Officers (CDOs) urge them to enhance institutional functions while leveraging education to build institutional capacity, but CDOs experience varying outcomes in their work. The current literature is limited with respect to how CDOs facilitate diversity learning and development experiences for professional staff in higher education. Adult learning theory argues for the implementation of intentional practices intended to drive developmental learning for adults: contextualizing the educational experience for learners, designing and delivering learning experiences that center the learner, and using assessment to provide relevant learning experiences that meet learner needs. However, it is not …