Education Commons^™

Dispositions And Dis/Ability In Teacher Education: Teacher Educator Perspectives, Katie Roquemore

Dissertations - ALL

This qualitative study explores the connection of dis/ability and dispositions in teacher education. Although dispositions have been part of contemporary teacher education discourse for over thirty years, their continued ambiguity is a source of debate and contestation (e.g., Diez, 2007; Katz & Rath, 1985; Osguthorpe, 2013; Warren, 2018). Existing literature examining dispositions and dis/ability focuses on the dispositions and attitudes teachers have and/or need to teach students with disabilities (e.g., Campbell et. al., 2003; Castello & Boyle, 2013; De Boer et. al., 2011; Killoran et. al., 2014; McCray & McHatton, 2011; Mueller & Hindin, 2011; Taylor & Ringlaben, 2012; Woodcock, …

Pre-Service Elementary Teachers Learning To Facilitate Students’ Engagement Of The Common Core State Standards’ Mathematical Practices: Balancing Attention To English Language Learners, To All Learners, And To One’S Own Mathematical Learning, James Stephen Ewing

Dissertations - ALL

Keywords: English language learners; Mathematical Practices; pre-service teachers; mathematics methods course.

In this dissertation I examine the experiences of eight pre-service elementary teachers (PSTs) in a mathematics methods course as they learned how to teach Mathematical Practice 1 (make sense of problems and persevere to solve them) and Mathematical Practice 3 (construct viable arguments and critique the arguments of others) from the Common Core State Standards to elementary students in general, and to English language learners in particular. While the principal question that motivated this study concerned PSTs’ preparation to teach mathematical practices to English language learners, it became apparent …