Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (51)
- Educational Assessment, Evaluation, and Research (15)
- Curriculum and Instruction (7)
- Educational Methods (7)
- Science and Mathematics Education (6)
-
- Social and Behavioral Sciences (6)
- Higher Education and Teaching (5)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (5)
- Bilingual, Multilingual, and Multicultural Education (4)
- Elementary Education and Teaching (4)
- Other Education (4)
- Secondary Education and Teaching (4)
- Educational Administration and Supervision (3)
- Instructional Media Design (3)
- Other Teacher Education and Professional Development (3)
- Social and Philosophical Foundations of Education (3)
- Adult and Continuing Education and Teaching (2)
- Communication (2)
- Educational Leadership (2)
- Higher Education (2)
- Special Education and Teaching (2)
- Adult and Continuing Education Administration (1)
- Applied Linguistics (1)
- Arts and Humanities (1)
- Disability and Equity in Education (1)
- Early Childhood Education (1)
- Educational Sociology (1)
- Educational Technology (1)
- Engineering (1)
- Institution
-
- Selected Works (15)
- Edith Cowan University (13)
- Boise State University (2)
- Claremont Colleges (2)
- Eastern Kentucky University (2)
-
- Lesley University (2)
- Marquette University (2)
- Sacred Heart University (2)
- Seattle Pacific University (2)
- The University of Southern Mississippi (2)
- University of Arkansas, Fayetteville (2)
- University of Nebraska - Lincoln (2)
- University of Nebraska at Omaha (2)
- University of Nevada, Las Vegas (2)
- Western Kentucky University (2)
- Australian Council for Educational Research (ACER) (1)
- Bucknell University (1)
- Dominican University of California (1)
- East Tennessee State University (1)
- Georgia Southern University (1)
- Lewis and Clark Graduate School of Education and Counseling (1)
- Lindenwood University (1)
- Montclair State University (1)
- Old Dominion University (1)
- San Jose State University (1)
- SelectedWorks (1)
- Southern Cross University (1)
- University at Albany, State University of New York (1)
- University of Connecticut (1)
- University of Denver (1)
- Publication
-
- Australian Journal of Teacher Education (13)
- Dr Paul Weldon (2)
- Educational Studies Dissertations (2)
- English Faculty Publications (2)
- Faculty Publications (2)
-
- Graduate Theses and Dissertations (2)
- Kentucky Journal of Excellence in College Teaching and Learning (2)
- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (2)
- SPU Works (2)
- Teacher Education Faculty Proceedings & Presentations (2)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (2)
- Associate Professor Pauline Taylor-Guy (1)
- Boise State University Theses and Dissertations (1)
- Collected Faculty and Staff Scholarship (1)
- College of Education Faculty Research and Publications (1)
- David Lynch (1)
- Democracy and Education (1)
- Department of Teaching and Learning Scholarship and Creative Works (1)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (1)
- Dissertations (1934 -) (1)
- Doctoral Dissertations (1)
- Douglas B. Larkin (1)
- Dr Elizabeth Kleinhenz (1)
- Dr Kate Reid (1)
- Dr Phillip McKenzie (retired) (1)
- ETSU Faculty Works (1)
- Education Faculty Publications (1)
- Education Publications (1)
- Electronic Theses and Dissertations (1)
- Faculty Journal Articles (1)
- Publication Type
- File Type
Articles 1 - 30 of 72
Full-Text Articles in Education
Reconceptualizing Cultural Competence: White Placeling De-/Reterritorialization Within Teacher Education, Melissa Winchell
Reconceptualizing Cultural Competence: White Placeling De-/Reterritorialization Within Teacher Education, Melissa Winchell
Graduate Doctoral Dissertations
This ethnography reconceptualizes the paradigm of cultural competence used within the literature on teacher education to describe the multicultural learning of White teacher candidates. Within the cultural competence framework, White learning is problematic, dichotomously defined, and fixed. The binary of competence/incompetence established by this paradigm has recently been questioned within the literature as deficit-based and in conflict with postmodern, critical theories of learning and teaching espoused by multicultural education espouses. This study of the researcher's multicultural education class at a private, religious, four-year undergraduate college on the East Coast of the United States used co-constructed pedagogical practices--including a co-constructed community …
Promoting Excellence Within Early Care And Education Providers: A Teacher Education Program Story--Research, Jaesook L. Gilbert, Helene Arbouet Harte
Promoting Excellence Within Early Care And Education Providers: A Teacher Education Program Story--Research, Jaesook L. Gilbert, Helene Arbouet Harte
Kentucky Journal of Excellence in College Teaching and Learning
This paper shares the process and experience of a university community partnership to improve the quality of care and education in the region by enhancing teachers’ early childhood knowledge. A hybrid course for both university students and childcare providers, The Academy for Early Childhood Excellence sought to provide intense and supportive professional development for early care and education providers as well as access and an introduction to the university setting. The hybrid format necessitated some level of competence with technology and more emphasis on writing as a mode of communication. Some of the Academy participants, especially the more experienced and …
Defining, Operationalizing, Developing, And Assessing Candidate Dispositions In Teacher Education, Alan John Zenkert Jr.
Defining, Operationalizing, Developing, And Assessing Candidate Dispositions In Teacher Education, Alan John Zenkert Jr.
Boise State University Theses and Dissertations
This inquiry seeks to identify the beliefs of college students prior to their entry into a teacher education program (pre-program students), teacher educators, practicing P-12 teachers, and practicing P-12 administrators (teacher education professionals) related to the construct “dispositions” in teacher education. Grounded in a social constructivist understanding of teaching and learning, this primarily phenomenological study utilizes the analysis of survey data to uncover and explore multiple perspectives on beliefs about dispositions in teacher education in an effort to identify implications for teacher education research and practice.
Findings suggest that pre-program students and teacher education professionals believe that dispositions are an …
Insights Into The Beliefs And Practices Of Preservice Elementary Mathematics Teacher Educators: A Naturalistic Inquiry, Linda Ann Arnold
Insights Into The Beliefs And Practices Of Preservice Elementary Mathematics Teacher Educators: A Naturalistic Inquiry, Linda Ann Arnold
Doctoral Dissertations
The purpose of this naturalistic inquiry was to explore and analyze aspects of the reported beliefs and practices of a group of preservice elementary mathematics teacher educators. Until now, researchers have had little understanding of beliefs and practices of teachers in elementary mathematics methods classrooms, despite the fact that teacher educators’ beliefs and practices have profound effects on what happens in thousands of classrooms every day. The qualitative research in this study offered insights with the potential to inform higher educational practice in regard to the preparation of elementary mathematics teachers and mathematics teacher educators. Participants were six professors and …
La Preparación De Los Maestros Para Afrontar La Diversidad En La Escuela. Estudio Comparativo Entre Castilla-La Mancha Y El Estado De Nebraska / Training Teachers To Deal With Diversity In School. Comparative Study Of Castilla-La Mancha And The State Of Nebraska, Olga Elwes Aguilar, Aránzazu Bernardo Jiménez, Maria Victoria Guadamillas Gómez, Theresa Catalano, Thomas Mcgowan
La Preparación De Los Maestros Para Afrontar La Diversidad En La Escuela. Estudio Comparativo Entre Castilla-La Mancha Y El Estado De Nebraska / Training Teachers To Deal With Diversity In School. Comparative Study Of Castilla-La Mancha And The State Of Nebraska, Olga Elwes Aguilar, Aránzazu Bernardo Jiménez, Maria Victoria Guadamillas Gómez, Theresa Catalano, Thomas Mcgowan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
El presente artículo, de naturaleza comparativa, pretende estudiar la preparación de los maestros para atender la diversidad lingüística y cultural en las aulas en dos contextos diferentes a simple vista, pero que presentan ciertos paralelismos (Nebraska-Lincoln, EEUU y Castilla-La Mancha, España). En primer lugar, analizaremos la literatura existente; posteriormente, propondremos una hipótesis de partida sobre dicha preparación lingüística y didáctica en el trabajo con niños inmigrantes sobre tres ejes fundamentales: la formación de los maestros a nivel universitario a través de encuestas, la práctica educativa a través de entrevistas y la revisión de los planes de estudio. Por último, y …
Wider Professional Experiences: The Value Of Pre-Service Teachers Learning In Wider Contexts, Peta Salter, Angela Hill, Fiona Navin, Cecily Knight
Wider Professional Experiences: The Value Of Pre-Service Teachers Learning In Wider Contexts, Peta Salter, Angela Hill, Fiona Navin, Cecily Knight
Australian Journal of Teacher Education
Within teacher education, professional standards across Australian jurisdictions consistently note the importance of developing the ability to “engage professionally” with a community (QCT, 2009; AITSL, 2012). Paralleling this however, are calls for more ‘classroom’ time (Australian Government, 2012). This paper explores opportunities to provide students with experiences outside the classroom; both the space made available in professional standards and how this space it taken up in teacher education programs. It will be argued that wider professional experiences are crucial in developing future teachers who are cognisant of and engaged with the complexities of the communities in which they teach.
A Case Study Of Applying Blended Learning In An Accelerated Post-Baccalaureate Teacher Education Program, Ying Wang Shen, Thomas H. Reynolds, Curtis J. Bonk, Thomas A. Brush
A Case Study Of Applying Blended Learning In An Accelerated Post-Baccalaureate Teacher Education Program, Ying Wang Shen, Thomas H. Reynolds, Curtis J. Bonk, Thomas A. Brush
Journal of Educational Technology Development and Exchange (JETDE)
Blended learning has potential to improve teacher education in terms of accessibility and quality. This paper reports findings from a case study with mixed methods data collection analysis to examine the application of blended learning in accelerated post-baccalaureate teacher education at the program level. One hundred and sixty-seven recent graduates from a chosen teacher education program participated in the study by completing an online survey. Eight of the survey participants and six faculty members were interviewed. Findings from this study support the viability and benefits of applying blended learning in teacher education at the program level. On the other hand, …
Textbook Aliteracy In Teacher Education: Information Everywhere, But How Much Do They Read?, Rosalind R. Gann, L. Kathryn Sharp, Scott Mcilquham
Textbook Aliteracy In Teacher Education: Information Everywhere, But How Much Do They Read?, Rosalind R. Gann, L. Kathryn Sharp, Scott Mcilquham
ETSU Faculty Works
This article explores the problem of textbook aliteracy, i.e. the failure to read assigned texts despite the ability to do so. Constructivism is its theoretical frame. Teacher education students at a medium-sized university in the Southern Appalachian Mountains were surveyed on their textbook reading practices. Ninety percent of the 116 students completing the survey reported studying instructors’ power points in preference to completing assigned readings, at least some of the time. All were readers, though a majority (68%) reported at least some difficulty reading assigned texts. Often, they appeared to be avoiding the challenges posed by demanding text. The authors …
Changing Landscapes And Paradigm Shifts: Integrating The Common Core With Educator Preparation--Commentary, Verna Lowe
Changing Landscapes And Paradigm Shifts: Integrating The Common Core With Educator Preparation--Commentary, Verna Lowe
Kentucky Journal of Excellence in College Teaching and Learning
Educator preparation and P-12 education are on a trajectory of changing landscapes and shifting paradigms to meet the needs of providing a world-class education to our children and youth who will be prepared to thrive in their personal and professional lives in this century. This shift moves from the “yesterday of schooling and educator preparation” involving a system of good intentions that worked for a percentage of learners to a holistic structure designed for all students and stakeholders.
Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek
Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek
LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University
The main purpose of this research evolved from the publication of S. W. Bauer Well-educated mind, a study of the significance of new methods of teaching history course. Bauer (2003) argues that the grammarian approach of simple recognition and memorization removes students from reading primary sources. This theory suggests a new methodology for the instructors and students through the three-stage process of grammar, dialectic, and rhetoric preparation with aid of primary sources or “great books list”. This paper supports Bauer’s thesis and provides evidence through extensive interviews that indeed this concept of pedagogy is present in Southern California schools.
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling, Mary Ellin Logue, V. Susan Bennett-Armistead, Soojoung Kim
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling, Mary Ellin Logue, V. Susan Bennett-Armistead, Soojoung Kim
Mary Ellin Logue
The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry …
Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong
Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong
Soo-Young Hong
Background Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children’s school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective The current study attempts to investigate contributions of multiple types of professional development to school readiness skills of low-income preschoolers. Specifically, we examined the significance of teachers’ education level, degree, teaching certificate, teaching experiences as well as specialized in-service training and coaching support as these teacher trainings are linked to preschoolers’ school readiness through proximal classroom practices. Method We used a multi-level …
Kyted President's Letter, Steve Crites
Kyted President's Letter, Steve Crites
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Read a letter from the president.
Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates
Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
A disconnect exists between pre-service teachers’ expectations concerning classroom management course content and the reality of teaching in an elementary school. The purpose of this study was to investigate the perceived needs of pre-service teachers in a classroom management course for elementary education majors at a Midwestern university.
With Green In Mind: Formative Influences On Ecological Mindedness, Shannon Burgert
With Green In Mind: Formative Influences On Ecological Mindedness, Shannon Burgert
Electronic Theses and Dissertations
This study investigates the formative experiences that nurture ecological habits of mind in youth. The study builds on the ecological habits of mind defined by Moroye and Ingman: caring, a sense of interconnectedness, and ecological integrity. A combination of methods was used in this study: in-depth phenomenologically based interviewing, and educational criticism and connoisseurship. Data collection included two interviews each with five teenagers, one interview each with the teens' mothers, photographing of artifacts, and a focus group with six additional teenagers. Observations and interpretations were filtered through ecological and aesthetic lenses.
Several key findings emerged. First, it is proposed that …
A Strategic Approach To Curriculum Design For Information Literacy In Teacher Education – Implementing An Information Literacy Conceptual Framework, Anna Klebansky, Sharon P. Fraser
A Strategic Approach To Curriculum Design For Information Literacy In Teacher Education – Implementing An Information Literacy Conceptual Framework, Anna Klebansky, Sharon P. Fraser
Australian Journal of Teacher Education
This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically, consistently and incrementally develops information literacy capabilities across entire teacher education course structures, thereby facilitating teacher education students to graduate as critical thinkers, problem solvers, informed decision makers and independent, self-directed lifelong learners. As education professionals, these graduates have the potential of developing these capabilities in the children they teach. The paper discusses the development …
Integrating Interactive Technology To Promote Learner Autonomy: Challenges And Rewards, Marie A. Hulme, Jaya Kannan, María Lizano-Dimare, Pilar Munday
Integrating Interactive Technology To Promote Learner Autonomy: Challenges And Rewards, Marie A. Hulme, Jaya Kannan, María Lizano-Dimare, Pilar Munday
English Faculty Publications
In an increasingly complex and interconnected world, students and faculty must understand and harness the power of technology to synthesize, analyze, and communicate ideas and information. A multi-modal, multidisciplinary approach of teaching and learning is critical. This presentation will examine how to best leverage the technological strengths of 21st century learners in an interdisciplinary networked community, utilizing on-line tools such as Twitter and e-portfolios. This will be anchored within a context of a larger discussion of current education theories, including cognitive, social constructivism, and connectivism. Four presenters will address recent research on the impact of technology tools on teaching and …
Stem Literacy For Ells Through Service Learning, Sandra Rodriguez-Arroyo, Barbara Brimmerman, Olga Zeisler
Stem Literacy For Ells Through Service Learning, Sandra Rodriguez-Arroyo, Barbara Brimmerman, Olga Zeisler
Teacher Education Faculty Proceedings & Presentations
This presentation features: Rationale, Model of Academic Language Proficiency/ Jim Cummins’s Quadrant, STEM Literacy for ELLs, ELLS-OPS, Tall grasses and Wildflowers of Nebraska: A Service Learning Experience, UNO Students, Objectives, First Year: 2011-2012, Second Year: 2012-2013, Community Partner: Allwine Prairie, Support from Service Learning Academy, Research Presentations, Literacy Strategies, Service Learning Project Outcomes, Visit to the Prairie, and Future Research.
Mathematics Content Knowledge, Anxiety, And Efficacy Among Traditional And Alternative Certification Elementary School Teachers, Brian R. Evans
Mathematics Content Knowledge, Anxiety, And Efficacy Among Traditional And Alternative Certification Elementary School Teachers, Brian R. Evans
NERA Conference Proceedings 2013
The purpose of this study was to understand mathematical content knowledge, anxiety, and efficacy for mathematics elementary school traditional and alternative certification preservice and in-service teachers. The teachers in this study were given mathematics content examinations and mathematics anxiety and efficacy questionnaires in reform-based mathematics methods. Additionally, teachers were required to keep reflective teaching and learning journals throughout the semester. It was found that there were increases in content knowledge and efficacy, but not anxiety levels, over the course of the semester. There were no differences between traditional and alternative certification teachers in content knowledge, anxiety, and efficacy.
Bringing Teach For America Into The Forefront Of Teacher Education: Philanthropy Meets Spin, Kathleen P. Demarrais, Julianne Wenner, Jamie B. Lewis
Bringing Teach For America Into The Forefront Of Teacher Education: Philanthropy Meets Spin, Kathleen P. Demarrais, Julianne Wenner, Jamie B. Lewis
Julianne Wenner
This study examines the practices utilized by TFA from its inception in 1990 to create its brand and how these practices have transformed TFA into a cultural icon within the national landscape of teacher education. Well-funded through both philanthropic foundations, corporate sponsorships, and federal monies, TFA’s use of its organizational and political networks, as well as the media, has enabled it to position itself discursively as a leader in the preparation of teachers in the U.S, resulting not only in transforming state and national discussions about teacher preparation, but in establishing a network of elites with a particular ideology of …
A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell
A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell
Democracy and Education
As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives.
Integrating Instructional Technology Into A Teacher Education Program: A Three-Tiered Approach, Elizabeth Truesdell, Rebecca Birch
Integrating Instructional Technology Into A Teacher Education Program: A Three-Tiered Approach, Elizabeth Truesdell, Rebecca Birch
Collected Faculty and Staff Scholarship
This project description examines how a teacher education program integrated new instructional technology through the creation of a Technology Facilitator position in the department. The project proceeded through a three-tiered system of learning literacy to establish a knowledge base amongst faculty members, augmenting required courses to model the use of instructional technology, and finally the transformation of the credential program where the activity of learning can only be accomplished through leveraging technology. As a professional program housed in a liberal arts institution, this project combines aspects of the essential learning outcomes of the 21st century with the professional skills required …
Envisioning Education Reform In Khyber Pakhtun Khwa, Zulfiqar Ali Shah Zulfi
Envisioning Education Reform In Khyber Pakhtun Khwa, Zulfiqar Ali Shah Zulfi
Zulfiqar Ali Shah Zulfi
No abstract provided.
Examining The Mathematical Knowledge For Teaching Involved In Pre-Service Teachers’ Reflections, Leigh A. Van Den Kieboom
Examining The Mathematical Knowledge For Teaching Involved In Pre-Service Teachers’ Reflections, Leigh A. Van Den Kieboom
College of Education Faculty Research and Publications
This study examines the mathematical knowledge for teaching involved in 24 pre-service teachers' reflections on teaching the meaning of fractions to a small group of students in an elementary mathematics field experience. Excerpts from journals are used to describe the aspects of mathematical knowledge for teaching pre-service teachers include and emphasize in the content of their reflections. The article illuminates how mathematical knowledge for teaching assists pre-service teachers in analytically reflecting on multiple aspects of teaching and learning, thus making reflection more productive. Implications for teacher education are discussed.
Textbooks, Teachers, And Middle School Mathematics Student Achievement, Susan R. Monaghan
Textbooks, Teachers, And Middle School Mathematics Student Achievement, Susan R. Monaghan
Dissertations (1934 -)
The purpose of this study was to extend the research on textbook effectiveness to a situated investigation of a single large urban school district in which middle schools were given a choice in selecting from three textbooks for mathematics instruction: a reform textbook, a commercially produced textbook developed in response to mathematics standards, and a traditional textbook. Its genesis is rooted in the efforts in the mathematics education community to investigate the interaction of teachers and mathematics curriculum materials, but in light of the shift to an accountability policy climate in public education. In particular, this study sought to determine …
Beyond U-Tube: An Innovative Use Of Online Digital Video Analysis In Teacher Education, Jeniffer Lane, Tony Fetherston
Beyond U-Tube: An Innovative Use Of Online Digital Video Analysis In Teacher Education, Jeniffer Lane, Tony Fetherston
Tony Fetherston
This paper reports how digital technologies can be successfully incorporated into traditional teaching programmes to support the learning of a new generation of learners. The paper describes two e-learning tools, in part one it describes the introduction of LessonLab an innovative e-learning venture with preservice teachers. This web-based platform called LessonLab used with six cohorts of preservice teachers approximately 600 students, of whom 25% participated in this evaluation. A special feature of this platform is its ability to house streaming video and a range of digital video analysis functions. Research was conducted to determine the effectiveness of this use of …
Towards Internationalising The Curriculum: A Case Study Of Chinese Language Teacher Education Programs In China And Australia, Danping Wang, Robyn Moloney, Zhen Li
Towards Internationalising The Curriculum: A Case Study Of Chinese Language Teacher Education Programs In China And Australia, Danping Wang, Robyn Moloney, Zhen Li
Australian Journal of Teacher Education
This paper presents a comparative curricular inquiry of teacher education programs of Chinese as a foreign language in China and Australia. While there is an increasing demand for qualified Chinese language teachers both within China and Western countries, pre-service teacher training is regarded as one of the major factors in impeding success in effective student learning. Using an interpretative approach, this paper captures voices from teacher educators and pre-service teachers through in-depth interviews to supplement curriculum document reviews. The results identify curriculum differences in educational aims and objectives, learning content, methods of delivery and assessment. The study suggests aspects of …
Computer Access, Teacher Skills And Motivation To Take Online Professional Development In The Riyadh School District, Haya Mohammad Albrkhil
Computer Access, Teacher Skills And Motivation To Take Online Professional Development In The Riyadh School District, Haya Mohammad Albrkhil
Graduate Theses and Dissertations
Eight hundred Saudi Arabia educators from the Riyadh District participated in this study to determine teachers' access to computers, computer skill level and motivation to enroll in online courses pertaining to professional development. Participants, who were chosen according to a stratified sampling technique, completed a survey which provided the data for the study.
The correlation between the motivation to take online courses and the computer skill perception of participants was weak but statistically significant indicating that as the rate of computer skills perception increases, the rate of motivation to take online classes increases as well. Other factors pertaining to increased …
Defining Characteristics Of An Integrated Stem Curriculum In K-12 Education, Vinson Robert Carter
Defining Characteristics Of An Integrated Stem Curriculum In K-12 Education, Vinson Robert Carter
Graduate Theses and Dissertations
The purpose of the study was to obtain consensus concerning the defining characteristics of integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum. This study utilized a three round modified Delphi study to solicit recommendations from experts of STEM education in order to: 1) create a set of categorical and defining curricular components needed to develop and implement appropriate integrated STEM curriculum; 2) identify the characteristics that set integrated STEM education curriculum apart from single-discipline curricula; 3) discuss the components necessary to gauge whether an initiative, project, or curriculum should be referred to as integrated STEM education; and 4) examine whether …
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 …