Open Access. Powered by Scholars. Published by Universities.®
Adult and Continuing Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- 2012 (1)
- African American (1)
- Alan Shawn Feinstein Graduate School (1)
- Black women (1)
- Career Women of African Descent (1)
-
- Doctoral Studies (1)
- Graduate Studies (1)
- Johnson & Wales University (1)
- May 2-4 (1)
- Michelle K. Casey (1)
- NH (1)
- New England Educational Research Association (1)
- Non-traditional student (1)
- Perceived Efficacy of Beginning Teachers to Differentiate Instruction (1)
- Portsmouth (1)
- Post graduate studies (1)
- Providence (1)
- RI (1)
- Robert K. Gable (1)
- Women (1)
- Women Studies (1)
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Adult and Continuing Education and Teaching
Women Of African Descent: Persistence In Completing A Doctorate, Vannetta L. Bailey-Iddrisu
Women Of African Descent: Persistence In Completing A Doctorate, Vannetta L. Bailey-Iddrisu
Vannetta L. Bailey-Iddrisu
This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Teacher Education
A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …