Dissertations / Theses on the topic 'Gay teachers'
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Giovanini, Heather Anderson Karen Ann. "An analysis of gay/lesbian instructor identity in the classroom." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6106.
Full textBorg, Jonathan. "The narrative of gay male teachers in contemporary Catholic Malta." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/14301/.
Full textGiovanini, Heather. "An Analysis of Gay/Lesbian Instructor Identity in the Classroom." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6106/.
Full textLaxton, Kerry Lesley. "Trainee teachers and lesbian, gay, bisexual and transgender issues in education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021597/.
Full textHoffman, Jennifer D. "Teachers' perceptions on including gay and lesbian issues in the classroom." Connect to this title online, 2001. http://www.uwstout.edu/lib/thesis/2001/2001hoffmanj.pdf.
Full textMorgan, Daniel J. "Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered." Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.
Full textHebl, Jessica L. "A study of teachers' attitudes toward gay, lesbian, bi-sexual, and transgender issues." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000heblj.pdf.
Full textWard, Diana M. "A Grounded Theory Study to Describe Approaches Gay K-8 Teachers Take to Living Openly at Work." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/1998.
Full textEvans, Kathleen M. "Negotiating the self : identity, sexuality, and emotion in teacher education /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.
Full textMsibi, Thabo Perceviarence. "'We are what you think we are not' : a study of black South African male teachers who engage in same-sex relations." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607926.
Full textRoss, Amy Saunders. "“Don’t Say Gay. We Say Dumb or Stupid”: Queering ProspectiveMathematics Teachers’ Discussions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7587.
Full textMcKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.
Full textWardle, Michael Joseph. "The experiences of gay and lesbian teachers in secondary education : prejudice, acceptance, triumph." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/599.
Full textShortall, Ann. "The social construction of homophobia and heterosexism in the Newfoundland education system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ34228.pdf.
Full textMelvin, Anette B. "“I Think I Don’t Have to Come Out at School to Do What Needs to be Done:” A Narrative Approach to Exploring the Lived Experiences of a Black Lesbian Educator and the Impact on Her Pedagogy." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268242972.
Full textBanks, Jamye. "EVALUATING THE EFFECTIVENESS OF THREE INTERVENTIONS DESIGNED TO ENHANCE PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SEXUAL MINORITIES." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/23.
Full textMayo, Jr James B. "Negotiating curricular boundaries and sexual orientation the lived experiences of gay secondary teachers in West Central Florida /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001187.
Full textMayo, Jr James B. Jr. "Negotiating Curricular Boundaries And Sexual Orientation: The Lived Experiences Of Gay Secondary Teachers In West Central Florida." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/763.
Full textCooper, Kathleen Fleur. ""I just want to be who I am" : Exploring the barriers faced by lesbian early childhood teachers as they disrupt heteronormative practices in Aotearoa/New Zealand." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10691.
Full textFoy, Joelyn Katherine. "Understanding sexual prejudice among midwestern pre-service and in-service teachers." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18639.
Full textDepartment of Curriculum and Instruction
Jeong Hee Kim
Sexual orientation is only one facet of diversity (Banks et al., 2005), but teacher preparation may not adequately address sexual prejudice (Lamb, 2013). Sexual prejudice arises when heterosexuality is assumed to be the default for all students. School environments reinforce heteronormativity (Dean, 2010; Foucault, 1990; Himmelstein & Bruckner, 2011) such that when hate speech or physical violence occur against the non-hetersexual or the transgender student, teachers may not be prepared to respond appropriately. Prejudice toward gender or sexually variant students may not be adequately addressed in teacher preparation to challenge the reproduction of heteronormativity in school environments. A mixed method approach was followed to address the beliefs and attitudes of pre-service (undergraduate) and in-service (graduate) teachers toward sexual minorities through an online survey and face-to-face interviews. Group means of the PREJUDICE scale for each independent variable were analyzed for statistical significance. The total variance of the PREJUDICE scale was accounted for by personal characteristics only (political, 38%; religious, 9%; non-heterosexual friends, 18%; and family members, 5%; participant sexual orientation, 8%; and finishing the survey, 6%). Neither demographic nor educational characteristics accounted for statistically significant differences in group means of the PREJUDICE scale. College-level coursework completed in multicultural education did not significantly account for any of the total variance in PREJUDICE scores. Significantly lower levels of sexual prejudice were associated with having non-heterosexual friends and family members or being non-heterosexual, and there were no significant effects from educational interventions. However, one-on-one interviews provided stories of direct experience with sexual minority youth in K-12 classrooms. A majority of qualitative participants had questioned their conservative backgrounds and the familial/societal messages they had received regarding gender and sexual variance. Their questioning was strengthened by having non-heterosexual friends and family members. In addition, several participants had worked directly with sexual minority youth in their own school buildings and classrooms. Had this study been limited to a survey, the lived experiences of these pre-service and in-service teachers would have been lost. Having friends and family members who are non-heterosexual transcended their socialization and facilitated their development as social justice allies.
Stockbridge, Kevin. "Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People." Chapman University Digital Commons, 2017. https://digitalcommons.chapman.edu/ces_dissertations/17.
Full textFischer, Sean N. "School-based supports for LGBT and other minority youth: Understanding the roles of teachers, staff, gay-straight alliances, and anti-harassment policies." NEW YORK UNIVERSITY, 2011. http://pqdtopen.proquest.com/#viewpdf?dispub=3445288.
Full textMurray, Olivia Jo. ""Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/635.
Full textHealey, Norma M., and University of Lethbridge Faculty of Education. "Is curriculum in the closet? Instructors' perceptions about gay and lesbian content in Alberta university gender courses." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/223.
Full textix, 173 leaves ; 29 cm.
Gray, Emily Margaret. "'Miss, are you bisexual?' : the (re)production of heteronormativity within schools and the negotiation of lesbian, gay and bisexual teachers' private and professional worlds." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551670.
Full textNoack, Kerry Wayne. "An assessment of the campus climate for gay, lesbian, bisexual and transgender persons as perceived by the faculty, staff and administration at Texas A&M University." Diss., Connect to this title online, 2004. http://handle.tamu.edu/1969.1/1046.
Full textScholes, Paul A. "The Development of Two Units for BTR TESOL: "Basic Principles of Second Language Acquisition" and "Communicative Language Teacher and Information Gap Exercises"." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2430.
Full textHolliday, Michelle Lauren. "The Use of Anti-Bullying Policies to Protect LGBT Youth: Teacher and Administrator Perspectives on Policy Implementation." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2921.
Full textBroadhurst, Amy L. "Bridging the gap between policies and perceptions evaluating faculty service in the Department of Plant and Soil Sciences (Delaware) /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.29 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220633.
Full textArnold, Suzanne C. "Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256417.
Full textMcFarland, Jan Gwendolyn. "Acknowledging the gap between learner and teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34494.pdf.
Full textDanter, Elizabeth Hall. "The intention-behavior gap to what degree does Fishbein's integrated model of behavioral prediction predict whether teachers implement material learned in a professional development workshop? /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1111698037.
Full textTitle from first page of PDF file. Document formatted into pages; contains xv, 246 p.; also includes graphics (some col.) Includes bibliographical references (p. 172-182). Available online via OhioLINK's ETD Center
Tešić, Zoran. "Never mind the gap! : digital differences between students and teachers." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14702/.
Full textWang, Y. (Yinghui). "Understanding the environmental education curriculum implementation gap through teachers’ beliefs." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042363.
Full textKim, Amie. "The media generation gap between teachers and students in Korea." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020013/.
Full textCollins, Timothy George. "The discourse gap among ESL teachers, researchers, and publishers : an exploratory study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textBassette, LaTasha Price. "Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3221.
Full textRossi, Kirstin A. "Early Strategies of Kindergarten Teachers and Administrators to Lessen the Literacy Gap." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4678.
Full textMitchell, Marianne. "Closing the Gap: The Effects of Alternative Certification Programs on Intern Self-Efficacy." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/268.
Full textTran, Antonette Cong. "Using web based resources to bridge the communication gap between parents and teachers." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2905.
Full textChapman, Heather Renee Brown. "THE STAKEHOLDER GAP LENS: TEACHER AND PARENTAL PERCEPTIONS OF THE ACHIEVEMENT GAP IN KENTUCKY'S PUBLIC SCHOOLS." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/12.
Full textSimms, Andrea P. "The Relationship Between Teachers' Causal Attributions for Student Problem Behavior and Teachers' Intervention Preferences." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400093748.
Full textBao, Chiwen. "Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages." Thesis, Boston College, 2009. http://hdl.handle.net/2345/2505.
Full textDespite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and concerns about students' math learning and achievement continue. Among researchers, educational practitioners, and the wider public, explanations for these ongoing problems usually point to structural influences or individual and cultural factors. For example, structures of schooling (e.g. school funding, organization and curriculum) and those outside of school (e.g. family background and neighborhood characteristics) become focal points for understanding educational inequalities and places for intervention. In terms of explanations that look to individual influences, teachers and students are either targeted for their inadequacies or praised for their individual talents, values and successes. Regarding students in particular, racial inequalities in academic outcomes often become attributed to students', namely black and Latino/a students', supposed cultural devaluation of education and their desires to not "act white" and academically achieve. Together, these explanations lead to the assessment that possibilities of teaching and learning are predetermined by a host of structural and individual influences. But how is the potential to teach and learn at least partially actualized through everyday processes? Moreover, how do these processes, which simultaneously involve structures and individual agents, lead to the production or disruption of racial disparities? To explore these questions, I investigated processes of teaching and learning in one well-funded, racially diverse public high school with high rates of students' passing the statewide standardized test, many students going onto prestigious colleges and universities, and enduring racial inequalities in academic achievement. I conducted fieldwork over three years in 14 math classrooms ranging from test preparation classes to honors math classes and interviewed 52 students and teachers about their experiences in school. Through analyzing the data, I find that what happens within the classroom walls still matters in shaping students' opportunities to learn and achieve. Illustrating how effective learning and teaching and racial disparities in education do not simply result from either preexisting structural contexts or individuals' virtues or flaws, classroom processes mold students' learning and racial differences in those experiences through cultivating or eroding what I refer to as students' sense of academic agency and teachers' sense of agency to teach. For students, that sense of agency leads to their attachment to school, identification with learning in general and math in particular, engagement, motivation and achievement. As classroom processes evolve in virtuous or vicious cycles, different beliefs about students (e.g. as "good kids" or "bad kids") importantly fuel the direction of these cycles. Since racial stereotypes often influence those beliefs, students consequently experience racial advantages and disadvantages in classroom processes. As a result, some students fail to learn and achieve not because they fear "acting white," but because they do not always get to experience classroom processes that cultivate their sense of being agentic in the classroom space, a sense that is distinctly racialized
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
Rennie, David Edward. "Mind the Gap: A Crosswalk Analysis of California Teacher Preparation Standards and Public K-12 Local Teacher Evaluations." Thesis, California State University, Los Angeles, 2022. http://pqdtopen.proquest.com/#viewpdf?dispub=28029323.
Full textLucas, Melissa Ann. "Bridging the Gap Between Schools and Families Through Teacher Home Visits." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10624691.
Full textAcross the country, people believe education in America is in crisis, and the implications are frightening as historians have described the decline of public education as a threat to the nation’s economy and military (Williams, 2012). This study involved examination of research on teacher home visit programs. Data were collected through a mixed methodology of focus groups, an interview, and parent and student surveys. Once data were collected, they were coded and examined to discover different themes regarding teacher home visits. The themes included the following: building relationships, diversity and safety, parent involvement, and impact on the future of students. The research data revealed the importance of determining needs and studying each teacher home visit program to determine the best fit for individual school districts. Whatever program a district decides to implement, communication among teachers, administrators, and families must be ongoing in order for the program to work.
Sood, Krishan. "Marketing and initial teacher training in higher education : bridging the gap." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30978.
Full textCallins, Tandria Milango. ""I've got the power!: Investigating pre-service special educators' perceptions and abilities to teach reading to students with disabilities"." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2804.
Full textHill, James Hill. "The Experiences of Grade 4 Public Elementary School Teachers Regarding Multiculturalism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3106.
Full textRowland, Mark Lance. "Perspectives of AP U.S. History Teachers in Title I Schools." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6945.
Full textOrland, Catherine Brenner. "Teachers, study circles and the racial achievement gap: how one dialogue and action program helped teachers integrate the competencies of an effective multicultural educator /." Click here to view full text, 2007.
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