Dissertations / Theses: 'Male teachers'

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Penny, William. "Male elementary teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0033/NQ64640.pdf.

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Penny, William 1947. "Male elementary teachers." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36675.

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This study examines questions of gender, masculinity, and teaching through an autobiographical exploration of my experiences as a male elementary teacher. Its twofold purpose as a self-study was to inform my own teaching through a perspective look at the entirety of my career to this point and to give my teaching a direction for its final years. In order to provide a context within which to locate this autobiography, biographical narratives of four other experienced male elementary teachers were constructed.
The participants were asked, in a series of taped and transcribed interviews/conversations, to relate their experiences as male elementary teachers. The orientation of these biographical constructions followed a life history methodological approach. The participants were asked to trace their careers as elementary teachers and touch on such broad topic areas as: How they became elementary teachers? What has kept them in the classroom? How they see their roles in the context of their female colleagues? What is the future direction of their careers? What are some of the particular issues of teaching that concern them?
It was through my own participation in these conversations, and through the subsequent analysis and construction of their biographies that I was able to address these questions as they related to my own teaching. Their narratives provided a contextual backdrop for our shared experiences and a counterpoint to those experiences that are unique to each of us. I call the emergent methodology "contextualized autobiography." It was, in fact, through their narratives that my own story emerged and granted insight into issues of teaching, gender and masculinity as they exist for the male elementary teacher. The study's significance beyond the exploration of self is addressed to the political issue of the calls for more male teachers in elementary education and the assumptions on which those calls are based.

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Hood, Edwin P. "Male teacher perspective on the recruitment of male elementary teachers| A phenomenological study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691411.

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To increase the number of male teachers at the elementary level in public education, the use of recruitment strategies is necessary. The problem is a lack of literature concerning recruitment strategies for male educators in elementary education. The purpose of this qualitative phenomenological study was to understand the perceptions of male teachers and district recruiters to identify common themes of recruitment used in school districts in Texas to procure more males at the elementary public education level. This study was framed through theories of social cognition and self-efficacy. A sample of 23 male teachers from elementary and secondary public education provided responses to 16 openended survey questions. Using Nvivo10, four major themes were identified based on keyword weighted percentage: recruited and applied, viewed as masculine, elementary men are stereotyped as feminine, and recruit using males in current positions of employment. The findings revealed recruitment strategies identified by male teachers that could influence more males to teach at the elementary level as well as factors that influence males to work at this education level. This study authenticates recruitment strategies to employ more males at the elementary level in public education.

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Meader, Kurt R. "A Shortage of Male Elementary School Teachers: Exploring the Perceptions of Male Teachers Using Q Methodology." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1515846258151611.

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Fisher, Rita C. "Teacher perception of male and female principal communication styles /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974627.

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Patrick, Michael David. "Addressing the lack of male elementary school teachers factors that influence grade-level preference /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Smith, Janet Stuckey, and n/a. "Male primary teachers: the experience of crossing-over into pink-collar work." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20060427.111729.

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Over the past decade, the lament that 'we need more male primary school teachers' has flourished in media and populist discourse, within education systems and in government inquiries in both Australia and the rest of the Western world. Whilst this discourse commonly assumes that more male primary teachers will benefit both boys in schools and society in general, other important considerations are silenced and overlooked and attention is seldom paid to the experience of male primary school teachers. This study explores the experience of male primary school teachers and the prevailing societal discourses about them. It focuses on their experience of crossing over into a career that is commonly regarded by society as 'women's work', and charts the advantages and disadvantages they face as a result of their maleness. The understandings that are found within this study are informed by relevant literature and by data emanating from media discourse analysis, statistical analysis and life history interviews. As a result of examining the relevant literature and data, this study has found that the experience of male primary teachers is likely to be complex, contradictory and problematic. Whilst some of their experiences are similar to those of female primary teachers, this study only focuses on the part of their experience that differs from female teachers and is the direct result of their maleness. Their choice to cross-over into women's work such as primary teaching appears to yield a unique and complex mixture of experiences that are poorly understood by both themselves and others. In particular, it is apparent that they experience a vexing combination of advantages and disadvantages as a result of being a male in women's work. This study has identified eight categories of disadvantage and four categories of advantage that the males experience. The various sources of literature and data have differing constructions as to whether the males are advantaged and / or disadvantaged. Most commonly, the sources privilege either the disadvantages or the advantages and silence the other. More rarely, they acknowledge and accommodate both. On the whole, the disadvantages are better articulated, understood and documented than the advantages, which are often silenced and ignored. In order to fully explore the experience of male primary teachers, this study has also sought to identify the prevailing societal discourses and debates about them and to examine whether they are affecting the experience of the males. Information about societal discourses was found in the literature, media and life history interviews, with media discourse providing the most significant and comprehensive data. After examining these prevailing discourses about male primary teachers, this study has found that they have an enormous impact on the experience of male primary school teachers. However, in contrast, the study has shown that the experience of male primary school teachers is not contributing to, informing or shaping either societal or media discourses. As a result, these discourses can be seen to be largely inaccurate, unreflective and unproductive because they do not reflect the experience of male primary teachers. This examination into the experience of male primary teachers makes an important contribution to knowledge because there are so few Australian studies of males who cross over into women's work or on the sexual division of labour in contemporary Australian society. Whilst the study produces many more questions than it supplies answers, it nevertheless results in extremely important understandings about the experience of male primary school teachers and crossing-over into non-traditional work. In particular, the study reveals the problematic nature of their experience and the complex experiences, advantages and disadvantages that they face as a result of their maleness. It also charts the unhelpful ways that prevailing societal debates and discourses about them have been constructed. It points to the need for new and more sophisticated societal debates and discourses about male primary teachers that will accommodate the complexity of their experience. It is therefore anticipated that these findings will make an important contribution to understandings about the experience of male primary teachers and to the development of more informed societal discourses about them. Most importantly, the study will provide a language and framework to enable the issues that have been identified about the experience of male primary teachers to be adequately addressed within education policy, teaching practice and teacher education strategies.

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Makeleni, Sive. "Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5171.

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The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.

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Johnson, Shaun. "A collaborative intervention to the lack of male teachers." [Bloomington, Ind.] : Indiana University, 2009. 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:3378357.

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Thesis (Ph.D.)--Indiana University, School of Education, 2009.
Title from home page (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3747. Advisers: Lynne Boyle-Baise; Mary McMullen.

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Williams, Patrick Anthony. "Exploring Teachers' and Black Male Students' Perceptions of Intelligence." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/217.

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This study explored teachers' perceptions of intelligence of 11th-grade Black male students and how students themselves perceived their own intelligence in light of Howard Gardner's Theory of Multiple Intelligence. Qualitative research methods were used to gain novel understanding of the students' and teachers' feelings, and perceptions as outlined in the research questions. Two versions of ecological systems theory provided the underpinnings for the framework of this study: 1) Brönfenbrenner's Ecological Systems Theory, and 2) Spencer's PVEST (Phenomenological Variant of Ecological Systems Theory) model, which is an adaptation of the ecology model to Black students in the United States. In a large urban school district in the Southeast section of the United States, twenty-six students completed an online survey of Gardner's Multiple Intelligences. Seven Black male students were selected and interviewed along with ten of their teachers. The study found that despite the negative stereotypes toward Black males by society, the Black male students in this study interpreted intelligence to be multifaceted and perceived themselves as intelligent Black males. The teachers of the Black male students perceived them as intelligent and also interpreted intelligence to be multifaceted. The Black male students were resilient in debunking the idea that Black males were not considered intelligent in a society where negative Black male stereotypes abound.

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Yucedag, Arfe. "Wage differences between male and female teachers in Turkey /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Shabazz, Rashid K. "Brother, Where Art Thou?: An Examination of the Underrepresentation of African American Male Educators." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1148318724.

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Thesis (Dr. of Education)--University of Cincinnati, 2006.
Title from electronic thesis title page (viewed Sept. 13, 2006). Includes abstract. Keywords: African American; African American males; Black Males; African American male teachers; African American male educators; African American teachers; African American educators; Black educators; male teachers; Critical Race Theory; Qualitative study; Black male teachers; Black male educators. Includes bibliographical references.

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Power, Nicola. "To touch or not to touch. Male teachers' experiences of touch a hermeneutic phenomenological study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2009." Click here to access this resource online, 2008. http://hdl.handle.net/10292/664.

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Borg, Jonathan. "The narrative of gay male teachers in contemporary Catholic Malta." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/14301/.

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This thesis seeks to raise awareness of the pervasive heteronormativity of Maltese culture and on the effects that exclusionary practices may have on gay students and teachers. The culturally-saturating influence of the Roman Catholic faith in Malta, and the effects of a vigorously heterosexist society are chief elements which discourage Maltese homosexual educators from presenting their true sexuality to students, their parents, and teacher colleagues; in this and other related socio-cultural ways, Maltese gay teachers have thus been rendered an invisible presence in their schools. The study investigates the significance of being a gay teacher in contemporary Maltese culture through a set of narratives which reveal how five teachers construct and negotiate their personal and professional identities. The thematically-driven narratives themselves are made ‘transgressively’ (St Pierre, 1997) from an artistic re-casting of interview data as composite fictional accounts; in this way, the identities of the actual participants are invisible, whilst the issues that characterise their lives can be dramatically foregrounded. Each of the fictionalised narratives is followed by a critical deconstruction which both locates the story in the context of the literature and features the reflections of the interviewees themselves on the re-working and re-presentation of their life accounts. The accounts themselves tell of suffering and exclusion, of ambiguity but also of success; of experiences which are heavily conditioned by the sexuality of these teachers and by the context in which they are situated. The study concludes with an anticipation of the further research and of the developments in education policy which are needed if Maltese institutions are to realise the national commitment to inclusive cultures of schooling.

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Al-Harbi, Naif Mohammad. "Stress amongst male teachers in state schools in Saudi Arabia." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488981.

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There has been increasing professional and public interest in issues related to occupational stress carried out during the last two decades. While a number of studies have been carried out in developed countries on such issues, few studies have been conducted in Saudi Arabia, particularly in the field of education. This study is therefore important because there has been virtually no research that has focused on teacher stress in the country and no study, to-date, has compared teachers' stress at the primary, intermediate, and secondary school stages. This study therefore aims to fill the research gap and to conduct an investigation into an issue that is currently raising serious concerns in the education field.

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Makeleni, Sive. "Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/4780.

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The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.

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Brady, Chequita Franchon. "The lived experiences of selected African-American male elementary teachers in Georgia." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/chequita_f_brady/brady_chequita_f_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Cordelia Zinskie. ETD. Includes bibliographical references (p. 101-116) and appendices.

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Currah, Diana Caroline. "Telling the truth a portraiture of an experienced first grade male teacher /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430221&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Sexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher." University of Sydney, 2007. http://hdl.handle.net/2123/1864.

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Doctor of Philosophy (PhD)
Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.

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Taylor, B. L. "An exploration of the experiences of male teachers in special schools." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605580.

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In the UK, men make up the minority of teachers in educational settings of all types. This pattern is exaggerated in nursery, primary and special schools. In English speaking countries across the world, there have been calls for an increase in the numbers of male teachers. In the UK, the vast majority of these calls have been focused on the area of primary and early years education and the apparent need to recruit more men. The issue of the perceived lack of male teachers has been subject to much discussion and debate, with studies investigating the reasons for the comparatively low numbers of men working in education. Teachers who work in schools for children with special educational needs appear to have been overlooked in the existing body of research. This study takes place within a broad social constructionist framework. An exploratory purpose was adopted, which does not aim to test or prove existing theory but to gain the experiences of men who teach in special schools. Semi-structured interviews with six male special school teachers were conducted and the data analysed using interpretative phenomenological analysis. Several concepts emerged from the interviews, related to the participants relationships with others, activities they take on in school, expectations of others and contradictions both within and between participants. The concepts of men as 'other' and SEN as 'other' appeared central to the participants' experiences. The findings are discussed using Positioning Theory to develop an understanding of the experiences of male teachers in special schools. The implications for further research, practice within education and educational psychology specifically are explored.

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Richardson, Alberta N. "A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620787.

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The percentage of male teachers is at its lowest number in 40 years. The problem is that fewer males are choosing elementary teaching as a career choice. As a result, many elementary students rarely see a male teacher during their formative education years. This issue is a concern for superintendents, college of education deans, recruiters, school administrators, and parents whose children are not being exposed to a diverse teacher workforce that includes male elementary teachers. The purpose of this study was to better define and understand the unique experiences of male elementary teachers in today's classroom. The conceptual framework for the study incorporated Levinson's adult male development theory, Palmer's teaching landscape, and Mezirow's transformative learning theory. This qualitative study investigated the experience of 6 male elementary teachers in 3 different school districts in a southeastern state. This study followed Moustakas's phenomenological method utilizing criterion sampling. Data were collected, analyzed, and coded for preliminary categories and themes. Four themes emerged: (1) male role modeling, (2) readying students, (3) establishing mentoring relationships, and (4) mattering. The findings show that male elementary teachers are a crucial voice for some students, and they fulfill a needed role in the elementary school. This study addresses positive social change by providing a voice for the male elementary teacher, a diminishing but important teaching population, while also illustrating how the male elementary teacher's presence in the classroom can serve as a positive role model, mentor, and diverse elementary learning experience for the children.

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Yang, Yan. "Voices of male teachers in Shanghai public kindergarten: A phenomenological study." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/56.

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Western and Chinese literature have suggested that early childhood education (ECE) is a feminized profession and many men remain invisible and silent gendered subjects in this field and fail to understand or accept the gendered realties. Employing a combination of theory of gendered organizations and concepts of masculinities as the theoretical framework, this study draws on in-depth interviews with three male teachers in Shanghai public kindergarten for a greater understanding of their lived experiences in a feminized profession. Kindergarten websites also provide opportunities to identify the ways in which the male teachers are represented in the kindergarten setting. Data analysis suggests five main themes, including realistic entry into ECE, challenges, rewards, perception of male teachers' roles, as well as professional development. Through male teachers' stories readers gain a deep understanding of how they manage every weekday and how they make sense of their lived experiences in Shanghai public kindergarten. This study concludes with a discussion of the implications of the findings and areas for further study.

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Palmer, Tessa M. "Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617.

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Richardson, Alberta N. "A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1134.

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The percentage of male teachers is at its lowest number in 40 years. The problem is that fewer males are choosing elementary teaching as a career choice. As a result, many elementary students rarely see a male teacher during their formative education years. This issue is a concern for superintendents, college of education deans, recruiters, school administrators, and parents whose children are not being exposed to a diverse teacher workforce that includes male elementary teachers. The purpose of this study was to better define and understand the unique experiences of male elementary teachers in today's classroom. The conceptual framework for the study incorporated Levinson's adult male development theory, Palmer's teaching landscape, and Mezirow's transformative learning theory. This qualitative study investigated the experience of 6 male elementary teachers in 3 different school districts in a southeastern state. This study followed Moustakas's phenomenological method utilizing criterion sampling. Data were collected, analyzed, and coded for preliminary categories and themes. Four themes emerged: (1) male role modeling, (2) readying students, (3) establishing mentoring relationships, and (4) mattering. The findings show that male elementary teachers are a crucial voice for some students, and they fulfill a needed role in the elementary school. This study addresses positive social change by providing a voice for the male elementary teacher, a diminishing but important teaching population, while also illustrating how the male elementary teacher's presence in the classroom can serve as a positive role model, mentor, and diverse elementary learning experience for the children.

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Rendon, Netassha M. "Preservice Teachers' Images of Female Scientists, Male Scientists, and Teacher as Scientists: An Analysis of Stereotypical Indicators." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609176/.

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The role of depicting and analysing scientist images to reveal gender-science stereotypes among students in K-12 classrooms is an ongoing research trend in science education literature. The study reported here carries on this research trend but focuses on preservice elementary teachers' images of scientists. The purpose of this study was to investigate the relationship between preservice elementary teachers' gender and ethnicity and their drawn images of a female scientist, male scientist, and teacher as a scientist, respectively and the similarities and differences among images. In this study, preservice elementary teachers were asked to draw a female scientist, male scientist, and teacher as a scientist, respectively. One hundred and fifty participants indicated their gender and one hundred and twenty-five indicated their gender and ethnicity. Five hundred and eighty eight images were analysed. The data was analysed using a modified Draw-A-Scientist-Test Checklist (DAST-C) and chi-square tests. The results of this study indicate that gender-science stereotypes held by preservice teachers exist among genders and ethnicities. Factors that contribute to diminish or promote stereotypical images of scientists are age, education, culture, role models, and inquiry-based instruction. Also, similarities and differences between images of a female scientist, male scientist, and teacher as a scientist show that preservice teachers know how to draw scientists with physical indicators but do not include a realistic environment or activities for the scientist.

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Ryan, John Vincent. "Revered and elevated or invisible and condemned : a male concern : perspectives of male primary teachers in English primary schools." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38851.

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This research critiques and explores how male primary school teachers construct their professional identities. The research also focuses on masculinity and femininity in public discourse and outlines how particular professions attract significantly higher or fewer males or females. In parallel, the study critiques the concepts of teacher professionalism and gendered behaviour linked to gendered assumptions underlying dominant conceptions of the professional male primary teacher. This research investigates the construction of male primary school teacher’s identities and its gendered dimensions. The significance of positioning strategies adopted by male practitioners in primary schools is explored. Contributory factors to professional identities, which are partly formulated by colleagues, parents, children and policy- makers is researched. Responses to policy assumptions and rhetoric are also shared. This research is also widened to examine the 'moral panic' (Cohen, 1972) apparent when discussing a lack of male primary school teachers in English schools and how many assumptions are articulated regarding the advocacy of a more balanced gendered profession in primary education. Findings reveal that the professional identities of male primary school teachers in this study are shaped by many influences, including policy. Following an analysis of the findings the significance of male teachers as role models; stereotypical behaviour and masculinity in primary schools; safeguarding; child protection and social spaces and the juxtaposition of power were revealed.

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Soule, Joseph Bailey. "Considering the worlds of male elementary teachers Stories from the road less traveled /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Murphy, Fulford Wanda. "Secondary English Teachers' Experiences on Critical Thinking for African American Male Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4873.

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African American male students (AAMSs) can benefit from literacy instruction that is student-based and geared towards using higher-level thinking skills. The conceptual framework was guided by Dewey's constructivism theory, the purpose of this qualitative case study was to explore whether high school English language arts (ELA) teachers in an urban-suburban Midwest region of the United States have sufficient knowledge and skills to incorporate higher order thinking skills (HOT) instruction for AAMSs. Five ELA teachers from a low-performing, urban-suburban high school in the Midwest region of the United States participated in semistructured interviews; observations were conducted in the classroom, and lesson plans were reviewed. Patterns, categories, and themes emerged through using the coding process by breaking down the data into units and then grouped according to their characteristics. According to the findings, participants from this study suggested that problem- solving was the main higher level thinking skill for AAMSs. These local ELA teachers also used the Socratic questioning method as their primary instructional strategy but limited constructivist activities for AAMSs to engage during the instructional process. The findings from the data collection support the development of a professional training program. The professional development program could help teachers engage AAMSs in increasing their academic endeavors. ELA teachers can participate in professional learning communities by communicating concerns about AAMSs, using HOT skills to increase AAMSs literacy performance, become change agents, and promote a positive social change by using constructivist practices into school curriculum and instructions for AAMSs, eventually closing the achievement gap.

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Keamy, Ron Leslie, and mikewood@deakin edu au. "Performing masculinity and leadership: Male academics' work practices and identities." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060915.115203.

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In this thesis, a folio comprising a major dissertation and three elective tasks, issues including masculinity(ies), identities, leadership and academics work practices are considered against a backdrop of change in the higher education sector. Narrative research methods are applied throughout the folio. The first elective, a discussion and commentary arising from an interview with an experienced practitioner in gender education, amounts to a feasibility study for the dissertation, whereas the second elective experiments with the use of computer mediated communication as a means of interviewing a small number of male academics about their inclusive teaching practices. Primarily curiosity-driven research, the conclusion is drawn that computer mediated communication, if used at all, ought provide a complementary, not primary means of data collection. The third elective conveys the life story of an Asian-Australian academic who expresses different masculinities according to the social settings in which he finds himself. The conclusion is made that there is neither a single colored masculinity nor a single working class masculinity. The milieux of race and class need to be considered together. The research described in the major dissertation was undertaken with a group of eleven male academics from a number of rural and metropolitan universities men who were thought by their colleagues and peers to practice collaborative approaches to leadership. Whereas the majority of the men practised what could be described as transformational approaches to leadership, a small number exploited the process of collaboration mainly for their own protection. Very few of the men engaged in discourses of gender. One of the principal conclusions reached in the paper is that there are ramifications for future leadership training that universities offer so that it becomes more relevant and socially inclusive. Another main conclusion relates to the intimidation reported by some of the men in the study, and that there are implications for universities in the way they protect their employees from such incidents. A third significant conclusion is that there is some way to go before gender is integrated into the discourse of male academics. Until this can occur, limited opportunities exist for alliances to be formed between most male academics and feminist academics for the advancement of socially just workplaces.

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Dyer, Jennifer Nicole. "SHARING AFRICAN AMERICAN CHILDREN'S LITERATURE: MULTICULTURAL TEACHING PRACTICES OF TWO MALE TEACHERS." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039545071.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xii, 194 p.; also contains graphics (some col.). Includes abstract and vita. Advisor: Evelyn Freeman, College of Education. Includes bibliographical references (p. 174-192).

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Greer, William. "Male teachers' perceptions of factors influencing career progress : a study of career-passage strategies." Thesis, Open University, 1988. http://oro.open.ac.uk/57043/.

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This study is located in the time period of 198 to 1987, a time of change and disruption in teaching, and focuses upon men teachers' perceptions of their past and present career. It suggests that reduced promotion opportunities have led teachers to a preoccupation with strategic presentations of self for the advancement of their professional career, and examines the detail of this through the utterances of teacher-respondents in the course of tape-recorded interviews with the researcher. Attention is given to respondents' accounts of factors which, in terms of achieved rank, they perceive to have influenced career both favourably and unfavourably. The study examines teachers' understandings of the opportunities, in various areas of their work, where effective self-presentations may be made, but also shows the importance of the promotion interview as the crucial 'rite of passage' which transports the teacher to higher levels of rank. The data consist of the accounts which respondents have provided; these have been tape-recorded, and selected passages are presented verbatim and analysed. Thirty-one respondents have been involved in the production of the data, some of these providing several interviews each, and developing the role of 'key respondent'. The methodology of the study is presented in some detail . with particular attention being given to methods of conversation-type interviewing and the influence upon this of factors within the setting. In its conclusion the study attempts to draw attention to some under-examined areas of teacher research, and particularly to the-need for additional information on the perceptions of selection-panel members - and other 'gatekeepers' - and of the role of the 'sponsor' in the promotion of teachers at various bureaucratic levels.

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Hoover, Barbara Grambo. "Five male preservice elementary teachers their understandings, beliefs and practice regarding science teaching /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1679.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Alfayez, Abdulaziz Abdullah A. "Exploring the Level of Conceptual Mastery in Computational Thinking Among Male Computer Science Teachers at Public Secondary Schools in Saudi Arabia." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1538656498846648.

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Mohamed, Niuma. "Assessment in Male’ Schools: Three Maldivian Primary Teachers' Knowledge, Beliefs, & Typical Assessment Practices." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8686.

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Assessment practice in Maldivian schools is undergoing change. The newly developed draft of Maldivian National Curriculum with associated documents aligns assessment, instruction, and curriculum to provide optimum learning conditions for students. The Maldivian Ministry of Education (MOE), in collaboration with UNICEF, has introduced quality indicators for the Child Friendly Baraabaru School (CFBS) based on the Maldivian National Curriculum. These indicators stress the importance of maintaining a balance between assessment for learning (formative assessment) and assessment of learning (summative assessment). The dissemination and implementation of best practices in formative assessment are currently underway in Maldivian schools. This study portrays a “snapshot in time” of assessment practices of three teachers and utilizes the findings to provide an insight into the MOE’s initiative of assessment innovations in Maldivian classrooms and schools. The study found that the three teachers have to practice formative assessment within high quality interactions based on thoughtful questions, attend to responses, and with observation and documentation to reflect a valid picture of the whole child. Nevertheless, the study also showed how the three teachers separated assessment from teaching and learning as well as how the teachers documented and reported this assessment data. There is a strong element of competition for academic achievement, as reported in grades and numerical scores. The competition is amongst students, teachers and parents. This competition appears to get in the way of assessment being used to support teaching and learning. Nonetheless, when the research data was explored through a formative assessment lens, there was also evidence of formative assessment being used in the normal day-to-day happenings in the three classrooms. The teachers in this study were not always confident in their use of formative assessment, and did not necessarily recognize when they were using formative assessment strategies. They all wanted all of their students to be successful learners, and they wanted to be good teachers. The study shows some of the complexities that teachers face when implementing new approaches to assessment.

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Smith, Ernestine Helena. "Interpretation of meanings in classroom interactions: Three teachers and their African-American male students." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187428.

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The primary purpose of this study was to investigate the theories that classroom interactions are organized and shaped by the subtle intersecting and overlapping phenomena of race, culture, and gender, and that teachers and their inner-city middle-grade African American male students may make sense, i.e., interpret meaning, very differently in routine, day-to-day classroom interactions. The investigation was informed by Frederick Erickson's (1986) claim that the risk of school failure for students of color may be increased by incongruities between mainstream classroom interaction patterns and the predominant patterns/ways of interacting in the students' home culture. The study was conducted in three fourth-grade classrooms in inner-city schools. Data collected from classroom observations and semi-structured interviews were used to develop sensitizing and definitive typologies, construct individual teacher profiles, and categorize transcribed "talk" into primary and connective themes. Predominant characteristics of teacher-Black male student verbal interactions were identified inductively and presented as assertions (Erickson, 1986) in the findings. Based on the content, structure, and function of each, the selected interactions were characterized as completed continuous, discontinuous, or diminutive. As posited theoretically, the findings revealed differential participation, i.e., interaction peculiarities, specific to many verbal exchanges between each teacher and her/his African American male students. Discontinuities emerged from the different ways language was used by teachers and students. Negative vectors produced in sustained discontinuous interactions resulted in maladaptive meanings for both the teacher and the African American students. A second purpose of the study was to develop a staff development component specifically designed to address teacher-student classroom interactions from cultural perspective and to engender reflective critical inquiry by teachers into their own classroom practices (theories-in-use) and pedagogical principles (espoused theories) as they relate to interactions with their African American male students. Selected segments of analyzed interaction events were used to construct authentic teaching cases which contained embedded dimensions of the theoretical issues examined and the empirical assertions derived from the research. The cases were used as the major instructional tool in the professional development model. This study points toward the need for teachers to be aware of the relationships between language-use, culture, and gender, and the importance of understanding how these factors may play a role in facilitating or constraining equitable educational opportunities for some academically marginalized student groups, particularly pre-adolescent inner-city African American male children.

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Acevedo-Febles, Arturo Rafael. "Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/454.

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Despite the expressed need for bicultural teachers, research on teacher attrition has demonstrated that a growing number of bicultural educators are leaving the classroom. Bicultural male teachers, in particular, experience high rates of teacher attrition. Schools, unfortunately, are contexts in which Latino male teachers are constantly experiencing dilemmas related specifically to both their gendered and racialized positionality as males of color. Grounded in Antonia Darder’s critical bicultural framework, this autoethnographic study explored the complex factors that drive Latino male teachers out of the classroom, through an in-depth and grounded examination of a Latino male teacher who left the classroom. The study contributes to the conversation on bicultural teacher attrition, gendered relations, and their relationship to both teacher preparation and the education of bicultural students. Furthermore, the study explored how racism, sexism, classism, trauma, and heteronormativity mitigate the experiences of Latino male teachers, and how these manifest themselves through the hidden curriculum, asymmetrical relations of power, gendered essentialism, policing of behavior, the culture of silence, conditions of isolation, and disabling cultural response patterns. The implications of such factors in the life of one Latino male teacher are carefully analyzed and discussed, in an effort to consider their significance in rethinking teacher preparation programs, with respect to the needs of Latino males. Moreover, the study offers an engagement with critical autoethnography as a significant tool of reflection in the educational process and emancipatory process of bicultural teachers.

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Nyikanyika, Khaya. "Perceptions of male teachers on under-representation of female teachers in high school management positions in the Queenstown Education District." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5036.

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The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.

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Xavier, Antonio Jeferson Barreto. "O gênero vai à roça : a presença de professores homens na educação no/do campo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/170321.

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O presente estudo teve como objetivo analisar as questões de gênero e sexualidade suscitadas a partir da presença de professores homens que atuam nos Anos Iniciais do Ensino Fundamental em duas roças no interior da Bahia. Ao longo do processo de generificação das profissões, diversos ofícios foram feminizados. Contudo, o magistério se destaca entre os demais, pois ainda hoje há uma acentuada demarcação dessa profissão como ideal para as mulheres. A pesquisa situa-se nos campos teóricos dos estudos de gênero, estudos culturais e pós-estruturalismo e estudos das masculinidades. A roça foi compreendida na pesquisa enquanto um lugar generificado e sexualizado que apresenta seus próprios discursos nas construções de gênero e sexualidade. Embora não seja o foco central da pesquisa a Educação do/no Campo também é abordada na dissertação, uma vez que é nessa modalidade de ensino que as duas escolas pesquisadas estão inseridas. A metodologia escolhida foi a etnografia e como procedimentos de produção de dados foram utilizadas a observação-participante, a elaboração do caderno de anotações e entrevistas-semiestruturadas Foram entrevistados dezesseis adultos, sendo pais, professores/as gestores/as e quatro crianças, duas de cada escola. Além das conversas informais com diversos atores sociais da comunidade escolar e rural, mas os três professores homens são considerados os principais informantes da pesquisa. A partir das análises realizadas é possível concluir que a presença dos professores homens na docência com crianças ainda desperta questionamentos, tensões e pânicos morais. Foi possível observar que essas construções discursivas refletem nas suas aulas e na relação com as crianças. A partir dos dados produzidos emergiram três categorias analíticas centrais: o medo da pedofilia, os questionamentos em torno das masculinidades dos professores e as práticas pedagógicas que buscam um distanciamento de qualquer elemento considerado culturalmente como feminino. Por meio de diferentes discursos esses homens ao optarem por uma profissão historicamente feminizada são vistos como fora do lugar.
The current paper aimed to analyze gender and sexuality issues aroused from the presence of two male teachers who work in the First Years of Elementary School in two different sites in the countryside in the State of Bahia. Along the gender formation process present in the occupations, several ones were considered feminine. However, the teaching stands out from the others, once even today there is a pronounced demarcation of this profession as ideal for women. The present research is located in the theoretical fields of gender studies, cultural studies and also post-structuralism. The countryside was understood in the research as a gendered and sexualized place which presents its own discourses in the construction of gender and sexuality. Although it is not the central focus of this research, the Education in/of the countryside is also approached in the dissertation, once it is in this teaching modality that the two researched schools are inserted. The methodology chosen was the ethnography and as the data production procedures the participative-observation was utilized, as well as the elaboration of a diary for notes and also semi-structured interviews Sixteen adults were interviewed, among parents, teachers, school administrators as well as four children, two from each school. Besides the informal conversations with several social actors from the school community and the rural community, the three male teachers were considered the main informers of the research. From the carried analyzes it is possible to conclude that the presence of male teachers within the context of the teaching practicing with children still provokes questionings, tensions and moral panic. It was possible to observe that such discursive constructions are reflected in their classes and in their relation with the children. From the produced data, three central analytic categories emerged: the fear of pedophilia, the questionings around the teachers‟ masculinities and the pedagogical practices which search for a distance from any element culturally considered as feminine. By means of different discourses, these men, by opting for a historically feminine profession are seen as out of their places.

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Alzaidi, Ahmed Mohamed. "A study of job satisfaction among male secondary school head teachers in Saudia Arabia." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501153.

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The aim of this thesis is to expand the understanding of the situation of male secondary school head teachers in Saudi Arabia in terms of their job satisfaction. This is particularly important in view of the small number of studies which have investigated head teachers' job satisfaction generally, and within the Saudi educational context in particular. This study employs a sequential exploratory strategy using a mixed methods approach. Drawing on five focus group interviews with 25 male head teachers, and semi-structured interviews with 20 male head teachers in the city of Jeddah the sample of the study, the data generated were used to identify the factors producing job satisfaction and causing dissatisfaction.

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Wallis, Leonard James Michael. "Teachers of English as a foreign language : male native English speakers in Saudi Arabia." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273531.

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Boyden, Kellie Ann. "Male teachers in Ohio Head Start : their incidence, experiences, and relationship to parental participation /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947908403246.

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Segalo, L. "Fourth year black male student teachers' conceptualisation of the in loco parentis prinicple at the University of Technology." Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/321.

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Published Article
This research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.

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Hovsepian, Brian Edward. "The correlations between wellness scores and burnout scores of twenty-six male high school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/MQ38382.pdf.

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Boyd, Frederick Douglas Sr. "Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27396.

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Students in school districts throughout the United States are administered standardized tests in an effort to assess achievement. These annual "academic rites of passage" serve as measures of accountability to the citizenry of every locality served. Many at-risk African-American males score in the lower two quartiles on these tests. Remediation efforts have not significantly raised the achievement of these students. However, there are teachers who are effective with these students. They use both verbal and non-verbal behaviors that facilitate learning. This study was designed to answer the question: What non-verbal behaviors are used by effective teachers of at-risk African-American male middle school students? Data were collected via teacher observations using the Non-verbal Behavior Teacher Observation Form, an instrument developed to record nonverbal behaviors of teachers. The instrument consists of thirteen behaviors that cover seven non-verbal domains. Four teachers were observed three times each for thirty minutes and two teachers were observed one time. The researcher selected a different at-risk male student each observation resulting in a total of fourteen teacher observations and their interactions with fourteen at-risk male students. Descriptive statistics were used to identify most frequently and least frequently used non-verbal behaviors. When effective teachers in this study interacted with the at-risk African-American male middle school students, they frequently were in close proximity, changed their voice inflections, established eye contact, invaded students' territories (were within two feet), and gestured to students. The results of this study may be used as a vehicle or catalyst for the implementation of a school or district-wide training program for teachers of at-risk African-American male students. These results may also be used for teacher preparation programs at the college or university level.
Ed. D.

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Rose, Jason Vernon-Feagans Lynne. "Men among boys the characteristics, qualifications and academic impact of male kindergarten teachers in America /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2790.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Mar. 10, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Michaud, Brian G. "Male music teachers and singing fathers: effects on and correlations with kindergarten children's singing abilities." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11146.

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Thesis (D.M.A.)--Boston University
The purpose of this study was to discover the effects, if any, of baritone and falsetto singing models on kindergarten children's singing range development and pitchmatching abilities. An additional purpose was to determine if there is a relationship between the amount of singing that fathers do with and to their children in the home and those children's singing range development and pitch-matching abilities. I investigated the following questions: (a) What effect, if any, does a male music teacher's use/nonuse of falsetto have on kindergarten children's singing range development? (b) What effect, if any, does a male music teacher's use/nonuse of falsetto have on kindergarten children's pitch-matching abilities? (c) To what extent does the amount of singing that fathers do with and to their children in the home correlate with those children's singing range development? (d) To what extent does the amount of singing that fathers do with and to their children in the home correlate with those children's pitch-matching abilities? Participants were 66 kindergarten children in four intact classrooms who received music instruction for 30 minutes once each week for 20 weeks. Two classes (n = 29) experienced a baritone vocal model during music instruction, while two classes (n = 37) experienced a falsetto vocal model during music instruction. Parents completed a revised version of the HOMES questionnaire (Brand, 1985) at the outset of the study to provide information about the children's musical home life. Vocal range development was tested using the Singing Voice Development Measure (Rutkowski, 1996). I tested pitchmatching accuracy of sol-mi patterns in a call-and-response song. Results of a MANCOVA indicated no significant differences in either pitchmatching or vocal development between the two groups; however, the results of a chi-square test indicated significantly more children in the falsetto group had success in singing over the break in the head register on the SVDM pretest (p < .00) and SVDM posttest (p = .01). The results of the HOMES indicated that the amount of singing that fathers did with and to their children in the home had multiple significant (p < .05) positive correlations with the children's scores in both pitch-matching and singing range development pre-, mid-, and post-tests. Based on the results, I recommended that male elementary music teachers consider using their falsetto ranges when teaching kindergarten children to sing in their head registers. In addition, fathers should be encouraged to sing with their children because it appears that the amount of singing fathers do with and to their children in the home positively correlates with those children's singing abilities.

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Spikes, Antonio L. "CLASSROOM RACIAL POLITICS, FACEWORK, AND FACE THREAT: THE IDENTITY MANAGEMENT PRACTICES OF BLACK MALE TEACHERS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1708.

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The purpose of this dissertation is to improve the racial conditions of USAmerican education and to highlight how racial politics influence the facework practices of Black male teachers, their perceptions of and responses to face threats, and how the classroom, as a context, shapes perceptions and issues of face, facework, and face threat. I utilized identity management theory to examine how Black male teachers construct facework and face threat within the classroom. Additionally, I used semi-structured respondent interviewing and grounded theory as my method and analytical method (respectively) to complete my study. Using key concepts, such as positive face, negative face, face threat, and identity freezing, I concluded that perceptions of racism and racial stereotypes that are sometimes contingent on their gender identity impact how they constructed positive and negative face. Additionally, racism and racial stereotypes shaped which facework strategies the interview participants utilized, what they considered face threatening situations, how they responded to face threatening situations, and what they considered identity freezing situations. Overall, their constructions of facework and face threat were utilized to avoid stereotypes that depicted them as angry and incompetent. Considering the positive potential of this study, I concluded with how this research can help administrators and colleagues to improve the education system for Black male teachers.

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Simmons, Richard K. Wheeler Pamela H. Smith Paula J. "Factors affecting referral of African American male students for case study evaluations." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323744.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 20, 2006. Dissertation Committee: Pamela H. Wheeler, Paula J. Smith (co-chairs), Lanny E. Morreau, John V. Godbold, Kenneth H. Strand. Includes bibliographical references (leaves 59-63) and abstract. Also available in print.

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Unterreiner, Ann M. "Two Case Studies of First Year Second Career Male Teachers: The Beliefs They Hold and the Pactices They Conduct to Teach All Students." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195008.

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The intentions expressed by second career individuals about entering the field of education, to make a difference in the lives of young people, mirror many of the philosophical frameworks of teaching for democracy that are found in the literature (Banks, 2005; Nieto, 1999; Dewey, 1916; Parker, 2003). An interest in how the interconnections of teaching to make a difference and teaching for democracy are enacted in second career teacher's classrooms. Four dimensions of teaching for democracy are suggested as a model of socially responsive teaching to study how teaching to make difference is enacted in the beliefs and practices of two second career teachers. The four dimensions include: 1) An ethic of care (Noddings, 1994); 2) Reflexive action (Grant & Zeichner, 1996; Schon, 1987); 3) Learning communities (Brooks & Brooks, 1999; Nieto, 1999; Richardson, 1997); and 4) Managed chaos (Bruner, 1986; Jenlink, 2004).Qualitative case study research was conducted to investigate how two newly certified second career male teachers articulate the beliefs they hold and conduct their practices to teach all children. From the constant comparison analysis common themes of classroom environment, curricular choices, and instructional approaches were identified and anchored the development of the cases. Across cases, the theme of 'life history' emerged as influential in the beliefs and practices to teach to make a difference. An extended analysis was conducted across cases to examine the links of the four dimensions of teaching for democracy present in the stories of each teacher's first year of teaching.Findings of this research study indicates 'life history' impacts the beliefs and practices of second career teachers to teach all students and can be linked to dimensions of teaching for democracy. Students' personal stories are sources for understanding and enhancing an awareness of racial, cultural, and economic diversity in teacher preparation programs (LaBoskey, 2006). This understanding is at the heart of the democratic ideal and a fundamental belief of those "directly responsible for ...creating and sustaining processes of conscious, self-guided evolution...the design of a future society" (Jenlink, 2002, p. 395).

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Andersson, Andreas. "Det handlar om att höja statusen! : en studie om vad män som arbetar i grundskolans tidigare år tycker behövs för att få fler män att välja att arbeta där." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17878.

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The purpose of this study is to stress what experiences men working in the earlier school years share about being a minority group and what thoughts they have about why other men tend to avoid this profession. In this survey I have interviewed four male teachers in the earlier school years. In previous research it is claimed that men choose not to get a teacher training for the earlier school years partly because this profession is known to be dominated by women where it is difficult for men to feel at home. It is also claimed that teachers in training choose the later school years in order to focus more on teaching than looking after the children. None of the interviewed men sees it as a problem being a minority group, neither during training nor in teaching. What the men in this survey state as the main reasons for why other men do not choose to become teachers are the low levels of status and salary. They also believe that the schools need more men but most of all qualified teachers who have chosen this profession because they take an interest in it.

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Dissertations / Theses on the topic 'Male teachers'

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