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1
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.
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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.
3
Giovanini, 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/.
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In this project I explore the connection between cultural and personal identity in the college classroom. Respondent interviews were conducted using open-ended questions, which began with a broad picture of the role the instructor played in the classroom and then focused more specifically on the issue of sexual orientation and the choices to disclose or not disclose orientation in the classroom. Thematic analysis was used to examine the interviews, upon the completion of the interviews being transcribed. RQ1: Do gay and lesbian instructors disclose their sexual orientation in the classroom? From this question, four themes emerged. These themes were disclosure not relevant, out of the classroom disclosure, students just know, and disclosure in the classroom. RQ2: What reasons do gay and lesbian instructors give for disclosing their sexual orientation in the classroom? Two themes, fears of disclosure and holding back, transpired from this question. RQ3: How do gay and lesbian instructors foster diversity in the classroom related to sexual orientation? Four themes were exposed from the question, and these themes were paradox of diversity, passing, mentoring, and identity not sexuality.
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Laxton, 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/.
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This research explores the attitudes of a group of Postgraduate Certificate in Education citizenship student teachers in London in 2012 towards lesbian, gay, bisexual and transgender (LGBT) issues in education; their own perceptions of their abilities to deal with LGBT education within schools; the training they have received from their teacher training institutions in this area; and how this training may be improved in the future. The research was carried out using a written response questionnaire and five vignette scenarios to which the trainees had to respond. The findings are discussed under themes including the awareness of LGBT legislation in education; preparedness for, confidence in and the importance of LGBT education; and teacher training in this area. References to legislation from 1967 to 2013, including the Equality Act 2010, are made, and Banks‟s (2004) Dimensions of Multicultural Education model is drawn upon to suggest possible developments in teacher training in this area. The research finds that the trainee teachers have a strong sense of commitment and genuine determination towards addressing issues of homophobia and they express the importance of equality within schools on this issue. However, many also feel unprepared in regard to their knowledge and the strategies they can use when approaching some LGBT issues, expressing anxieties in certain situations, especially those which cannot be easily planned for, such as delivering the topic within lessons. The research therefore argues for improvements in LGBT training for postgraduate students as they prepare to enter the profession.
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Hoffman, 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.
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Morgan, 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.
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Hebl, 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.
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Ward, 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.
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Even though living openly is associated with better health, gay teachers are in an ambiguous position legally and socially when it comes to finding safe and successful ways to living openly while at work in K-8 schools. The purpose of this grounded theory study is to describe approaches gay teachers have found and employed to living openly in K-8 schools. From the interview data collected from eleven gay teachers, an identity development model was produced, which the researcher entitled The Gay Teacher's Workplace Visibility Process Model. No existing identity development models focus solely on the approaches gay teachers take to living openly in the K-8 school. The Gay Teacher's Workplace Visibility Process Model consists of four stages: becoming visible to administrators and other teachers, becoming visible to students, becoming visible to students' parent, and identity maintenance. It is hoped that this study will ultimately prompt more gay teachers to live openly as the model is intended to serve as a guide for future or current gay K-8 teachers who wish to live openly at work. This study also has implications for administrators and teachers, the first people gay teachers come out to. Administrators and other teachers can support gay teachers in becoming fully visible at work safely and successfully through their actions and words, which could potentially lead to more accepting school environments for everyone through the fostering of a culture of inclusivity.
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Evans, 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.
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Msibi, 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.
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Ross, Amy Saunders. "“Don’t Say Gay. We Say Dumb or Stupid”: Queering ProspectiveMathematics Teachers’ Discussions". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7587.
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Many prospective teachers make assumptions about their students before they actually begin teaching. Many of these assumptions can be rooted specifically in students’ races, cultures, classes, religions, genders, and sexual orientations. In order for prospective mathematics teachers to challenge these biases, some mathematics teacher educators have provided tasks to support these prospective teachers in becoming aware of their own biases. I chose to analyze a group of five prospective mathematics teachers discussing topics of teaching for social justice to examine more closely the kinds of biases they carry, and more specifically, how those biases came about in their conversations. My analysis also involved looking specifically at whether or not these prospective mathematics teachers were challenging their own as well as others’ biases that came out during the discussions. The results of this study display the ways in which these biases were illuminated during the group discussions as well as the lack of prospective teachers challenging the biases that came out.
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McKenna, 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.
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This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.
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Wardle, 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.
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Twenty teachers who define as gay or lesbian in the North-east of England were interviewed in order to uncover their experiences, the effects which schools as institutions are having on individual teachers, and the moments when individual teachers have been able to have an effect on the institution. The study uses semi-structured interviews in order to gain an insight into the lives and experiences of gay secondary teachers; the interviews, although not a stratified sample due to the nature of the methodology adopted, include the perspectives of newly qualified teachers, middle managers and school leaders, including a head teacher. Both positive and negative experiences and themes emerged after structured analysis of the transcripts, underlining both differences in experience and the multi-faceted nature of the school environment. Emerging themes consider issues linked to coming out within the school context, issues of censorship, personal triumphs in addition to accounts of censorship and homophobia, consideration of teachers as role models, and thoughts on teaching and learning. Although respondents reported stories of problems when coming out, experiences of homophobia both from staff and in the classroom, and commented on issues when teaching and learning interface with homosexuality, the reality of the situation was often more complex than it first appeared.
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Shortall, 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.
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Melvin, 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.
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Banks, 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.
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Sexual minority students’ encounters with discrimination and harassment are increasing in school settings. Per the research, the discrimination and harassment they experience partly stems from teachers’ negative attitudes toward sexual minorities and a lack of understanding of the needs of these individuals, which can negatively impact students’ psychological well-being and create an unwelcoming environment (Dessel, 2010; Mudrey & Medina-Adams, 2006; Riggs, Rosenthal, & Smith-Bonahue, 2011). Teachers are responsible for ensuring a safe environment for students that promotes mental and physical health (Larrabee & Morehead, 20’10; Mudrey & Medina-Adams, 2006; Riggs et al., 2011). Therefore, it’s vital to determine ways to reduce teachers’ negative attitudes and increase their knowledge and empathy toward sexual minorities in order to enhance students’ well-being and create a supportive school atmosphere (Maddux, 1988). Although researchers have independently tested the effectiveness of intervention strategies (e.g., workshops, courses) designed to reduce negative attitudes, a comprehensive study to determine which one may be most successful in reducing negative attitudes, while enhancing knowledge and empathy, has yet to be conducted. The current study assessed the effects of three intervention strategies designed to reduce pre-service teachers’ negative attitudes, and increase their knowledge and empathy toward sexual minorities. Due to conservative religious beliefs being a main contributor to negative attitudes toward sexual minorities, this study also examined the impact of religious beliefs on participants’ responses to the interventions. Pre- and post-data were collected from 139 pre-service teachers enrolled in undergraduate educational psychology and teacher education courses at a Southeastern University. Students participated in one of three intervention strategies, a video documentary, a workshop, or regular classroom instruction. Results demonstrated that there were no significant differences between participants in the video, workshop, and control groups on attitudes, knowledge, or empathy from pre- to post-intervention. However, within group differences were found in the video and workshop interventions on certain aspects of attitudes, empathy, and knowledge. In addition, results illustrated that religious beliefs had an impact on participants’ knowledge and empathy towards sexual minorities. Contributions to the literature and implications of the findings are discussed as well as limitations and directions for future research.
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Mayo, 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.
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Mayo, 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.
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There is little known about the daily lives of gay teachers at school. Studies have been conducted in this area, but the wide range of individual life experiences makes it difficult to define the gay teacher experience. Gay teachers geographic location, gender, age,and race, are a few of those factors that will have a direct influence upon their lives.Therefore, I believe more focused, regional or case studies will yield better understandings of the lives that gay teachers lead at school.
Until now, no other study had investigated the lives of gay teachers in West Central Florida. I decided to focus this study on male teachers who teach in secondary schools because I believe the lesbian experience at school differs to such a degree to warrant aseparate study for them. I also believe that secondary teachers must confront controversial issues that are connected to the mandated curriculum and a more mature student audience that will be more apt to ask questions about those issues to a far greater extent than elementary school students.
The purpose of this study was to investigate the lived experiences of gay male teachers in West Central Florida and uncover their understandings of various key issues:the perceived impact of their sexual orientation on curricular decision-making, the perceived impact of their sexual orientation on classroom management, and their understandings of the perceived barriers to addressing homophobic language and coming out at school. After six months of conducting personal interviews, engaging in telephone conversations, and exchanging electronic mail messages with the seven participants inthis study, my analysis of the data resulted in the emergence of ten themes: (1) gay themed materials in the classroom, (2) interactions with students perceived to be gay, (3)separation of informants private lives from life at school, (4) informants perceptions ofproper conduct by a gay male teacher, (5) challenges and problems faced by the informants at school, (6) informants understandings of how students use homophobic language, (7) informants use of humor in the classroom, (8) informants relationships and interactions with colleagues at school, (9) informants perceptions of the acceptance of gay male teachers, and (10) informants perceived special talents of gay male teachers.
In the end, all seven informants shared their unique stories, but demonstrated some commonalities as well. All of them addressed gay-themed issues when they came up in class, all addressed homophobic language to some degree, and, with the exception of one individual, most agreed that it was best for gay male teachers to remain closeted at work, even if they personally wished that it could be different. I believe the one dissenting voice offers hope that at some time in the near future, gay male teachers will be able to be out at school despite the negative stereotypes that surround them. Further, the one dissenter demonstrated his ability to help all students better understand diversity, and his presence increases the possibility that someday teachers, administrators, and students will all be more open to accept the existence of and the performance of multiple forms of masculinity at school.
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Cooper, 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.
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This thesis reports on a small scale qualitative research project located in Aotearoa/New Zealand. The objective of the research was to understand how lesbian teachers disrupt heteronormativity in early childhood settings.
The literature was reviewed nationally and internationally. It argues that heteronormativity is the main barrier preventing teachers speaking about lesbian and gay issues. Heteronormativity is a discourse that works to maintain heterosexual hegemony. As a result of this dominance, acceptance of lesbian and gay issues is still a contentious issue within Aotearoa/New Zealand early childhood settings. This study provided an opportunity for heteronormativity to be viewed solely from a lesbian teacher’s paradigm. My intention was to also examine the strategies that participants used to challenge heteronormative dominance. Participants negotiated risks to ensure that both children and adults were aware of the hegemonic view point enforced by heteronormativity. A feminist post-structuralist and queer theory paradigm was used to frame the analytical approach.
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Foy, Joelyn Katherine. "Understanding sexual prejudice among midwestern pre-service and in-service teachers". Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18639.
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Doctor of PhilosophyDepartment 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.
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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.
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Queer-teacher lives aren’t easy! They experience isolation and bifurcation of their lives on a daily basis. How much more difficult must life be for these teachers in the theologically heteronormative context of the Catholic school? Yet, these teachers remain educators in these institutions, sensing goodness in what they are doing and in the future of these schools. Inspired by this interesting reality of tension, this study asks two important questions. First, how do queer teachers understand their identities as constructed in a Catholic school? Secondly, it wants to know what action teachers will take when they have come to an answer about their constructed identities. This dissertation incorporates queer studies, liberation theology, and critical pedagogy into a bricolage theory to fully address the intersectional lives of its participants. With a methodological approach informed by the ethics of culturally responsive research, this participatory action research begins from a moment of dialogical praxis towards the hope of social engagement. Crafted as a retreat in which queer educators share their stories of working in these institutions, this unique research incorporates the participants into the analysis process as essential actors in understanding the meaning of their own lives. The study reveals the perceptions of queer teachers about the ways that schools make meaning of their role in the educational environment as well as how they make meaning of their lives. Three major themes, “doing queer,” “being queer,” and “enforcing queer” show that these teachers are part of a complex reality in which their identities and performances in Catholic schools are dictated by the pull and push of fear enforced x through many channels in the Catholic school. These themes also show that teachers are actively making new meaning about themselves and acting in ways that seek to dismantle oppression in their institutions. The study also reveals a vibrant spirituality which emerges from the daily experience of being queer in a Catholic school. Geared towards social justice, this spirituality invites us to reimagine that work for social justice may mean pushing into oppression through a paschal victimhood which transforms institutions fundamentally from within.
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Fischer, 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.
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Murray, 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.
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Currently in the United States there are more than 4 million lesbian, gay, bisexual, and transgender (LGBT) students in K-12 public schools (Bochenek, Brown, & Human Rights Watch, 2001). Despite the prevalence of LGBT youth and the diversification of family populations, teacher preparation programs rarely acknowledge "queer" aspects of multiculturalism (Letts, 2002). As a result, a majority of K-12 educators enter the field of teaching unwilling and/or unprepared to engage with queer issues as they relate to students and families, curriculum, and instruction. The culture of silence around homosexuality can put queer youth at risk and deter school stakeholders from addressing queer issues, the discussion of which can lead to deepened understanding, increased empathy, and social action. Employing critical social theory as a theoretical framework, this paper examines the promise of increased awareness about and use of queer-inclusive pedagogy and curriculum in pre-service teacher education. It is argued that such inclusion is necessary to counteract heterosexism in schools that reinforce gender norms and impart heteronormative values. Guided by interpretivist inquiry, the current multiple-case study describes how eight pre-service teachers encountered, made sense of, and responded to sexual and gender diversity in their K-8 field placements. Findings are presented in individual case descriptions followed by a cross-case synthesis and suggest that pre-service teachers came into direct and constant contact with queer issues. Participants' overwhelming desire to process and make sense of their encounters as a means of supporting students as well as negotiating their own personal sense of identity also emerged from the data. The implications of these findings for pre-service teacher education are discussed as is a proposed framework for queer inclusion and next steps for future research.
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Healey, Norma M., i 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.
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This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula.
the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons.ix, 173 leaves ; 29 cm.
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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.
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This research offers an analysis of the experiences of twenty people who identify as lesbian, gay or bisexual (LGB) and who are teachers within_their professional lives. It aims to illustrate the ways in which the continuing (re)production of heteronormative discursive practices impacts upon their lives both within the private and the professional realm. The research deploys a two-tier methodological framework in order to gain insights into the lives of LGB teachers, an often invisible social group. The research is underpinned by a theoretical framework which draws upon poststructuralist feminist/queer theories but which also is data, rather than theory, driven. School is the major site of analysis within this thesis and participants' reflections upon their own school days are put under the lens as well as the way in which they experience schools as teachers. As this research is concerned with the intersections between participants' private and professional lives it also offers an analysis of the process of becoming (Phelan, 1993), of the notion that one does not possess an inherent LGB identity, rather this is something one achieves through the recognition and adoption of certain social, cultural and aesthetic cues. The way in which LGB identities constitute an 'invisible presence' within schools is also explored throughout the thesis. The thesis addresses a gap in the literature on the experiences of LGB teachers and sheds new light on the ways in which location, community and subjectivity can impact upon the experiences of this social group.
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Noack, 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.
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Scholes, 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.
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A team of graduate students from Brigham Young University under the supervision of the main author Dr. Lynn Henrichsen collaborated on creating a book, as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR TESOL). The entire project consists of 10 sections with nearly 50 units addressing topics that novice teachers should know before teaching English to non-native speakers. The BTR TESOL program provides basic material for untrained novice teachers that will help them to be better prepared to face the challenges and responsibilities of teaching English. This write-up describes the creation of two units titled "Basic Principles of Second Language Acquisition" and "Communicative Language Teaching and Information Gap Exercises." The first unit, "Basic Principles of Second Language Acquisition," educates novice teachers about some of the basic theoretical concepts of second language acquisition that can be applied directly to teaching. It also includes a discussion of variables that can affect second language acquisition. The second unit, "Communicative Language Teaching and Information Gap Exercises," introduces novice teachers to basic principles of the communicative approach and the steps involved in the creation and implementation of information gap exercises. Both units include an opening scenario and a list of the objectives of the unit. Following the main content, there is an audio or video segment related to the theme of each unit as well as reflection questions. The final section directs readers to resources where they can go to learn more about the subject.
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Holliday, 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.
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Although in recent years there has been increased attention on bullying prevention and bullying legislation in the United States, there is limited research on the implementation of anti-bullying policies. Moreover, few studies have addressed the use of anti-bullying policies to protect LGBT youth from bullying. The present study seeks to examine the role of anti-bullying policies as a means to protect against bullying based on perceived sexual orientation and gender identity. Qualitative interviews with high school teachers, administrators, and staff members within an urban school district in the United States were conducted to gain insight into how those charged with the task of protecting LGBT youth engage with their school and district policy in efforts to create a supportive environment for their students. In this study, I argue the following: 1) the policy structure, both in the language of the state law and district policy on bullying, created barriers for schools to implement the anti-bullying policy; 2) the barriers created by the policy structure limited teachers' ability to protect LGBT youth from bullying; and 3) despite the evident barriers, teachers found ways to create supportive classroom environments for their students. Results indicate that teachers are not knowledgeable of the contents of their school's anti-bullying policy, and have had limited exposure to the policy through training specific to their school's anti-bullying policy. Similar results occurred when teachers and administrators were questioned about their awareness of trainings specific to the prevention of bullying against LGBT youth, posing significant barriers to effective policy implementation. In addition, interview data suggests that although teachers lack the sufficient support in terms of training on the anti-bullying policy, there were multiple examples of teachers serving as advocates for LGBT youth in both their classrooms and in their schools more broadly. The displays of advocacy by teachers, in addition to the presence of district and school administrator support for LGBT students, serve as an example of how school districts can find ways to implement school policies, address bullying in their schools, and raise awareness for the unique experiences of LGBT youth in terms of bullying.
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Broadhurst, 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.
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Arnold, 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.
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McFarland, 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.
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Danter, 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.
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Thesis (Ph. D.)--Ohio State University, 2005.Title 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
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Tešić, Zoran. "Never mind the gap! : digital differences between students and teachers". Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14702/.
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Although there has been an increase in the availability of digital technology and related media (DT&RM) in many educational institutions across the UK, it has been frequently suggested that the barrier to the successful development of an effective digital learning environment is teachers' (digital immigrants) lack of technological proficiency to take into account the needs of the new digital generation of students (digital natives). With the aim of contributing to this debate, I investigated the adoption of technology by exploring digital differences between a population of students (n = 444) and teachers (n = 158) in a further education (FE) college in South East England, addressing the research question, 'In what ways do students and teachers differ in how they relate to digital technology in the context of teaching and learning practices?' In order to understand more about how students and teachers relate to DT&RM, this study utilised sequential mixed methods research with a collaborative approach to data collection. This entailed giving the participants a voice and an active role in some aspects of the qualitative recording of evidence, as well as enabling a reflection on the processes of the study. The results of the research indicate differences in digital awareness and the ability to use DT&RM among students and teachers. Although observable, those differences are not specific or age- or gender-related. The findings suggest that many participants among students and teachers struggle with and have limited knowledge of technology, and that differences in how they relate to DT&RM are associated with the different roles they play in an educational setting, as well as the role that technology plays in meeting their individual needs. The data also indicates that both groups of participants recognised the potential of using DT&RM in the classroom. Furthermore, they presented critical awareness of technology, seeing the role of technology in education as supportive rather than transformational.
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Wang, 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.
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Given the serious environmental crisis happening in China, Environmental Education (EE) has been given more and more attention by the government, educators, public and researchers. EE in China has been increasingly promoted in recent years especially within the formal education system. However, there are always difficulties and problems involved in bringing Environmental Education into the classroom. This study focuses on the Chinese National Environmental Education Curriculum implementation issues. It aims to understand the curriculum implementation gap between the intended written curriculum and the teachers’ perceived curriculum. As the teacher is in the center of this phenomenon, there is a special focus on the teachers’ beliefs system. The research questions leading this study are 1) What are the teachers’ beliefs about EE? 2) What are their perceptions on the implementation of the EE Curriculum? 3) What role does the National EE curriculum play in teaching practice?
From a phenomenological approach, a qualitative study has been conducted in Tianjin, one of the major cities in China. Four primary school teachers from two public primary schools have been interviewed. The beliefs generated from common sources are mainly discussed as a way to make generalizations. Thematic analysis has been applied to analyze the interview data. The results are presented around three themes which are the teachers’ beliefs on EE, pedagogical practice of EE and EE curriculum application. The research has shown that the teachers have a basic understanding of EE but insufficient teaching methods, and the results also revealed some negative attitudes among the teachers. The curriculum mainly serves as a framework and theoretical reference with very limited use in teaching practice. Based on this study, the EE curriculum implementation gap is mainly generated from the teachers’ insufficient pedagogical content knowledge (PCK) and the marginal status of EE in the system. Therefore, it has been suggested that in order to narrow the implementation gap, improvements should be made to teaching training, educative curriculum design, parents’ education and the legalization of EE.
Due to the fact that the study has been conducted in the context of Tianjin, the results cannot be generalized to the whole country. But the results can set up references for other cities that share similar educational and social conditions with Tianjin.
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Kim, 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/.
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Many popular discourses describe today's young people as the 'digital generation', who are completely different from adults in their ways of thinking, working and living (Tapscott, 1998; Prensky, 2006). When it comes to teaching the 'digital generation', there have been growing concerns over the 'media generation gap' in the classroom (Green and Bigum, 1993). However, the concept of the 'digital generation' itself is questionable. It is a label used to refer to young people by outsiders, rather than a label agreed on by young people to represent themselves (Herring, 2008). Therefore, before calling young people the 'digital generation', we need to carefully explore young people's relationship with new media. In what ways and for what reasons do young people use new media? Is there really a 'media generation gap' between young people and adults, especially in a school setting? How are young people constructed, and how do they construct themselves, in terms of their generational identity? To answer these questions, data were collected using both quantitative and qualitative methods. I conducted a survey in secondary schools in Korea to find out general trends in both teachers' and students' use of media and attitudes towards the media. After analysing data collected via the survey, interview questions and activities were planned to contextualise findings from the survey, and to explore the questions of generational identification. Based on the questionnaires and in-depth interviews, this thesis argues that the 'media generation gap' is more to do with attitudes towards media rather than the types of media that different generations mostly use. In addition, based on the qualitative data, this thesis suggests that young people tend to make use of the new media to manage and perform their identities as 'youth' and 'students'. The data also show that young people consciously pick and choose the media they use according to their lifestyles and generational identities. However, their lifestyles are also affected by the technological characteristics of the new media. Therefore, 'young people' and 'new media', both socially constructed, discursively co-construct each other.
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Collins, 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.
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Bassette, LaTasha Price. "Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3221.
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This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these narratives were supplemented with classroom observations and archival data of district-administered students' surveys for the teachers, professional development plans, and teacher lesson plans. Data were analyzed using comparative and inductive analysis and were thematically coded. Findings indicated that teachers who closed the achievement gap shared culturally responsive characteristics and behaviors, including a caring attitude, high expectations, content relevance, and a belief that their existing Professional Development (PD) was not specific to the needs of teachers working in high-minority, low-socioeconomic urban school environments. A 3-day PD was designed to produce positive social change by reframing the beliefs, responses, and approaches to teaching minority students, allowing teachers to develop stronger teacher-student relationships, tolerance, and strategies, to ultimately increase student motivation and achievement.
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Rossi, Kirstin A. "Early Strategies of Kindergarten Teachers and Administrators to Lessen the Literacy Gap". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4678.
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Proficiency in literacy is paramount during a child's education. Lacking proficiency can have lasting effects. At both the state and local level, continuing gaps in student achievement in literacy have been documented. The purpose of this qualitative case study was to focus on kindergarten teachers and administrators' early literacy strategies, specifically current practices in early literacy skills and possible resources needed in early literacy to lessen the gap between White students and ethnic minority and students who qualify for free/reduced meals. The constructivist framework was the platform used to investigate teacher and administrator understanding of the 6 early literacy skills, their understanding of current literacy building instructional practices/strategies related to those skills, and possible needs for resources related to the six early literacy skills. The guiding question for this study was: Despite targeted instruction, dedicated time for daily literacy instruction, and tiered interventions, why does the literacy gap exist in kindergarten? A qualitative case study design was used for this project study with a convenience sample of five participants. Semistructured interviews were conducted and transcribed. Open coding was used to identify themes. Major themes emerged including instructional support, use of multimodal curriculums, strong teacher/student relationships, and consideration of issues outside the instruction and curriculum such as mental health of students. Recommendations were made in the form of a position paper to identify possible changes, modifications, and items to keep. A major implication when considering positive social change is the collaborative work from all stakeholders. With this position paper, the district can migrate from reactive strategies in third grade to proactive strategies in kindergarten to lessen the literacy gap between student subgroups.
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Mitchell, 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.
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The shortage of teachers necessitates systems of certification that quickly provide teachers for the field, especially in hard to staff schools. Alternative certification programs have attempted to address the need by enlisting non-certified college graduates and offering these individuals shortcuts to certification, special assistance, or opportunities to study that prepare them for eligibility to obtain their teaching credential. (Darling-Hammond, 2000). These types of programs bring consequences with the benefits. This mixed methods study examined the effect of alternative certification programs on teacher self-efficacy. The Teacher Sense of Efficacy Scale (Tschannen- Moran & Woolfolk Hoy, 2001) was administered to interns prior to entering the field and after four months in the field. The results demonstrated a significant drop in teacher self- efficacy from pre- to post-test. In addition, semi-structured interviews identified factors that contributed to the drop in teacher self-efficacy. Implications for teacher education programs are discussed.
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Tran, 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.
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Chapman, 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.
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The research around the achievement gap is extensive. However, regardless that the term “achievement gap” is so widely used in academia today, there is often confusion surrounding what the achievement gap is. This study seeks to answer three research questions: (1) To what extent does an achievement gap exist among different subgroups of students in Kentucky’s K-12 public schools? (2) How do the perceptions of parents and teachers interact with decision-making? (3) How do the ideas of parents and teachers regarding closing the achievement gap compare?
This research examines perceptions of the existence of an achievement gap in Kentucky’s public schools from the perspectives of two groups of stakeholders: parents and teachers. This study aims to identify trends in thinking about the existence of an achievement gap, how information is communicated, and how stakeholders think gaps can be closed.
The results of this study indicate that stakeholders have a general understanding of the achievement gap; however, methods of communication with parents need strengthening. Findings show that Kentucky schools with gaps tend to have multiple subgroups, rather than a single group, performing lower than their peers, but stakeholders have mixed ideas on closing these gaps.
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Simms, 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.
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Bao, 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.
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Thesis advisor: Juliet B. SchorDespite 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
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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.
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This study utilizes an alignment-crosswalk of metro-Los Angeles public K-12 school districts’ teacher evaluation items and the California Teacher Performance Expectations to determine which local school district evaluation items do not align with pre-service preparation course work standards, and which pre-service preparation course work standards are not assessed by local school districts. Findings initially indicated that many districts utilize the California Standards for the Teaching Profession, a set of standards defined by the same California regulatory body which responsible for developing and authorizing the California Teacher Performance Expectations. Initial findings also included school district evaluations not aligned to the California Standards for the Teaching Profession which were also crosswalked with the Teacher Performance Expectations to determine their alignment and non-coverage areas. Content analysis and Critical Discourse Analysis were performed to determine what gaps exist between preservice teachers’ preparation standards and in-service early-career evaluation standards.
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Lucas, Melissa Ann. "Bridging the Gap Between Schools and Families Through Teacher Home Visits". Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10624691.
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Across 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.
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Sood, Krishan. "Marketing and initial teacher training in higher education : bridging the gap". Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30978.
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This thesis assesses the link between marketing and Initial Teacher Training (ITT) in two higher education institutions. The study comprises a survey and case studies of all the ITT staff in the two universities. The case studies were carried out by semi-structured interviews with key members in the faculty of education and the marketing department of each of the HEIs. The link between marketing and ITT is examined through the application of strategic marketing theory and a theoretical framework for the link is presented. The study showed that the link between marketing and education is dependent upon the stage of development of each institution in terms of marketing. There was no one simple model of marketing but it was found that both universities were well orientated in linking marketing strategy to ITT. The responsiveness of both HEIs to customer needs was found to be appropriate to their organisational structure and their existing culture. The study showed that there were several conflicting pressures faced by senior managers, many of which are similar to those experienced by other university faculties. The main tensions and conflicts faced by managers were to do with managing resources in a difficult economic climate ensuring high quality student recruitment and retention enhancing institutional image addressing issues of competition and developing partnerships. The need for the faculty of education to work closely with the marketing department was considered to be important. The main difficulty which the ITT staff and the marketing staff experience is the lack of communication between them generated by work overload. This presents a challenge by all parties to consider the priority given to the link between marketing and education. A number of initiatives for linking marketing and ITT are identified. These include fostering partnerships with schools and business partners developing closer links with the marketing department and being more proactive in involving students in the development and organisation of ITT provision.
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Callins, 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.
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Ive Got the Power!: Investigating Pre-service Special Educators Perceptions and Abilities to Teach Reading to Students with Disabilities Tandria Milagno Callins M.S., CCC-SLP ABSTRACT This study, through a multiple case study approach, was designed to investigate how pre-service special educators were empowered to teach reading to students with disabilities during their final internship. A developmental-constructivism theoretical framework guided this study in order to examine how a teacher preparation program prepared a six-member cohort of pre-service special educators in the areas of efficacy, competency, and preparedness. Based on the principles of developmental-constructivism, the researcher investigated whether or not these pre-service special educators became more empowered in the areas of efficacy, competency, and preparedness through active-learning and hands-on opportunities.
The researcher employed a concurrent mixed-method design for data collection and analysis. To complement the quantitative data from the surveys, the qualitative data from the interviews were collected in order to provide support, to explain, and to account for discrepancies in the data. The levels of empowerment were measured by the differences between self-reported data on pretest and posttest measures on the Teacher Sense of Efficacy Scale (TSES), Special Education Competency Scale (SECS), and Preparedness to Teach Reading Survey (PTRS). Videotaped observations of each pre-service special educator teaching a reading lesson were collected and analyzed to determine the percentage of observable reading practices. Results included both increases and decreases in perceptions of empowerment on the TSES, SECS, and PTRS. The pre-service special educators were able to demonstrate approximately 50-65% of the reading competencies on the reading observation rubric.
The results also revealed gaps between self-perceptions and actual practices among the participants. Institutional barriers such as student behaviors and the mentor/mentee relationship accounted for most of the gaps observed between beliefs and practices.
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Hill, James Hill. "The Experiences of Grade 4 Public Elementary School Teachers Regarding Multiculturalism". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3106.
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An increasing number of multicultural students are attending U.S. public schools. At a Title I elementary school in a rural region of the southern United States, multicultural students had not met academic standards as measured by state exams, and state scores had been very low for 5 consecutive years. The purpose of this qualitative case study was to understand the instructional strategies used by Grade 4 teachers in helping multicultural students pass state tests. The conceptual framework was Vygotsky's theory of cognitive and social constructivism and Gardner's theory of multiple intelligences. The foci of research questions were on identifying teachers' instructional strategies and clarifying why those strategies are used. Nine teachers who had taught in multicultural classrooms were selected via purposive sampling and were interviewed individually. Data were analyzed using thematic analysis. Themes that emerged included the use of educational software, students' learning styles, and differentiation of instruction. Key findings indicated that these Grade 4 teachers incorporated students' background knowledge and interests into lessons and educational resources authored by multicultural authors. The resulting project was a professional development program for Grade 4 teachers of multicultural students that includes a workshop, PowerPoint presentation, an executive summary, and instructional strategies. These findings will help teachers improve their instructional strategies, which will, in turn, enance the learning of these Grade 4 students.
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Rowland, Mark Lance. "Perspectives of AP U.S. History Teachers in Title I Schools". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6945.
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The College Board’s Advanced Placement (AP) Program continues to expand annually with increased numbers of high school students nationwide enrolling in AP courses and taking end-of-course AP exams, in hopes of earning college credit and strengthening high school transcripts. As the College Board promotes increased minority student participation (specifically African-American and Hispanic students) in AP courses, AP teachers face new challenges as potential first-generation college students enter their classrooms with below-level reading scores and a lack of essential critical-thinking skills needed for college-level assessment.
The participants in this study are five AP U.S. History Teachers from urban, suburban, and rural Title I high schools. In this inquiry, I explore how their backgrounds and experiences shape their approaches to curriculum and pedagogy in their respective environments. I conducted two separate interviews with each teacher: the first addressed their formative years and educational experiences, while the second focused on their teaching philosophies and how they deliver course content. The data revealed similar instructional practices among the participants, all of whom choose student-centered teaching models to varying degrees to enhance student engagement.
This discourse highlights the need for further inquiry into the perspectives of AP teachers in Title I schools to inform future policymaking decisions within schools and school districts to enhance historically marginalized student populations’ college and career opportunities.
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Orland, 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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