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Full-Text Articles in Other Teacher Education and Professional Development

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore May 2017

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore

Doctoral Dissertations

Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education ...


Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino Jan 2017

Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino

Doctoral Dissertations

How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the ...


The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart May 2015

The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart

Doctoral Dissertations

This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...


Impacts Of The Game-Centered Approach On Cognitive Learning Of Game Play And Game Performance During 5-Week Of Spring Season With Intercollegiate Female Soccer Players, Kanae Haneishi May 2014

Impacts Of The Game-Centered Approach On Cognitive Learning Of Game Play And Game Performance During 5-Week Of Spring Season With Intercollegiate Female Soccer Players, Kanae Haneishi

Doctoral Dissertations

Game-centered approaches have been increasingly recognized for their features and the impacts in coaching profession. Research with the game-centered approach is still underdeveloped in coaching sports and physical activities. Therefore, the purpose of this study was to describe the impacts of the game-centered approach on cognitive learning of game play and game performance during 5-week of spring season with intercollegiate female soccer players.

Game performances at beginning, mid, and end of the season were examined through Game Performance Assessment Inventory (GPAI) with seventeen participants. Cognitive learning of game play was also assessed with instant recalls and practice journals with all ...