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You searched for +publisher:"Texas Tech University" +contributor:("Flores, Raymond"). Showing records 1 – 2 of 2 total matches.

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Texas Tech University

1. -8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.

Degree: PhD, Curriculum and Instruction, 2016, Texas Tech University

This qualitative comparative case study examined the interactive influences of the university teacher preparation program and the cultural context of student diversity in the classroom on elementary mathematics teachers’ conceptual knowledge and practices of mathematics teaching. Mathematical Knowledge for Teaching framework, the procedural and conceptual mathematics teaching theory and situated learning theory guided the design, data collection and analysis of the study. Data sources included interviews, classroom observations, the Mathematics Teaching and Mathematics Self-Efficacy scale (MTMSE), the Culturally Responsive Teaching Self-Efficacy scale (CRTSE), student testing data, and documents from the university teacher preparation program. These data were analyzed in two phases. Four case studies were developed based on the initial data analysis, and then a comparative analysis was done with the data from the four cases. Findings revealed that pre-service teachers should be prepared in content knowledge and conceptual-based teaching strategies through rigorous curriculum and multiple field experiences to sustain the program’s influence in a variety of school contexts. Advisors/Committee Members: Price, Margaret (committee member), Flores, Raymond (committee member), Scott, Jill (committee member), Wang, Jian (Committee Chair).

Subjects/Keywords: mathematical content knowledge; procedural-based teaching; conceptual-based teaching; culturally responsive teaching

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APA (6th Edition):

-8960-1018. (2016). Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72333

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Chicago Manual of Style (16th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Doctoral Dissertation, Texas Tech University. Accessed October 01, 2020. http://hdl.handle.net/2346/72333.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Web. 01 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2346/72333.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72333

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

2. -5464-3907. Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth.

Degree: PhD, Curriculum and Instruction, 2018, Texas Tech University

The purpose of this qualitative case study was to explore and describe how life experiences of first-generation Latina/o teacher candidates of immigrant parents led them to a career in teaching, and how teacher preparation programs can recruit, train, and retain future Latina/o teacher candidates through supportive measures. The research questions investigated included: (a) What forms of Community Cultural Wealth shape first-generation Latina/o teacher candidates of immigrant parents in their K-12 experiences and career choice of teaching?, (b) What forms of Community Cultural Wealth shape first-generation Latina/o teacher candidates of immigrant parents in their academic resilience in a non-traditional path to college and teacher preparation?, and (c) What forms of Community Cultural Wealth shape first-generation Latina/o teacher candidates of immigrant parents in their future goals of being an educator? Data were collected from a survey administered to 54 teacher candidates and multiple semi-structured interviews and observations. The primary source of data for this research study was the semi-structure interviews of five first-generation teacher candidates of immigrant parents enrolled in the TechTeach Across Texas 2+1 non-traditional teacher preparation program. These first-generation teacher candidates were from the Dallas-Fort Worth cohorts, which are located outside of the university’s geographic region. This study explored the Latina/o teacher candidates’ past experiences, present experiences, and future aspirations. Data were analyzed through the lenses of Community Cultural Wealth (Yosso, 2005). The results indicated the necessity of the six forms of aspirational capital, resistant capital, social capital, linguistic capital, navigational capital, and familial capital in order to be successful in a rigorous teacher preparation program. Familial capital or social capital assisted by providing emotional support. Resistant capital was found a necessity to overcome the numerous obstacles faced while aspirational capital assisted the teacher candidate in perceiving hope beyond the obstacle. The navigational capital must be provided throughout the teacher candidate’s educational experience for success. Having linguistic capital was of necessity to have success as a bilingual teacher with Spanish as the native language. Advisors/Committee Members: Valle, Fernando (committee member), Flores, Raymond (committee member), Midobuche, Eva (committee member), Matteson, Shirley M. (Committee Chair).

Subjects/Keywords: Latina/o teacher candidates; community cultural wealth; non-traditional teacher preparation program

Texas Tech University, Selenda K. Cumby, August 2018 ABSTRACT The purpose of this… …teacher vii Texas Tech University, Selenda K. Cumby, August 2018 preparation program. Familial… …preparation program viii Texas Tech University, Selenda K. Cumby, August 2018 LIST OF TABLES… …211 ix Texas Tech University, Selenda K. Cumby, August 2018 LIST OF FIGURES Figure 1… …154 x Texas Tech University, Selenda K. Cumby, August 2018 CHAPTER I INTRODUCTION When… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-5464-3907. (2018). Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74441

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5464-3907. “Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth.” 2018. Doctoral Dissertation, Texas Tech University. Accessed October 01, 2020. http://hdl.handle.net/2346/74441.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5464-3907. “Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth.” 2018. Web. 01 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5464-3907. Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2346/74441.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5464-3907. Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74441

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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