You searched for +publisher:"University of Oklahoma" +contributor:("Houser, Neil").
Showing records 1 – 30 of
42 total matches.
◁ [1] [2] ▶
University of Oklahoma
1.
Chiocca, Emmanuelle Sarah.
NOT UPGRADED TOURISM: A CASE STUDY OF THE EFFECTS OF A SHORT-TERM STUDY ABROAD EXPERIENCE IN ISRAEL.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/300023 
► International education has been evolving in the past decade, with short-term study abroad programs gradually growing to be the dominant type of program. With this…
(more)
▼ International education has been evolving in the past decade, with short-term study abroad programs gradually growing to be the dominant type of program. With this growth comes the need to develop a concentrated and impactful curriculum and to provide supportive environments for deep learning abroad that is more than upgraded tourism but rather focused on educational outcomes.
This qualitative case study investigates the experiences of five study abroad participants in Jerusalem and the potential changes they perceive to have undergone during their sojourn, in the hopes of providing insights for international curriculum development. Drawing from multiple data sources within an interpretive framework, such as surveys, documents, observations, and interviews of the participants and their instructor, the purpose of this study is to understand the types of experiences and subsequent change in relation to the curriculum abroad. Data was analyzed inductively and thematically. The findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) cross-cultural competence development, and (5) student engagement in a classroom culture, which acted together as a gestalt. Change emerged in the forms of (1) intercultural sensitivity, (2) change as a student, (3) ideological shift, and (4) career refinement.
Findings highlight the connections between experiential learning, intercultural competence development, and perspective transformation. They encourage international educators to provide instructional frames that encourage students to engage with the host culture in critical ways via experiential pedagogy to increase their critical cultural awareness.
Keywords: international education, study abroad, intercultural competence development, intercultural sensitivity, transformative learning, perspective transformation, experiential learning
Advisors/Committee Members: Baines, Lawrence (advisor), Houser, Neil (committee member), Heddy, Benjamin (committee member), Ruan, Jiening (committee member), Reeder, Stacy (committee member).
Subjects/Keywords: Education, Curriculum and Instruction.; Education, Educational Psychology.; Education, Bilingual and Multicultural.; Education, Higher.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chiocca, E. S. (2018). NOT UPGRADED TOURISM: A CASE STUDY OF THE EFFECTS OF A SHORT-TERM STUDY ABROAD EXPERIENCE IN ISRAEL. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/300023
Chicago Manual of Style (16th Edition):
Chiocca, Emmanuelle Sarah. “NOT UPGRADED TOURISM: A CASE STUDY OF THE EFFECTS OF A SHORT-TERM STUDY ABROAD EXPERIENCE IN ISRAEL.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/300023.
MLA Handbook (7th Edition):
Chiocca, Emmanuelle Sarah. “NOT UPGRADED TOURISM: A CASE STUDY OF THE EFFECTS OF A SHORT-TERM STUDY ABROAD EXPERIENCE IN ISRAEL.” 2018. Web. 18 Feb 2019.
Vancouver:
Chiocca ES. NOT UPGRADED TOURISM: A CASE STUDY OF THE EFFECTS OF A SHORT-TERM STUDY ABROAD EXPERIENCE IN ISRAEL. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/300023.
Council of Science Editors:
Chiocca ES. NOT UPGRADED TOURISM: A CASE STUDY OF THE EFFECTS OF A SHORT-TERM STUDY ABROAD EXPERIENCE IN ISRAEL. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/300023
University of Oklahoma
2.
Gunter, Devon.
An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/316293
► The great preponderance of research in undergraduate mathematics, especially as it pertains to students transitioning into post-secondary education, tends to problematize the student or the…
(more)
▼ The great preponderance of research in undergraduate mathematics, especially as it pertains to students transitioning into post-secondary education, tends to problematize the student or the difference in the educational environment. What appears to be lacking, however, is research into the ways that the instructor may be exacerbating this transition. Fundamental to the concerns of the quality and appropriateness of contemporary post-secondary mathematics instruction is the ability to envision alternatives to traditional approaches. This case study identified one individual, whose practice fell well beyond the norms at the institution in which they found employment and explored how they developed their teacher-identity, how they maintained that teacher-identity as they entered into their department and the profession in general, and how they have engaged in praxis. Data collected included
interviews, course observations, and course document analysis. Analysis of these data revealed that a number of personal and/or professional crises prompted the evolution of the participant's teacher- and researcher-identity and these evolutions resulted in the need to reimagine the enactment of his affordances regarding teaching, resulting in an envisioning of his praxis as an interrelated system of praxis as an application of the creative process and praxis as an application of mathematical problem solving.
Advisors/Committee Members: Reeder, Stacy (advisor), Stewart, Sepideh (committee member), Beach, Sara Ann (Sally) (committee member), Hill, Crag (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education, Mathematics.; Education, Higher.; Teacher Identity
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gunter, D. (2018). An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316293
Chicago Manual of Style (16th Edition):
Gunter, Devon. “An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/316293.
MLA Handbook (7th Edition):
Gunter, Devon. “An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.” 2018. Web. 18 Feb 2019.
Vancouver:
Gunter D. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/316293.
Council of Science Editors:
Gunter D. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316293
University of Oklahoma
3.
Gunter, Melissa.
College in the High School: An Alternative Remediation Model.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/316301
► Students entering post-secondary education in the United States are required to enroll in remedial mathematics courses at alarming rates (Chen, 2016), and only 1 in…
(more)
▼ Students entering post-secondary education in the United States are required to enroll in remedial mathematics courses at alarming rates (Chen, 2016), and only 1 in 4 complete these required courses that act as “gatekeeper” to college-level mathematics (Bahr, 2008). In an effort to close a perceived “gap” between secondary and post-secondary education as well as remove the systematic barrier that traditional mathematics remediation has become for students transitioning to post-secondary education, an alternative model is proposed. The course that is the subject of this instrumental case study was offered as a preparatory semester before students completed College Algebra as a concurrent course at their large suburban high school in a southern plains state. Data collection included the teacher’s reflection journal, course documents, student work, and student interviews. Analysis of these data revealed the course to have three defining characteristics, which were a mathematical community of practice, problem-centered learning, and writing, and describes the impact each had on the class itself and the perceptions students had about how these characteristics impacted their learning.
Advisors/Committee Members: Reeder, Stacy (advisor), Houser, Neil (committee member), Beach, Sara (committee member), Torres, Heidi (committee member), Hennessey, Maeghan (committee member).
Subjects/Keywords: Education, Mathematics.; Secondary Mathematics; Mathematics Remediation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gunter, M. (2018). College in the High School: An Alternative Remediation Model. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316301
Chicago Manual of Style (16th Edition):
Gunter, Melissa. “College in the High School: An Alternative Remediation Model.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/316301.
MLA Handbook (7th Edition):
Gunter, Melissa. “College in the High School: An Alternative Remediation Model.” 2018. Web. 18 Feb 2019.
Vancouver:
Gunter M. College in the High School: An Alternative Remediation Model. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/316301.
Council of Science Editors:
Gunter M. College in the High School: An Alternative Remediation Model. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316301
University of Oklahoma
4.
Hanna, Jennie.
Invisible Minority: Military-Connected Adolescents in Secondary Schools.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/316303
► Military families and military-connected children are a vital source of support – the backbone for soldiers fighting in our armed forces. There are currently four…
(more)
▼ Military families and military-connected children are a vital source of support – the backbone for soldiers fighting in our armed forces. There are currently four million military-connected children in the U.S. and 80% of them attend public schools. Schools can play a key role in helping to support military-connected adolescents, yet this group remains unacknowledged. Even though many students are part of this invisible minority, little is known about how military-connected adolescents view themselves and their experiences as part of the military culture.
The purpose of this study is the better understand the life of military-connected adolescents to help inform teaching and learning in secondary schools. Narrative inquiry works to restory a participant’s life by gathering, analyzing, and rewriting data in a sequence that makes sense, and searching for themes.
Co-constructed narratives were developed for each of nine participants. Themes that emerged reveal the invisible lives of these military-connected adolescents. Themes include confidence, empathy, maturity, and adaptability. Military-connected adolescents experience life on the move, new schools, being the new kid on the block, repeatedly saying goodbye, and (hopefully) reunification. Military-connected adolescents respond through a series of different coping strategies as they struggle to make sense of military life.
Implications and recommendations for findings include 1) identifying military-connected adolescents in secondary schools, 2) including information on military culture as a part of pre-service teaching and professional development for educators, 3) supporting military-connected adolescents in schools; and 4) reinforcing resiliency.
Advisors/Committee Members: Baines, Lawrence (advisor), Hong, Ji (committee member), Houser, Neil (committee member), Reeder, Stacy (committee member), Kershen, Julianna (committee member).
Subjects/Keywords: Education, Secondary.; Military Studies.; Education, Educational Psychology.; Education, General.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hanna, J. (2018). Invisible Minority: Military-Connected Adolescents in Secondary Schools. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316303
Chicago Manual of Style (16th Edition):
Hanna, Jennie. “Invisible Minority: Military-Connected Adolescents in Secondary Schools.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/316303.
MLA Handbook (7th Edition):
Hanna, Jennie. “Invisible Minority: Military-Connected Adolescents in Secondary Schools.” 2018. Web. 18 Feb 2019.
Vancouver:
Hanna J. Invisible Minority: Military-Connected Adolescents in Secondary Schools. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/316303.
Council of Science Editors:
Hanna J. Invisible Minority: Military-Connected Adolescents in Secondary Schools. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316303
University of Oklahoma
5.
Howard, Paul.
Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7683
► This research used an interpretive paradigm and a hermeneutic phenomenology methodology to investigate matehmatical belief systems of pre-service secondary mathematics teachers enrolled in a small…
(more)
▼ This research used an interpretive paradigm and a hermeneutic phenomenology methodology to investigate matehmatical belief systems of pre-service secondary mathematics teachers enrolled in a small private mid-western
university. A goal of this research was to investigate the different types of beliefs regarding the nature of mathematics that exited among these pre-service teachers. This research alos investigated how these beliefs regarding the nature of mathematics interacted with participants' beliefs regarding teaching and learning of mathematics.
All participants completed a likert-type survey and created a personal metaphor for the teaching and learning of mathematics. Three participants were selected to participate in a series of three interviews. The findings indicated that the pre-service teachers who participated in this study held a variety of philosophical beliefs about mathematics and the teaching and learning of mathematics. Likert-type survey findings revealed that traditional views about mathematics were held by most participants. All three participants who were selected for the interview process held at least some degree of alignment with traditional perspective of mathematics as a set of rules and algorithms to be mastered. The findings provided insight that may be useful to anyone interested in the teaching and learning of mathematics.
Advisors/Committee Members: Reeder, Stacy (advisor), Vaughn, Courtney (committee member), Chiodo, John (committee member), Houser, Neil (committee member), Ruan, Jiening (committee member).
Subjects/Keywords: Education; Mathematics.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Howard, P. (2013). Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7683
Chicago Manual of Style (16th Edition):
Howard, Paul. “Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/7683.
MLA Handbook (7th Edition):
Howard, Paul. “Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics.” 2013. Web. 18 Feb 2019.
Vancouver:
Howard P. Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/7683.
Council of Science Editors:
Howard P. Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7683
University of Oklahoma
6.
McCann, Florence.
Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7691
► Over a decade since Finson’s 2002 review article, “Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings”, images of…
(more)
▼ Over a decade since Finson’s 2002 review article, “Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings”, images of scientists, sometimes stereotypes, continue to be created and promoted in popular media. The scholarly literature amply documents how education stakeholders ranging from elementary school age children to in-service teachers throughout the world perceive scientists. The impact of these images on students’ coursework and career choices is likewise well established. Strikingly, there are few studies where scientists reveal their self-perceptions. The most recent of these were published in 1975. The less well developed literature on engineer images reflects how they are stereotyped as “geeks” and “nerds”. No prior work on engineers’ self-perceptions has been identified. The engineering profession has explicitly recognized the importance of improving the image of engineering (Engineers Dedicated to a Better Tomorrow, 2006).
Two research projects were initiated, a first to learn about the lived experiences of scientists, defined as faculty members in a natural science discipline at a research
university holding a PhD and a second to learn about the lived experiences of engineers, defined as faculty members in a college of engineering at a research
university, likewise holding a Ph.D. A naturalistic or constructivist research paradigm provided the theory base that guided the phenomenology research approach. No scientists agreed to join the scientist study. Engineer participants were asked to share their lived experiences as engineers in semi-structured in-person interviews. The interview data were analyzed according to a phenomenological reduction methodology (Moustakas, 1994). All identified protecting and serving society as an essential element of their experiences as engineers. Other themes that played significant roles in their experiences included their perceptions of the public; the public’s perception of engineers; stereotypes; gender; solitary work and team work; hard work/rigor; designing and building; solving problems; and creativity. While the engineers shared themes, they were not a monolithic group. Each had a unique underlying philosophy that governed how these themes were manifested. The engineers’ self-perceptions are valuable for designing interventions to foster accurate images of engineers for K-12 students. Curricula can be prepared that allow students to experience these essential aspects of being an engineer. The engineers’ Draw-An-Engineer Test (DAET) drawings can be used as benchmarks against which students’ drawings can be compared to assess the extent to which students’ perceptions of engineers and their work is aligned with that of these engineers’ self-perceptions.
The themes described above guided the development of a curriculum for a STEM Club. The STEM Club was for identified gifted fifth grade girls. A female scientist/engineer led the club. The girls’ perceptions were accessed using the Draw-A-Scientist-Checklist (DAST-C)…
Advisors/Committee Members: Marek, Edmund (advisor), Chiodo, John (committee member), Houser, Neil (committee member), Pasque, Penny (committee member), Yeary, Mark (committee member).
Subjects/Keywords: Science Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McCann, F. (2013). Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7691
Chicago Manual of Style (16th Edition):
McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/7691.
MLA Handbook (7th Edition):
McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Web. 18 Feb 2019.
Vancouver:
McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/7691.
Council of Science Editors:
McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7691
University of Oklahoma
7.
Wickham, Anastasia.
We can't dance every day: New teachers seeking balance.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7907
► Dedicated and competent teachers are essential to the success of public schools. However, due to the various pressures on teachers, from both the top down…
(more)
▼ Dedicated and competent teachers are essential to the success of public schools. However, due to the various pressures on teachers, from both the top down and the bottom up, many new teachers struggle as they enter the profession. This qualitative study highlights five areas in which six new teachers, all within their first five years as secondary English/Language Arts public school teachers, seek balance. Through interviews with these teachers, I gathered data on their struggles and successes and found that they focused on balancing: 1) their relationships with students and academics, 2) their relationships with students and classroom management, 3) their instructional aims with students’ interests and outside pressures, 4) the needs of all students, and 5) life and work.
Advisors/Committee Members: Angelotti, Michael (advisor), Davis, R.C. (committee member), Baines, Lawrence (committee member), Vaughn, Courtney (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education; Curriculum and Instruction.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wickham, A. (2013). We can't dance every day: New teachers seeking balance. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7907
Chicago Manual of Style (16th Edition):
Wickham, Anastasia. “We can't dance every day: New teachers seeking balance.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/7907.
MLA Handbook (7th Edition):
Wickham, Anastasia. “We can't dance every day: New teachers seeking balance.” 2013. Web. 18 Feb 2019.
Vancouver:
Wickham A. We can't dance every day: New teachers seeking balance. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/7907.
Council of Science Editors:
Wickham A. We can't dance every day: New teachers seeking balance. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7907
University of Oklahoma
8.
Ward, Laurie.
WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7910
► This dissertation research project explores the areas of gender characteristics, norms, and roles as may be interpreted by young people through the reading of the…
(more)
▼ This dissertation research project explores the areas of gender characteristics, norms, and roles as may be interpreted by young people through the reading of the three popular young adult book series Harry Potter, Twilight, and Hunger Games. Louise Rosenblatt states that readers of text interact with meaning at either a conscious or subconscious level. With this in mind, knowing that young people are bombarded by gender characterizing information, my research strongly supports the need for students to be taught how to be aware and think and read critically concerning gender messages in literature so that he or she may determine to participate, support, reject, or accept the gender roles, characteristics, or norms being presented to him or her with intent.
Advisors/Committee Members: Angelotti, Michael (advisor), Vaughn, Courtney (committee member), Baines, Lawrence (committee member), Houser, Neil (committee member), Pasque, Penny (committee member).
Subjects/Keywords: Education; Curriculum and Instruction.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ward, L. (2013). WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7910
Chicago Manual of Style (16th Edition):
Ward, Laurie. “WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/7910.
MLA Handbook (7th Edition):
Ward, Laurie. “WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?.” 2013. Web. 18 Feb 2019.
Vancouver:
Ward L. WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/7910.
Council of Science Editors:
Ward L. WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7910
University of Oklahoma
9.
Thompson, Goldie V.
TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/8111
► Care theory is a complex theory to understand, and interpreting its meaning involves a close investigation of the context in which it is both employed…
(more)
▼ Care theory is a complex theory to understand, and interpreting its meaning involves a close investigation of the context in which it is both employed and explored. In this study, both conceptual and empirical literature will be analyzed, along with primary empirical research data, to help explicate the meaning of care as observed in various schooling contexts. Theoretical and empirical scholars discuss care in very different ways which reflect unique frameworks for establishing the meaning of care in a relational sense between teachers and students. Recognizing that this study is framed in the context of teacher and student relationships in schools, I will test various ontological claims made by care theorists about how care is expressed between one who cares and the one for whom that caring takes place, the “cared-for.” Empirical researchers use this framework either as a catapult for attempting to illustrate how care is operationalized in the school setting (e.g., student outcomes), or to develop a meaning of care through the analysis of empirical data. Interviews with eight teacher participants across four school districts will help to further illuminate the meaning of care. This study will provide educators with a fuller awareness of the different dimensions of care in the classroom and suggest future implications for their relationships with students and its impact on instruction.
Advisors/Committee Members: Covaleskie, John (advisor), Laird, Susan (committee member), Vaughn, Courtney (committee member), Keppel, Ben (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education; Sociology of.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thompson, G. V. (2014). TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/8111
Chicago Manual of Style (16th Edition):
Thompson, Goldie V. “TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/8111.
MLA Handbook (7th Edition):
Thompson, Goldie V. “TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM.” 2014. Web. 18 Feb 2019.
Vancouver:
Thompson GV. TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/8111.
Council of Science Editors:
Thompson GV. TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/8111
University of Oklahoma
10.
Miller, Mylo.
AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.
Degree: EdD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10330
► Racial and ethnic minorities are expected to increase in both number and percentage of the college-going population (Department of Commerce, 2009). Meanwhile the historic underrepresentation…
(more)
▼ Racial and ethnic minorities are expected to increase in both number and percentage of the college-going population (Department of Commerce, 2009). Meanwhile the historic underrepresentation of low-income, African-American, and Latino students in the college population has a substantial effect on American society and the economy (Dancy & Brown, 2012). Lower rates of participation in postsecondary education by a growing minority population necessitate for many policy officials the creation of free public college preparatory charter high schools. The purpose of this study is to evaluate the effectiveness of a college preparatory public charter high school through the theoretical lens of social capital. This outcome based effectiveness evaluation study investigated the following: an inner-city college preparatory public charter high school’s effectiveness in reaching its pre-established, explicit goals: 1) organizational performance and value goals and 2) individual performance and value goals. The evaluation determined whether there were statistically significant differences in organizational performance and value and individual performance and value results between gender, socio-economic status, and ethnic groups in the senior class and if there were any significant relationships between measures of social capital, civic engagement, and student achievement results. This evaluation science study found that the college preparatory public charter high school was effective in terms of closing the opportunity gap through its social capital goals to prepare poor and minority students for post-secondary education. While this determination was important, there were significant differences in student achievement results for poor and minority students. The ascertained relationship between social capital measures and student achievement within the college preparatory public charter high school context implies that the opportunity gap for poor and minority students is being minimized. As student grade point averages went up so did the level of student social capital measures suggesting that the social capital goals of the college preparatory public charter high school made a difference in the academic outcomes of the students it serves. Additionally, there was an ascertained relationship between ACT scores and parent service hours which indicates an inferred relationship between parental involvement with and in the school context positively effects student achievement. The significant results linking social capital measures and parent service hours with student achievement provides theoretically-based knowledge about the potential of schools to be socially transformative rather reproductive.
Advisors/Committee Members: Frick, William (advisor), Houser, Neil (committee member), Covaleskie, John (committee member), Garn, Gregg (committee member), Maiden, Jeffrey (committee member).
Subjects/Keywords: Education; Administration.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Miller, M. (2014). AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10330
Chicago Manual of Style (16th Edition):
Miller, Mylo. “AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/10330.
MLA Handbook (7th Edition):
Miller, Mylo. “AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.” 2014. Web. 18 Feb 2019.
Vancouver:
Miller M. AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/10330.
Council of Science Editors:
Miller M. AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10330
University of Oklahoma
11.
Pecha, David.
A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10423
► Consumer education, specifically information focusing on credit cards, is needed at all levels of society including students attending college campuses. Because financial decisions made can…
(more)
▼ Consumer education, specifically information focusing on credit cards, is needed at all levels of society including students attending college campuses. Because financial decisions made can impact students’ progression to obtaining college degrees, delivery of information to these students is both timely and important. Several instructional delivery strategies are available to faculty teaching consumer education.
Three instructional methods available to disseminate this information include the traditional classroom lecture, use of multimedia clips, and the use of case studies. With the use of Bloom’s Taxonomy of Educational Objectives and a combination of Tiers designed to track gain in short-term cognitive knowledge involving the most basic concepts up to the most complex issues relating to personal credit card debt, a quantitative study was conducted to see which teaching strategy was most effective in helping students gain that short-term knowledge.
Overall, students gained knowledge after exposure to credit card information. No single teaching strategy when analyzed individually was significant however in providing that knowledge. When looking at co-variants such as exposure to consumer education in high school or motivation to apply for a credit card in the future, the lecture method did provide significance within certain tiers. The findings drawn from this study reveal that the specific instructional delivery method in providing consumer education to students is not the key factor but the fact that somehow making that learning opportunity available to college students is the critically important component. Implications from this study impact not only students, but their parents, consumer education instructors, credit card companies, and policy makers as the next generation of fiscally responsibly community members are educated.
Advisors/Committee Members: Tan, David (advisor), Vargas, Juanita (committee member), Barker, Rebecca (committee member), Pasque, Penny (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education; Adult and Continuing.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pecha, D. (2014). A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10423
Chicago Manual of Style (16th Edition):
Pecha, David. “A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/10423.
MLA Handbook (7th Edition):
Pecha, David. “A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.” 2014. Web. 18 Feb 2019.
Vancouver:
Pecha D. A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/10423.
Council of Science Editors:
Pecha D. A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10423
University of Oklahoma
12.
Murtiningsih, Sri Rejeki.
Indonesian Student Teachers' Beliefs and Practices in Teaching L2 Reading.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10425
► Abstract Student teachers’ beliefs in Indonesian contexts are rarely explored. The aims of this case study are to answer the following questions: 1) What are…
(more)
▼ Abstract
Student teachers’ beliefs in Indonesian contexts are rarely explored. The aims of this case study are to answer the following questions: 1) What are Indonesian student teachers’ beliefs about teaching L2 reading?, 2) How do these beliefs manifest in Indonesian student teachers’ practice?, and 3) Are there differences between Indonesian students teachers’ beliefs and practices? What are some potential causes of the differences and similarities?
Twenty-one Indonesian student teachers in the middle of their teaching practica participated in this study. Student teachers were attending an Islamic
university and conducting teaching practica in mixed-gender, girls-only, and boys-only Islamic secondary schools in the same city. The data was collected through in-depth interviews and classroom observations.
Five main themes of student teachers’ beliefs about teaching English as a second language (L2) reading were developed from the data: 1) beliefs about teaching materials, 2) beliefs about roles of teachers, 3) beliefs about teaching instructions, 4) beliefs about sociocultural contexts, and 5) beliefs about what learners learn. Class observations revealed that student teachers’ practices were mostly in line with their beliefs about teaching English and L2 reading. Student teachers provided extremely limited encouragement for extensive reading because they believed that reading was boring and less exciting. When teaching reading, student teachers utilized non-authentic materials and delivered them in L1 to accommodate students’ L2 proficiency. Student teachers demonstrated very little variation of teaching strategies when teaching L2 reading, in which group work occupied a large portion of instructional time. The teaching of L2 reading was focused on providing strategies to prepare students for major tests and rarely went beyond test-like activities.
In general, the study also showed that student teachers associated student engagement with student busyness and they heavily depended on cooperating teachers in making many instructional decisions. Student teachers also maintained a low level of class discipline, which caused student teachers to have little control over the class. The fact that many of them attended and taught in religion-based schools did not influence their classroom instructions.
Advisors/Committee Members: Baines, Lawrence (advisor), Frick, William (committee member), Houser, Neil (committee member), Reeder, Stacy (committee member), Ruan, Jiening (committee member).
Subjects/Keywords: Education, Curriculum and Instruction.; Education, Bilingual and Multicultural.; Education, Language and Literature.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Murtiningsih, S. R. (2014). Indonesian Student Teachers' Beliefs and Practices in Teaching L2 Reading. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10425
Chicago Manual of Style (16th Edition):
Murtiningsih, Sri Rejeki. “Indonesian Student Teachers' Beliefs and Practices in Teaching L2 Reading.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/10425.
MLA Handbook (7th Edition):
Murtiningsih, Sri Rejeki. “Indonesian Student Teachers' Beliefs and Practices in Teaching L2 Reading.” 2014. Web. 18 Feb 2019.
Vancouver:
Murtiningsih SR. Indonesian Student Teachers' Beliefs and Practices in Teaching L2 Reading. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/10425.
Council of Science Editors:
Murtiningsih SR. Indonesian Student Teachers' Beliefs and Practices in Teaching L2 Reading. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10425
University of Oklahoma
13.
Barnett, Karis.
The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10426
► To date, primary research studies have focused on examining the characteristics of successful online credit recovery programs and virtual high schools in the United States.…
(more)
▼ To date, primary research studies have focused on examining the characteristics of successful online credit recovery programs and virtual high schools in the United States. Other research interests have investigated data regarding K-12 virtual schooling and explored effective instructional design curriculum. One manner of recognizing students in education is for “his or her story to be told” (Bingham, 2001, p. 36). However, studies addressing at-risk students’ perceptions of valuable caring relationships within their unique online environment are rare. The purpose of this hermeneutic phenomenological study is to explore at-risk high school students’ insights regarding their experience with online education, which they undertook in order to meet high school graduation requirements. More specifically, it is the intent of this study to examine the presence of care through the voices of those who journey into the virtual high school classroom.
Advisors/Committee Members: Vaughn, Courtney (advisor), Frick, William (committee member), Houser, Neil (committee member), Maiden, Jeffrey (committee member), Rosser, Michelle (committee member), Smith, Joan (committee member).
Subjects/Keywords: Education; General
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Barnett, K. (2014). The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10426
Chicago Manual of Style (16th Edition):
Barnett, Karis. “The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/10426.
MLA Handbook (7th Edition):
Barnett, Karis. “The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience.” 2014. Web. 18 Feb 2019.
Vancouver:
Barnett K. The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/10426.
Council of Science Editors:
Barnett K. The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10426
University of Oklahoma
14.
Kollmann, Sherry.
How Is Sexual Identity Acceptance Related To Self-Determination For LGB-Identified University Students Within Classroom Settings?.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10497
► The social environment in which students operate has been shown to influence psychological well-being (Deci & Ryan, 2000). Through this quantitative study, the research highlights…
(more)
▼ The social environment in which students operate has been shown to influence psychological well-being (Deci & Ryan, 2000). Through this quantitative study, the research highlights inadequacy of academic research dealing with sexual identity acceptance for LGB-identified
university students in classroom settings. This study establishes the implications of the impact of sexual identity acceptance on meeting basic psychological needs and self-determination within the socially contextualized classroom. The findings contribute to the social influences on sexual identity acceptance and begin the discussion that challenges current psychosocial development theory. Using the findings of this work, the problem of sexual identity acceptance will be seen more clearly, especially the identified relationships among basic psychological needs and self- determination and their respective subcomponents. The results of this research illustrate the need for LGB-identified
university students to be effectively integrated into the academic community. This research seeks a change of perception in how we analyze student needs to ensure academic achievement. Educators should no longer look at sexual identity acceptance with a narrow lens. Instead, it’s implications to education need to be understood in its broadest sense, not compartmentalized.
Advisors/Committee Members: Hardre, Patricia (advisor), Crowson, Michael (committee member), Greene, Barbara (committee member), Hong, Ji (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education; Educational Psychology.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kollmann, S. (2014). How Is Sexual Identity Acceptance Related To Self-Determination For LGB-Identified University Students Within Classroom Settings?. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10497
Chicago Manual of Style (16th Edition):
Kollmann, Sherry. “How Is Sexual Identity Acceptance Related To Self-Determination For LGB-Identified University Students Within Classroom Settings?.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/10497.
MLA Handbook (7th Edition):
Kollmann, Sherry. “How Is Sexual Identity Acceptance Related To Self-Determination For LGB-Identified University Students Within Classroom Settings?.” 2014. Web. 18 Feb 2019.
Vancouver:
Kollmann S. How Is Sexual Identity Acceptance Related To Self-Determination For LGB-Identified University Students Within Classroom Settings?. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/10497.
Council of Science Editors:
Kollmann S. How Is Sexual Identity Acceptance Related To Self-Determination For LGB-Identified University Students Within Classroom Settings?. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10497
University of Oklahoma
15.
Pennington, Kimberly.
Why Wage War? Global Education in the Middle School Classroom.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/13618
► As the 21st Century unfolds, there is increasing need for globally knowledgeable citizens, and social studies is a natural domain for global education to take…
(more)
▼ As the 21st Century unfolds, there is increasing need for globally knowledgeable citizens, and social studies is a natural domain for global education to take place. Unfortunately, multiple studies show a lack of global education in U.S. schools, despite student and teacher interest. The aim of this study was to uncover specific qualities of a social studies classroom with a global education focus, in the hopes of providing guidance for others interested in globally educating. A qualitative methodology and interpretative framework were utilized in a case study of a sixth grade middle school classroom, which used the American Red Cross Exploring Humanitarian Law Curriculum. Methods of data collection included classroom observations, semi-structured interviews with the teacher participant, and analysis of curricular documents and unnamed student work. The findings suggested that the qualities of this globally focused classroom included (1) a community of learning that was dialogical and thus, transformative, for both students and the teacher, (2) a specific and deliberate focus on the moral development of the students as they learned to connect the global to the local, and (3) sustained attention to care as an ethical guide for global citizenship. In light of the findings, educators are encouraged to deeply explore the moral dimensions inherent in global education. Furthermore, global educators are encouraged to reveal the structural dimensions of global issues in their curricula in order to contest inequality and resist hegemony. Finally, it is suggested that even in the current accountability era, there are opportunities for teachers to creatively practice in the “cracks” of curriculum in ways that make room for global education.
Advisors/Committee Members: Houser, Neil (advisor), Vaughn, Courtney (committee member), Cate, Jean (committee member), Baines, Lawrence (committee member), Reeder, Stacy (committee member).
Subjects/Keywords: Global education; global citizenship; care ethics
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pennington, K. (2014). Why Wage War? Global Education in the Middle School Classroom. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13618
Chicago Manual of Style (16th Edition):
Pennington, Kimberly. “Why Wage War? Global Education in the Middle School Classroom.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/13618.
MLA Handbook (7th Edition):
Pennington, Kimberly. “Why Wage War? Global Education in the Middle School Classroom.” 2014. Web. 18 Feb 2019.
Vancouver:
Pennington K. Why Wage War? Global Education in the Middle School Classroom. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/13618.
Council of Science Editors:
Pennington K. Why Wage War? Global Education in the Middle School Classroom. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13618
University of Oklahoma
16.
Bates, Rachel.
A PHENOMENOLOGICAL EXPLORATION OF A NON-TRADITIONAL INTRODUCTORY STATISTICS COURSE AMONG COMMUNITY COLLEGE STUDENTS.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/13889
► Calls for comprehensive innovative curriculum and pedagogical changes to mathematics courses and introductory statistics courses have been documented within multiple national reports during the last…
(more)
▼ Calls for comprehensive innovative curriculum and pedagogical changes to mathematics courses and introductory statistics courses have been documented within multiple national reports during the last several decades. In recent years, research studies in statistical education aimed at the teaching of introductory statistics have emerged in the literature (see, e.g., Cobb, 1993, Garfield, 1995, Hoaglin & Moore, 1992, Moore, 1997). In addition, the National Science Foundation (NSF) has funded numerous projects specifically designed to implement various aspects of statistics education reform (http://www.nsf.gov). The essence of the introductory statistics reform movement promotes statistical literacy and quantitative reasoning rather than calculations, procedures and formulae. Although there is a plethora of research on reform based statistics, there has been little research that describes the characteristics of a problem-based introductory statistics course at the college level or on how students respond to a more conceptually-based introductory statistics course.
The purpose of this study was to describe through a phenomenological approach, the following: the characteristics of a non-traditional introductory statistics course designed for undergraduate students, approaches to learning statistical concepts as the student engaged in problem-based learning activities and to focus on the perceived student learning experiences and emerging statistics understanding as a result of engaging in various problem-based learning activities within the course. In an effort to deepen the community college students' statistical development, this study sought to examine alternative pedagogical practices that required students to negotiate their prior knowledge and past experiences to construct and formulate new statistical knowledge. This study addressed the deficiency in literature regarding alternative pedagogical practices and problem-based learning within undergraduate level statistics courses. A study analyzing the relationship between students and their mathematical perspective benefits future and current educators as well as future higher education students. Understanding student's experiences and interactions with mathematics and statistics can offer insight into future curriculum development and pedagogical design. Considerable improvements in mathematics and statistics learning will not occur unless educators can succeed in transforming the way they are taught.
The results of this study offer important suggestions for PK-12 and post-secondary mathematics and statistics educators. The results of this study reveal first, that characteristics of this non-traditional introductory statistics course were consistent with the recommendations supported and outlined by the American Mathematical Association of Two-Year Colleges (AMATYC, 2006) and the Guidelines for Assessment and Instruction in Statistics Education (GAISE, 2012). Consequently, it is possible to design and implement undergraduate statistics courses that abide by the…
Advisors/Committee Members: Reeder, Stacy (advisor), Conrady, Kansas (committee member), Hennessey, Maeghan (committee member), Houser, Neil (committee member), Ruan, Jiening (committee member).
Subjects/Keywords: Education, Higher.; Education, Mathematics.; Statistics.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bates, R. (2014). A PHENOMENOLOGICAL EXPLORATION OF A NON-TRADITIONAL INTRODUCTORY STATISTICS COURSE AMONG COMMUNITY COLLEGE STUDENTS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13889
Chicago Manual of Style (16th Edition):
Bates, Rachel. “A PHENOMENOLOGICAL EXPLORATION OF A NON-TRADITIONAL INTRODUCTORY STATISTICS COURSE AMONG COMMUNITY COLLEGE STUDENTS.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/13889.
MLA Handbook (7th Edition):
Bates, Rachel. “A PHENOMENOLOGICAL EXPLORATION OF A NON-TRADITIONAL INTRODUCTORY STATISTICS COURSE AMONG COMMUNITY COLLEGE STUDENTS.” 2014. Web. 18 Feb 2019.
Vancouver:
Bates R. A PHENOMENOLOGICAL EXPLORATION OF A NON-TRADITIONAL INTRODUCTORY STATISTICS COURSE AMONG COMMUNITY COLLEGE STUDENTS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/13889.
Council of Science Editors:
Bates R. A PHENOMENOLOGICAL EXPLORATION OF A NON-TRADITIONAL INTRODUCTORY STATISTICS COURSE AMONG COMMUNITY COLLEGE STUDENTS. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13889
University of Oklahoma
17.
Martin, Scott.
To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14627
► The purpose of this dissertation is to critique the institution of mass schooling by holding up the failure of both its liturgy and its pedagogies…
(more)
▼ The purpose of this dissertation is to critique the institution of mass schooling by holding up the failure of both its liturgy and its pedagogies as part of the larger failure inherent in the overarching telos of the marketplace. The problem addressed here is that schooling operates as a religious institution through its proffering a sacred cosmology around what I will conceptualize as “The Religion of the Marketplace” that shapes students in the imago dei of the Homo Economicus whose hearts are shaped to worship the god, Mammon, by the disordered love of avarice to find peace, contentment, and happiness through the theology of consumption. This dissertation examines the schoolhouse as a liturgical institution, arguing not that schools should be religious, but rather that they are “re-ligious” (Baker and Letendre, 2005; Meyer, 2009) in that they bind us to what Charles Taylor (2004) describes as social imaginaries (ways of seeing and being in the world) that then become “religious” (held as sacred) for a given culture when they are legitimated, replicated and perpetuated through their specific pedagogies and practices. Using exegesis of biblical texts and a historical exploration of the vice of avarice, I will argue that the cultivation of Mammon undermines both moral and political health because it erodes empathy and keeps one’s focus on the disordered love (Augustine, 1958) of one’s own self-gratification and –glorification. This work seeks to address the moral, philosophical, political, and theological problems that are deeper than the issues addressed by the current public discourse on school reform. By theorizing the concepts of “Mammon” and “Liturgical Institutions” (Smith, 2009), this inquiry explores the ways in which the Religion of the Marketplace shapes a theology of consumption that drives schooling, and the monstrous consequences of its so doing. This conceptualization opens the way to speak about the need for the school administrator to act as prophetic peace-weaver, the one tasked within the organization of a given school to usher in new modes of discourse and praxis in order to see not school reform, but school redemption occur.
Advisors/Committee Members: Covaleskie, John (advisor), Frick, William (committee member), Laird, Susan (committee member), Houser, Neil (committee member), Zagzebski, Linda (committee member).
Subjects/Keywords: school reform; education; schooling; prophetic imagination
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Martin, S. (2015). To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14627
Chicago Manual of Style (16th Edition):
Martin, Scott. “To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/14627.
MLA Handbook (7th Edition):
Martin, Scott. “To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination.” 2015. Web. 18 Feb 2019.
Vancouver:
Martin S. To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/14627.
Council of Science Editors:
Martin S. To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14627
University of Oklahoma
18.
Brevetti, Melissa.
Roman Catholics Developing a Moral Compass: Parochial School Graduates' Experiences and Reflections of Living the Cardinal Virtues.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14624
► This qualitative study explored moral experiences using personal interviews and oral history narratives gathered from adult participants. The purpose of the research study was to…
(more)
▼ This qualitative study explored moral experiences using personal interviews and oral history narratives gathered from adult participants. The purpose of the research study was to seek a deep understanding of students’ moral development in Roman Catholic schooling and the sustainability over time. The study focused on former parochial school students’ perspectives of their moral experiences as children in Catholic parochial schools of the 1950s and 1960s. Participants were adult volunteers, age fifty-five to seventy-five years old, who had attended Catholic parochial schools. They responded to open-ended questions about their memories of childhood events, such as how the moral experience affected them when it initially happened, and how they feel it has shaped them as adults. Data collection utilized interviews, which were coded for evidence of specific cardinal virtues.
The four cardinal virtues (prudence, justice, fortitude, and temperance) provided an organizational tool from which to understand moral beliefs and actions over time. One key result of this study demonstrated that the majority of participants learned to think independently and critically about the meaning of many tenets from the Catholic Church doctrine in relation to their own moral growth. Along with the development of independent thought, other values such as fairness, honesty, courage, and balance in life emerged as important factors in their moral formation. This work indicated that aspects of moral development were grounded in their parochial educational experiences and could be positively affected in situations that produced conflict or frustration. The latter supported findings in selected literature on moral development.
Advisors/Committee Members: Smith, Joan (advisor), Vaughn, Courtney (advisor), Laird, Susan (committee member), Maiden, Jeffrey (committee member), Houser, Neil (committee member).
Subjects/Keywords: moral development; cardinal virtues; Roman Catholic schools; oral history research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Brevetti, M. (2015). Roman Catholics Developing a Moral Compass: Parochial School Graduates' Experiences and Reflections of Living the Cardinal Virtues. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14624
Chicago Manual of Style (16th Edition):
Brevetti, Melissa. “Roman Catholics Developing a Moral Compass: Parochial School Graduates' Experiences and Reflections of Living the Cardinal Virtues.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/14624.
MLA Handbook (7th Edition):
Brevetti, Melissa. “Roman Catholics Developing a Moral Compass: Parochial School Graduates' Experiences and Reflections of Living the Cardinal Virtues.” 2015. Web. 18 Feb 2019.
Vancouver:
Brevetti M. Roman Catholics Developing a Moral Compass: Parochial School Graduates' Experiences and Reflections of Living the Cardinal Virtues. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/14624.
Council of Science Editors:
Brevetti M. Roman Catholics Developing a Moral Compass: Parochial School Graduates' Experiences and Reflections of Living the Cardinal Virtues. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14624
University of Oklahoma
19.
Mickel, Natasha.
EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14635
► This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included…
(more)
▼ This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included an online survey that combined Likert-type questions of each construct, followed by six one-on-one interviews that provided a greater depth to support the survey results. Participants included 561
Oklahoma Middle School teachers. The scales that measured each construct were correlated to identify whether any significant relationships were present. An independent t-test and ANOVA was also used to identify whether demographic variables affected teachers’ perceptions of state mandated testing. Results indicated that significant correlations exist between teacher autonomy, teacher motivation, teacher self-efficacy, and teachers’ perceptions of state mandated testing. Results also showed that participants who administered end of instruction exams reported significantly higher (more positive) perceptions of state mandated testing than those who did not. Additionally, the analysis indicated that among the constructs, the strongest correlation was found between teacher general autonomy and teacher perception of state mandated testing. Further research is necessary to learn more about the complex relationships between the constructs.
Advisors/Committee Members: Bradshaw, Amy (advisor), Garn, Gregg (committee member), Houser, Neil (committee member), Greene, Barbara (committee member), Crowson, Howard (committee member).
Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635
Chicago Manual of Style (16th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/14635.
MLA Handbook (7th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 18 Feb 2019.
Vancouver:
Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/14635.
Council of Science Editors:
Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635
University of Oklahoma
20.
Pendley, Shawn.
An Endless Tangle of Problems: An Intellectual Biography of Thomas Franklin Green.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14630
► This work is an intellectual biography of the philosopher Thomas Franklin Green. It follows his intellectual development beginning in his student years in higher education…
(more)
▼ This work is an intellectual biography of the philosopher Thomas Franklin Green. It follows his intellectual development beginning in his student years in higher education and concludes with an examination of his final published works. The purpose is both to essay Green’s contribution to a particular period in education and to offer a careful analysis of the springs of his work in order to correct common misperceptions of Green as a conservative and a traditionalist.
Advisors/Committee Members: Smith, Joan (advisor), Houser, Neil (committee member), Vaughn, Courtney (committee member), Maiden, Jeffrey (committee member), Baines, Lawrence (committee member).
Subjects/Keywords: Intellectual Biography Educational Philosophy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pendley, S. (2015). An Endless Tangle of Problems: An Intellectual Biography of Thomas Franklin Green. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14630
Chicago Manual of Style (16th Edition):
Pendley, Shawn. “An Endless Tangle of Problems: An Intellectual Biography of Thomas Franklin Green.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/14630.
MLA Handbook (7th Edition):
Pendley, Shawn. “An Endless Tangle of Problems: An Intellectual Biography of Thomas Franklin Green.” 2015. Web. 18 Feb 2019.
Vancouver:
Pendley S. An Endless Tangle of Problems: An Intellectual Biography of Thomas Franklin Green. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/14630.
Council of Science Editors:
Pendley S. An Endless Tangle of Problems: An Intellectual Biography of Thomas Franklin Green. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14630
University of Oklahoma
21.
Rahouti, Noumane.
Language Epiphany and Flow Theory: A Phenomenological Study of Successful Language Learners’ Perspective on Their Language Experience.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14631
► This qualitative research is a phenomenological study of successful language learners’ perspectives on their language experiences. It looks at different particularities among successful language learners…
(more)
▼ This qualitative research is a phenomenological study of successful language learners’ perspectives on their language experiences. It looks at different particularities among successful language learners and extract possible shared concepts in regards to their lived experience. The analysis of the data was possible through the lens of two separate fields: Second Language Acquisition and Flow Theory (positive psychology). This study considers the perspectives of four participants from the
University of
Oklahoma: Emmanuelle, a French international student who is fluent in English; Rebecca, whose fluency in Spanish is near-native; Scott, whose master of French is outstanding and Andrew, who is fluent in Chinese Andrew used the word Chinese throughout the interview, whereas Emma used the word Mandarin, so both of these words will be used interchangeably although they do not have the same meaning. Although some of my participants were fluent in a third (or fourth) language, this study focused on the second language they master the most. One of the findings was that they experienced a “Language Epiphany” in their language experience. This epiphany corresponds to a feeling of being creative with the second language. They realized they were able to create complex sentences they had never heard before. From this moment in their experience with the language, their learning rate became more significant and more enjoyable. I conclude my dissertation with possible implications for teaching.
Advisors/Committee Members: Baines, Lawrence (advisor), Houser, Neil (committee member), Vaughn, Courtney (committee member), Winston, Michael (committee member), Beach, Sally (committee member).
Subjects/Keywords: Education, Bilingual and Multicultural.; Language, Linguistics.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Rahouti, N. (2015). Language Epiphany and Flow Theory: A Phenomenological Study of Successful Language Learners’ Perspective on Their Language Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14631
Chicago Manual of Style (16th Edition):
Rahouti, Noumane. “Language Epiphany and Flow Theory: A Phenomenological Study of Successful Language Learners’ Perspective on Their Language Experience.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/14631.
MLA Handbook (7th Edition):
Rahouti, Noumane. “Language Epiphany and Flow Theory: A Phenomenological Study of Successful Language Learners’ Perspective on Their Language Experience.” 2015. Web. 18 Feb 2019.
Vancouver:
Rahouti N. Language Epiphany and Flow Theory: A Phenomenological Study of Successful Language Learners’ Perspective on Their Language Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/14631.
Council of Science Editors:
Rahouti N. Language Epiphany and Flow Theory: A Phenomenological Study of Successful Language Learners’ Perspective on Their Language Experience. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14631
University of Oklahoma
22.
Thomas, Joy.
Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14667
► When strong expectations for societal compliance to societal ills, including miseducation, result in mass incarceration of disenfranchised communities; suffering can occur. The more acerbic the…
(more)
▼ When strong expectations for societal compliance to societal ills, including miseducation, result in mass incarceration of disenfranchised communities; suffering can occur. The more acerbic the incarceration; the greater the injury. Yet, as research and emerging data will bear witness to, some ex-prisoners who experience incarceration do achieve psychological freedom and victory on varying levels.
This is a study about mass incarceration and how the United States imprisons more people per capita than any other country. Imprisoning exorbitant amounts of human capital means imprisoning whole communities – particularly communities of color. Self-determination theory, social learning theory and adult education theory are used as the milieu for data collected from minority male ex-prisoners who managed not to re-offend and who achieve success after release from prison. The aim of the study is to confirm or disconfirm the aforementioned theories while usage of symbolic interaction as the methodology situates this research.
Studies combining a three-prong theoretical approach to understanding ex offender success after being released from prison are lacking. It is the goal of this study to add this body of research through multifaceted interpretation of interviews to illuminate the voices of those not often in the conversation of educational reform. The collective growth serves an educative purpose because it assists in informing and increasing awareness to the unforgiving laws after a person has paid his debt to society. Implications of this study aspire to inform best teaching practices for curriculum development and classroom management.
Advisors/Committee Members: Vaughn, Courtney (advisor), Covaleskie, John (committee member), Houser, Neil (committee member), Dancy, T. Elon (committee member), Hufnagel, Glenda (committee member).
Subjects/Keywords: Mass Incarceration; Restorative Practice; School to Prison Pipeline; Miseducation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thomas, J. (2015). Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14667
Chicago Manual of Style (16th Edition):
Thomas, Joy. “Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/14667.
MLA Handbook (7th Edition):
Thomas, Joy. “Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.” 2015. Web. 18 Feb 2019.
Vancouver:
Thomas J. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/14667.
Council of Science Editors:
Thomas J. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14667
University of Oklahoma
23.
Smith, Kyle.
A Narrative Inquiry into an Army School Leadership Experience.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/34734
► The focus of this study is to reconstruct meaning through an interpretation of change on who I am and what I am becoming, navigating through…
(more)
▼ The focus of this study is to reconstruct meaning through an interpretation of change on who I am and what I am becoming, navigating through a pervasive space that encompasses temporal, personal/social, and place creating knowledge from the lived experience (Clandinin, 2013). The personal stories explored permit the reader an ability to construct broader frames of reference and discover important assumptions and theories that guide leadership actions (Mattingly, 1991). As the primary researcher, I sought to contribute to the body of research surrounding Army educational leadership practice, particularly by exploring gaps along the Army leader development model in relation to school leadership preparation, selection, education and fractured purpose.
I reviewed critical events that guided my past as both an Army leader and more recently, as an Army educational leader situated at a Center of Excellence containing two branch/proponent schools. I collected data primarily through field texts, calendar events, recollections, white papers, and recounting my own lived experiences. Findings explored my professional development as an Army leader, educational leader, and researcher along leadership and policy issues encompassing Army school leadership gaps. Theory is weaved throughout the study explaining what is going on in the practice. A rich account of my experience creating knowledge from the lived experience is described narratively to inform those attempting similar changes.
Advisors/Committee Members: Mackey, Hollie (advisor), Vaughn, Courtney (committee member), Houser, Neil (committee member), Maiden, Jeffrey (committee member), Urick, Angela (committee member).
Subjects/Keywords: Administration; Army; Educational Leadership
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Smith, K. (2016). A Narrative Inquiry into an Army School Leadership Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34734
Chicago Manual of Style (16th Edition):
Smith, Kyle. “A Narrative Inquiry into an Army School Leadership Experience.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/34734.
MLA Handbook (7th Edition):
Smith, Kyle. “A Narrative Inquiry into an Army School Leadership Experience.” 2016. Web. 18 Feb 2019.
Vancouver:
Smith K. A Narrative Inquiry into an Army School Leadership Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/34734.
Council of Science Editors:
Smith K. A Narrative Inquiry into an Army School Leadership Experience. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34734
University of Oklahoma
24.
Woodford, Alice.
School Experiences and the Academic Achievement of Gifted Middle School Students.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/34735
► ABSTRACT This study investigates the lifeworld of ten gifted middle school students in an attempt to determine the role school environment plays in the academic…
(more)
▼ ABSTRACT
This study investigates the lifeworld of ten gifted middle school students in an attempt to determine the role school environment plays in the academic achievement. The inquiry focuses on the experiences of gifted students in a Title 1 middle school and how these experiences influence their academic achievement. This qualitative study builds on previous research in the area of gifted student perceptions of their learning environments (Adams-Byers, et al., 2004; Berlin, 2009; Peterson, et al., 2009) and the impact of the lifeworld of school on academic achievement.
The phenomenological framework of the study employs semi-structured interviews and student constructed drawings to gather students’ perspectives of the academic and social environment of a Title I middle school. Three themes emerge from the shared school experiences. The first theme, Peers, illustrates the importance preadolescents place on friends and underlines the influences of peers during this formative age. The second theme, identity, focuses on the choices students make while searching to find a balance between giftedness and acceptance in the lifeworld of middle school. The last theme, Outlook, reflects the importance placed on education by these students and their desire for relevant, authentic and challenging curriculum.
While the findings from this study can not be generalized, they indicate that the role peers play in the school experiences of gifted middle school students is influential in affecting student’s academic achievement and behavior. The study also reveals that gifted students who qualify for above grade level math classes are generally more academically successful and have a more defined gifted identity and persona than study participants who did not qualify for the advanced math program. The findings of this study contribute to the knowledge of gifted middle school students by listening to their voices, exploring their recommendations and highlighting the process and complexities of gifted student development in a Title I school.
Key words: Middle school, gifted, achievement
Advisors/Committee Members: Baines, Lawrence (advisor), Hill, Crag (committee member), Houser, Neil (committee member), Ruan, Jiening (committee member), Vaughn, Courtney (committee member).
Subjects/Keywords: Middle School; Gifted; Achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Woodford, A. (2016). School Experiences and the Academic Achievement of Gifted Middle School Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34735
Chicago Manual of Style (16th Edition):
Woodford, Alice. “School Experiences and the Academic Achievement of Gifted Middle School Students.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/34735.
MLA Handbook (7th Edition):
Woodford, Alice. “School Experiences and the Academic Achievement of Gifted Middle School Students.” 2016. Web. 18 Feb 2019.
Vancouver:
Woodford A. School Experiences and the Academic Achievement of Gifted Middle School Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/34735.
Council of Science Editors:
Woodford A. School Experiences and the Academic Achievement of Gifted Middle School Students. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34735
University of Oklahoma
25.
Kihega, Harold.
American Indian Persistence In STEM-Related Graduate Degree Programs.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/34698
► Historically, American Indians (AI) continue to struggle to meet the same levels of educational success as their United States counterparts. Moreover, AIs are the least…
(more)
▼ Historically, American Indians (AI) continue to struggle to meet the same levels of educational success as their United States counterparts. Moreover, AIs are the least represented group earning a college degree in the areas of science, technology, engineering, and mathematics (STEM). Previous studies have focused on AI undergraduate persistence, yet there remains a void in the area of graduate level success in STEM-related fields for AIs. This study used a phenomenological method to discover three areas of interest. First, the AI participants in this study became interested in STEM-related subjects at different times in their lives. Second, having teacher mentors at critical times in the AI participants’ school career was necessary for their success. Third, peer collaborative learning was a fundamental part of their success in STEM-related curricula at the both the undergraduate and graduate level. The findings of this study reveal the need for future research in the area of AI STEM-related education.
Keywords: STEM, Education, American Indian, persistence, collaborative learning, mentoring, graduate level.
Advisors/Committee Members: Laubach, Timothy (advisor), Marek, Edmund (committee member), Houser, Neil (committee member), Ruan, Jiening (committee member), Kerry, Magruder (committee member).
Subjects/Keywords: STEM; American Indian; Persistence
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kihega, H. (2016). American Indian Persistence In STEM-Related Graduate Degree Programs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34698
Chicago Manual of Style (16th Edition):
Kihega, Harold. “American Indian Persistence In STEM-Related Graduate Degree Programs.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/34698.
MLA Handbook (7th Edition):
Kihega, Harold. “American Indian Persistence In STEM-Related Graduate Degree Programs.” 2016. Web. 18 Feb 2019.
Vancouver:
Kihega H. American Indian Persistence In STEM-Related Graduate Degree Programs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/34698.
Council of Science Editors:
Kihega H. American Indian Persistence In STEM-Related Graduate Degree Programs. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34698
University of Oklahoma
26.
Pankhurst, Sherri.
HOW LEADERSHIP INFLUENCES TEACHER EFFECTIVENESS IN RESPONSE TO EDUCATIONAL REFORMS: A HERMENEUTIC PHENOMENOLOGICAL STUDY.
Degree: EdD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/41472
► In 2009 a rash overhaul of educational reform occurred in our nation’s educational system, specifically preempted by Race to the Top. Administrators and teachers have…
(more)
▼ In 2009 a rash overhaul of educational reform occurred in our nation’s educational system, specifically preempted by Race to the Top. Administrators and teachers have been in a flux of understanding the importance of these prescribed educational changes and the necessity to implement a different pedagogy within the classroom. For teachers to embrace educational reform changes, leadership is essential to weave through this maze of complexity to achieve school change. Most educational initiatives are structured around a governance approach and motivated by political systems (Harvey, Cambron-McCabe, Cunningham, & Koff, 2013). These educational reform measures are normally viewed as a top down approach when it comes to implementing policy (Turnbull & Turnbull, 2000). There seems to be a concretive effort to keep teachers out of the decision-making process in regard to educational reform. There is a need for teacher input within the discussions of educational reform because the teacher has a central understanding of their work (Spencer, 1996; Hargreaves, 1996). Teachers are seen as pawns in political schemes instead of respected as key components of educational reform (Edwards, 2011). This research examines the meaning of the teacher-leader relationship within an educational reform process. These teacher-leader relationships are important within the educational realm because it presents an unscripted insight to leadership influences on teacher effectiveness. To gain insight of teacher experiences, this research uses hermeneutic phenomenology, to analyze the teachers’ situation in the world (Friesen, Henriksson, & Saevi, 2012) and utilizes van Manen’s (2014) five existential life-worlds: temporality (lived time), corporeality (lived body), relationality (lived self-other), spatiality (lived space), and materiality (lived things) to examine how teachers’ describe school leadership that promotes/contributes to teacher effectiveness. Thematic threads of strategies, states-experience/support, participation/interactions and consequences were illuminated through data analysis and were examined through van Manen’s (2014) five existential life-worlds. An overlay of these primary thematic findings led to the identification of superordinate themes of support, communication, and inclusion as effective leadership practices for implementation of educational reform measures. Specifically from the teachers’ experiences within this study, support, communication and inclusion are important factors of leadership practice to promote teacher effectiveness during implementation of educational reform measures and answer the research question: What are select, high performing teachers’ lived experiences working with their school leader during near recent educational reform? The study’s implications of educational practice for school leadership effectiveness and contributions to research show when leaders utilize a two-way communication, provide professional development and instructional feedback support, and actively include teachers…
Advisors/Committee Members: Gutierrez, Kathrine (advisor), Frick, William (committee member), Houser, Neil (committee member), Vaughn, Courtney (committee member), Maiden, Jeffrey (committee member).
Subjects/Keywords: Education; Curriculum and Instruction.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pankhurst, S. (2016). HOW LEADERSHIP INFLUENCES TEACHER EFFECTIVENESS IN RESPONSE TO EDUCATIONAL REFORMS: A HERMENEUTIC PHENOMENOLOGICAL STUDY. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/41472
Chicago Manual of Style (16th Edition):
Pankhurst, Sherri. “HOW LEADERSHIP INFLUENCES TEACHER EFFECTIVENESS IN RESPONSE TO EDUCATIONAL REFORMS: A HERMENEUTIC PHENOMENOLOGICAL STUDY.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/41472.
MLA Handbook (7th Edition):
Pankhurst, Sherri. “HOW LEADERSHIP INFLUENCES TEACHER EFFECTIVENESS IN RESPONSE TO EDUCATIONAL REFORMS: A HERMENEUTIC PHENOMENOLOGICAL STUDY.” 2016. Web. 18 Feb 2019.
Vancouver:
Pankhurst S. HOW LEADERSHIP INFLUENCES TEACHER EFFECTIVENESS IN RESPONSE TO EDUCATIONAL REFORMS: A HERMENEUTIC PHENOMENOLOGICAL STUDY. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/41472.
Council of Science Editors:
Pankhurst S. HOW LEADERSHIP INFLUENCES TEACHER EFFECTIVENESS IN RESPONSE TO EDUCATIONAL REFORMS: A HERMENEUTIC PHENOMENOLOGICAL STUDY. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/41472
University of Oklahoma
27.
Gammill, Shellie.
Women Superintendents: The Effects of Gender on Leadership.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/46274
► The superintendency is one of the most heavily masculinized roles in American culture (Brunner & Grogan, 2007). It is documented that women are underrepresented in…
(more)
▼ The superintendency is one of the most heavily masculinized roles in American culture (Brunner & Grogan, 2007). It is documented that women are underrepresented in the position of superintendency. Approximately 20% of the superintendents are women with the percentage being much lower in some regions (Blount, 1998; Brunner, 2000; Glass, 2000; Shakeshaft, 1989). Qualified women are having a difficult time getting an interview for the open positions, much less a position as a superintendent. There are a multitude of issues according to literature that stands in the way of women following the path toward administration. This study was conducted in order to examine one of the pieces that could contribute to the research about women and the way they lead.
The purpose of this qualitative research study is to explore the relationship between gender and the leadership styles utilized by women superintendents. This study primarily serves as an educative instrument by sharing the lived experiences of women superintendents. The interpretive paradigm, hermeneutic phenomenology, was selected because of the potential to generate new understandings of complex multidimensional human phenomena. Ten women superintendents who could illuminate the phenomena were interviewed and themes were pulled out to help answer the question if gender affects the leadership style that women use and if that contributes to their success as a leader.
A series of interviews, journal notes, audio-recordings, and transcriptions were used to collect the data for this interpretive phenomenological study. van Manen’s (1990, 2014) phenomenological methodology provides an overlay with which to understand the participants’ existential lifeworlds. The research project used existing themes of relationships, power, self-esteem with eleven common leadership theories to explore the experiences of women superintendents.
The findings indicate that women continue to battle sexism to obtain and maintain successful employment as district superintendent. Stakeholders continue to believe and express opinions that women are not fiscally responsible or capable of being the instructional leader of their local districts. Women are routinely questioned privately and publicly about their qualifications and decisions. The significance of the study calls for future research to enrich the understanding of how women have navigated the challenges to successfully lead school districts. Additional voices of women superintendents with experiences in a wide variety of setting need to be conducted.
Advisors/Committee Members: Maiden, Jeffery (advisor), Vaughn, Courtney (committee member), Pasque, Penny (committee member), Houser, Neil (committee member), Jones, John (committee member).
Subjects/Keywords: Women; Superintendents; Hermeneutic Phenomenology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gammill, S. (2016). Women Superintendents: The Effects of Gender on Leadership. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/46274
Chicago Manual of Style (16th Edition):
Gammill, Shellie. “Women Superintendents: The Effects of Gender on Leadership.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/46274.
MLA Handbook (7th Edition):
Gammill, Shellie. “Women Superintendents: The Effects of Gender on Leadership.” 2016. Web. 18 Feb 2019.
Vancouver:
Gammill S. Women Superintendents: The Effects of Gender on Leadership. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/46274.
Council of Science Editors:
Gammill S. Women Superintendents: The Effects of Gender on Leadership. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/46274
University of Oklahoma
28.
Qi, Yanrong.
The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/47043
► This study aimed to explore American college intermediate-level Chinese as a foreign language (CFL) learners’ oral reading behaviors and comprehension under different text conditions. It…
(more)
▼ This study aimed to explore American college intermediate-level Chinese as a foreign language (CFL) learners’ oral reading behaviors and comprehension under different text conditions. It investigated how college CFL learners approached different orthographic texts in CFL reading. Twenty-one college intermediate-level CFL learners were asked to orally read three different versions of a Chinese text: a text consisting of (a) Chinese characters, (b) pinyin, and (c) Chinese characters with pinyin. Three texts were used in this study. To obtain data, the researcher took running records of the participants’ oral reading and asked them to answer several comprehension questions related to each text. The study’s findings indicated the interactive nature of CFL reading. It also revealed the impacts of text factors and reader factors and how they interacted to influence CFL oral reading and comprehension. The CFL oral reading protocol developed in this study can be used as a valuable tool for assessing and analyzing CFL readers’ oral reading errors and can also help determine the difficulty level of Chinese texts in CFL teaching. The findings from this study offer new insights into the reading processes and strategies employed by CFL readers under different text conditions. The study has important implications for research and teaching of Chinese as a foreign language.
Advisors/Committee Members: Ruan, Jiening (advisor), Zhang, Jie (committee member), Griffith, Priscilla (committee member), Houser, Neil (committee member), Liu, Nian (committee member).
Subjects/Keywords: Education; Reading.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Qi, Y. (2016). The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/47043
Chicago Manual of Style (16th Edition):
Qi, Yanrong. “The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/47043.
MLA Handbook (7th Edition):
Qi, Yanrong. “The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.” 2016. Web. 18 Feb 2019.
Vancouver:
Qi Y. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/47043.
Council of Science Editors:
Qi Y. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/47043
University of Oklahoma
29.
Myers, Aimee.
Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy.
Degree: PhD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/50787
► As the culture gap between public school students and teachers has continued to grow in the past decade, culturally relevant pedagogy (CRP) emerged as a…
(more)
▼ As the culture gap between public school students and teachers has continued to grow in the past decade, culturally relevant pedagogy (CRP) emerged as a theoretical guide to support classroom practices. Despite support for CRP in schools and teacher education programs, many teachers still struggle to actualize the concept. This case study explored teacher experiences with a modified version of CRP with the addition of student voice. Through a social constructivist approach, students shared perceptions of CRP and collaborated in the development of the Student Perception Survey (SPS). Students considered CRP through observable, concrete actions, and these concrete actions were communicated to teachers through the SPS. Teacher participant data was focused on teacher attitudes and responses to student perceptions of CRP. Data was gathered from four urban teachers through semi-structured interviews, written reflections, and classroom observations. Due to the nature of particularistic case study, data collection took place over time: before the SPS, immediately following the SPS, and two months after the SPS. An analysis of teacher data revealed that teachers valued student perceptions, grew from student affirmations, gained new understanding, and adjusted their teaching practices. This study contributes to the research on CRP by including the voices of students, which are often neglected in educational research and reforms.
Keywords: culturally relevant pedagogy, dialogical relationships, student perceptions, teacher learning
Advisors/Committee Members: Baines, Lawrence (advisor), Velazquez, Mirelsie (committee member), Hill, Crag (committee member), Houser, Neil (committee member), Vaughn, Courtney (committee member).
Subjects/Keywords: culturally relevant pedagogy; culturally responsive teaching; student perceptions; teacher learning; dialogical relationships
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Myers, A. (2017). Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50787
Chicago Manual of Style (16th Edition):
Myers, Aimee. “Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/50787.
MLA Handbook (7th Edition):
Myers, Aimee. “Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy.” 2017. Web. 18 Feb 2019.
Vancouver:
Myers A. Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/50787.
Council of Science Editors:
Myers A. Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50787
University of Oklahoma
30.
Bowman, Elayne Weger.
Effecting Change on the Mathematics Teaching Efficacy of Preservice Elementary Teachers.
Degree: PhD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/50712
► This sequential mixed methods case study was conducted in a mathematics class in a Midwestern university to determine whether exposure to constructivist mathematics teaching would…
(more)
▼ This sequential mixed methods case study was conducted in a mathematics class in a Midwestern
university to determine whether exposure to constructivist mathematics teaching would influence change in the mathematics teaching efficacy beliefs of preservice elementary teachers. The study examined the instructor’s beliefs and pedagogical practices and how they affected her students in two sections of geometry for a sixteen-week semester. Qualitative data collected and analyzed included a course syllabus, instructor-selected textbook, observation notes, instructor and student reflections, photos of student work, and interviews. Quantitative data was collected using a version of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) (Enochs, Smith, & Huinker, 2000) adapted and validated for preservice elementary teachers. Qualitative data from the instructor indicated recurring themes of the instructor’s use of humor, wait-time, questioning, persistence, encouragement, negotiation, and repetition. These themes fall generally into two broad pedagogical categories: care and technique. The quantitative data on the students from the MTEBI indicated insignificant (p > .05) positive change in both the personal mathematics teaching efficacy and the mathematics teaching outcome expectancy. However, the qualitative data on the students indicated significant positive effect on their mathematics teaching beliefs as indicated throughout the semester by the words they used in their reflections, their engagement in classroom community, and their conversation and questions during class. Recurring themes observed throughout the study indicated a progression in student response from struggle and frustration to confidence and community, a progression which can be interpreted as an indication of positive change in the preservice teachers.
Advisors/Committee Members: Reeder, Stacy (advisor), Conrady, Kansas (committee member), Houser, Neil (committee member), Vaughn, Courtney Ann (committee member), Crag, Hill (committee member).
Subjects/Keywords: preservice elementary teachers; mathematics teaching efficacy; geometry; mathematics beliefs; effecting teacher change
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bowman, E. W. (2017). Effecting Change on the Mathematics Teaching Efficacy of Preservice Elementary Teachers. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50712
Chicago Manual of Style (16th Edition):
Bowman, Elayne Weger. “Effecting Change on the Mathematics Teaching Efficacy of Preservice Elementary Teachers.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed February 18, 2019.
http://hdl.handle.net/11244/50712.
MLA Handbook (7th Edition):
Bowman, Elayne Weger. “Effecting Change on the Mathematics Teaching Efficacy of Preservice Elementary Teachers.” 2017. Web. 18 Feb 2019.
Vancouver:
Bowman EW. Effecting Change on the Mathematics Teaching Efficacy of Preservice Elementary Teachers. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Feb 18].
Available from: http://hdl.handle.net/11244/50712.
Council of Science Editors:
Bowman EW. Effecting Change on the Mathematics Teaching Efficacy of Preservice Elementary Teachers. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50712
◁ [1] [2] ▶
. 
Open Access Theses and Dissertations