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University of Oklahoma
1.
Krutka, Daniel.
"SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES.
Degree: EdD, 2012, University of Oklahoma
URL: http://hdl.handle.net/11244/318699 
► Prevalent models of secondary education in the United States have tended to privilege the acquisition of knowledge of scientific disciplines that is often peripheral to…
(more)
▼ Prevalent models of secondary education in the United States have tended to privilege the acquisition of knowledge of scientific disciplines that is often peripheral to the experiences of students. My Advanced Placement Government classes were no different, and this caused me to wonder whether my classes were meeting the often-stated goal of the social studies - citizenship education. This situation, along with anecdotal evidence of disconnection, led me to wonder what, if anything, my students were taking out of my classes. The purpose of this teacher action research study was to better understand what students found valuable in our AP Government classes. I used an interpretive framework and qualitative methodology to study the thoughts and actions of forty-four students, including how the transactional nature of our experiences interacted within our situation. Data collection involved the use of a Likert-scale survey, an open-ended questionnaire, field notes, and in-depth group and individual interviews. Findings indicated that students expressed that there was value in our course, and I categorized findings of value as primarily passive, academic, or active. The first two categories were more prominent in the findings and often revealed less of a connection to lived experiences. Other students communicated value in ways that actively connected content knowledge beyond the school setting. Students' reactions to some assignments helped me realize that we often had mismatched goals for the course, and this seemed to distance my students and me from better knowing each other. With these findings in mind, I conclude that we must create more spaces for educative experiences that might foster citizenship growth while cultivating situations where students and teachers may better know each other.
Advisors/Committee Members: Houser, Neil (advisor).
Subjects/Keywords: Political science – Study and teaching (Secondary) – United States; Civics – Study and teaching (Secondary) – United States; Advanced placement programs (Education)
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APA (6th Edition):
Krutka, D. (2012). "SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318699
Chicago Manual of Style (16th Edition):
Krutka, Daniel. “"SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/318699.
MLA Handbook (7th Edition):
Krutka, Daniel. “"SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES.” 2012. Web. 18 Jan 2021.
Vancouver:
Krutka D. "SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/318699.
Council of Science Editors:
Krutka D. "SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318699
University of Oklahoma
2.
Province, Rachael.
A Community of Congruence Among Secondary Social Studies Teachers: A Case Study.
Degree: PhD, 2012, University of Oklahoma
URL: http://hdl.handle.net/11244/319240
► The purpose of this case study was to explore the community of one purposely selected department of secondary social studies teachers. I aimed to provide…
(more)
▼ The purpose of this case study was to explore the community of one purposely selected department of secondary social studies teachers. I aimed to provide insight into the nature of one community of congruence amid the many constraints and systemic pressures in school systems today. Many have suggested that education is a microcosm of larger society, and that we have approached both in an increasingly fragmented manner. Systems theorists suggest that one way to address this problem would be to develop a systems consciousness in order to start viewing the world and education as connected and interrelated. One way to do this might be to create a "community of congruence" in the school system. A community of congruence is defined as a group of "like-minded people, gathering in community to reinforce fragile beliefs" in order to "offer mutual support and opportunities to develop a shared vision." The data suggest that this community of congruence was evolutionary, interdependent, and politically sophisticated. The study used systems theory to better understand the community's transformation. One benefit of this research may be to offer possible insights for those interested in developing communities of reassurance and support while simultaneously furthering a shared vision for education.
Advisors/Committee Members: Houser, Neil (advisor).
Subjects/Keywords: Social science teachers – Social conditions – Case studies; High school teachers – Social conditions – Case studies
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APA (6th Edition):
Province, R. (2012). A Community of Congruence Among Secondary Social Studies Teachers: A Case Study. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319240
Chicago Manual of Style (16th Edition):
Province, Rachael. “A Community of Congruence Among Secondary Social Studies Teachers: A Case Study.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/319240.
MLA Handbook (7th Edition):
Province, Rachael. “A Community of Congruence Among Secondary Social Studies Teachers: A Case Study.” 2012. Web. 18 Jan 2021.
Vancouver:
Province R. A Community of Congruence Among Secondary Social Studies Teachers: A Case Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/319240.
Council of Science Editors:
Province R. A Community of Congruence Among Secondary Social Studies Teachers: A Case Study. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319240
University of Oklahoma
3.
Lashley, Judith Ann.
A Study of the Influence of Service on Early Adolescents' Critical and Caring Thoughts and Actions.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/318739
► The purpose of this study was to investigate the question of what impact opportunities for service had on early adolescents. I also hoped to discover…
(more)
▼ The purpose of this study was to investigate the question of what impact opportunities for service had on early adolescents. I also hoped to discover what types of service might inspire critical, caring thought and action. Four principal implications emerged from this inquiry. For service to inspire caring, it should be practiced and personally relevant, relational, include real opportunities to take responsibility, and be based on needs that are authentic, redefined, and understood. Implications for instructional practices include insights and understanding of how service opportunities could influence meaningful growth in young adolescents' caring, empathy, and critical social consciousness.
Advisors/Committee Members: Houser, Neil (advisor).
Subjects/Keywords: Caring in children; Service learning; Middle school students – Psychology
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APA (6th Edition):
Lashley, J. A. (2013). A Study of the Influence of Service on Early Adolescents' Critical and Caring Thoughts and Actions. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318739
Chicago Manual of Style (16th Edition):
Lashley, Judith Ann. “A Study of the Influence of Service on Early Adolescents' Critical and Caring Thoughts and Actions.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/318739.
MLA Handbook (7th Edition):
Lashley, Judith Ann. “A Study of the Influence of Service on Early Adolescents' Critical and Caring Thoughts and Actions.” 2013. Web. 18 Jan 2021.
Vancouver:
Lashley JA. A Study of the Influence of Service on Early Adolescents' Critical and Caring Thoughts and Actions. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/318739.
Council of Science Editors:
Lashley JA. A Study of the Influence of Service on Early Adolescents' Critical and Caring Thoughts and Actions. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/318739
University of Oklahoma
4.
Hein, James Jr.
Insights into what influences school administrators to adopt a school dress code: an analysis of school administrators' perceptions of safety, discipline, and student voice.
Degree: EdD, 2020, University of Oklahoma
URL: http://hdl.handle.net/11244/325641
► Abstract Research in the field of school dress codes has in general been centered around whether they improve the learning environment in areas of safety…
(more)
▼ Abstract
Research in the field of school dress codes has in general been centered around whether they improve the learning environment in areas of safety discipline and academic performance. Researchers have studied the perceptions of whether school administrators believe dress codes work. There are many studies that support both sides of the dress code debate (Yeung, 2009; Gilbert, 1999). At some point in time a school administrator must decide on whether to implement a dress code and how extensive the dress code must be. Because of this there are numerous studies which inquire about the administrators’ perceptions regarding dress codes.
This study investigated the difference of school administrators’ past experiences to increase the understanding of how the implementation of a dress code varies by their perceptions of safety, discipline, and student voice. The data were analyzed with the Analysis of Variance Model (ANOVA) and the Spearman Correlation. The findings from the ANOVA revealed: no significant difference in school administrators’ generational status and their perception that a dress code policy improves safety for Research Question 1 at F (2, 80.621) = 1.04, p = .36, no significant difference in school administrators’ generational status and their perception that a dress code policy improves discipline for Research Question 2 at F (2, 225) = 3.05, p = .05 (the p-value exceeds the Bonferroni Correction of .008), and no significant difference in school administrators’ generational status and their perception that student voice improves a dress code policy for Research Question 3 at F (2, 226) = 0.5, p = .61. The Spearman Correlation showed: a significant positive correlation between school administrators’ ratings of dress code policy improving safety and the values they learned growing up at r (238) = .39, p < .001 for Research Question 4, a significant positive correlation between school administrators’ ratings of dress code policy improving discipline and the values they learned growing up at r (220) = .44, p < .001 for Research Questions 5, and a nonsignificant, weak negative correlation between school administrators’ ratings of student voice participating in the development of a dress code policy and the values they learned growing up at r (227) = -.02, p = .78 for Research Question 6.
The findings from this nonexperimental research study suggest the Contextual Framework Model introduced in chapter 2 (see figure 1 in Chap. 2), has no predictability in Research Questions 1-2-3-6, whereas some explanatory power exist in Research Questions 4-5. This study was comparable to the research conducted by the U.S. Department of Education’s National Center for Education Statistics (NCES), which did not find dress codes improving safety or discipline in a public school (NCES 2018-036). The findings from this study suggest school administrators’ generational status does not play a significant factor in their perceptions of safety, discipline, or student voice improving a dress code policy. Likewise, this study…
Advisors/Committee Members: Jones, John (advisor), Maiden, Jeffrey (committee member), Gutierrez, Kathrine (committee member), Houser, Neil (committee member).
Subjects/Keywords: ADMINISTRATORS PERCEPTIONS DRESS CODES
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APA (6th Edition):
Hein, J. J. (2020). Insights into what influences school administrators to adopt a school dress code: an analysis of school administrators' perceptions of safety, discipline, and student voice. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/325641
Chicago Manual of Style (16th Edition):
Hein, James Jr. “Insights into what influences school administrators to adopt a school dress code: an analysis of school administrators' perceptions of safety, discipline, and student voice.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/325641.
MLA Handbook (7th Edition):
Hein, James Jr. “Insights into what influences school administrators to adopt a school dress code: an analysis of school administrators' perceptions of safety, discipline, and student voice.” 2020. Web. 18 Jan 2021.
Vancouver:
Hein JJ. Insights into what influences school administrators to adopt a school dress code: an analysis of school administrators' perceptions of safety, discipline, and student voice. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/325641.
Council of Science Editors:
Hein JJ. Insights into what influences school administrators to adopt a school dress code: an analysis of school administrators' perceptions of safety, discipline, and student voice. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/325641
University of Oklahoma
5.
Yates, Justin.
LITERATURE AND RACIAL SOCIAL SENSITIVITY AT A RURAL TWO-YEAR COMMUNITY COLLEGE.
Degree: PhD, 2020, University of Oklahoma
URL: http://hdl.handle.net/11244/324310
► According to The Pew Research Center (Jurkowitz et al., 2020), the US is becoming more divided based on political affiliation, religion, race, lifestyle preferences and…
(more)
▼ According to The Pew Research Center (Jurkowitz et al., 2020), the US is becoming more divided based on political affiliation, religion, race, lifestyle preferences and economic status. If students are not exposed to different cultures, it may be difficult for them to understand other cultures and perspectives. Rosenblatt (1946) preached that literature could be a bridge to help students understand the world and broaden their empathetic responses to different perspectives. Loban (1956) contended that “Through literature, understanding and sensitivity can be increased, not only of other people but of the reader's own self” (p. 77).
The purpose of this study was to understand the impact of just two short stories by nonwhite authors on the racial social sensitivity of students at a Midwestern, rural, predominantly white, two-year, community college. Data included observations of students during class discussions, students’ written reflections, and personal interviews.
Findings indicated that students’ racial social sensitivity was marginally enhanced through the inclusion of only two short stories by nonwhite authors. The difficulties and delicacy of addressing student attitudes towards race and culture are discussed, as well as implications for using literature, classroom discussions, and reflective writing in curriculum.
Advisors/Committee Members: Baines, Lawrence (advisor), Heddy, Benjamin (committee member), Hill, Crag (committee member), Houser, Neil (committee member).
Subjects/Keywords: social sensitivity; multicultural literature; community college; rural
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APA (6th Edition):
Yates, J. (2020). LITERATURE AND RACIAL SOCIAL SENSITIVITY AT A RURAL TWO-YEAR COMMUNITY COLLEGE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324310
Chicago Manual of Style (16th Edition):
Yates, Justin. “LITERATURE AND RACIAL SOCIAL SENSITIVITY AT A RURAL TWO-YEAR COMMUNITY COLLEGE.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/324310.
MLA Handbook (7th Edition):
Yates, Justin. “LITERATURE AND RACIAL SOCIAL SENSITIVITY AT A RURAL TWO-YEAR COMMUNITY COLLEGE.” 2020. Web. 18 Jan 2021.
Vancouver:
Yates J. LITERATURE AND RACIAL SOCIAL SENSITIVITY AT A RURAL TWO-YEAR COMMUNITY COLLEGE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/324310.
Council of Science Editors:
Yates J. LITERATURE AND RACIAL SOCIAL SENSITIVITY AT A RURAL TWO-YEAR COMMUNITY COLLEGE. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324310
University of Oklahoma
6.
Hau, Melonie R.
The perceived quality and impact of the Tulsa model evaluation: a survey of teachers and principals in Oklahoma public schools.
Degree: EdD, 2020, University of Oklahoma
URL: http://hdl.handle.net/11244/326633
► Oklahoma began implementing its Teacher Leader Effectiveness Law in 2011, the state’s response to competing for federal Race to the Top grant money and the…
(more)
▼ Oklahoma began implementing its Teacher Leader Effectiveness Law in 2011, the state’s response to competing for federal Race to the Top grant money and the nation-wide cry from education reformers for tougher teacher evaluation mandates in public schools. This quantitative analysis of variance study explores the effectiveness of the law’s implementation in
Oklahoma school districts using the Tulsa Model Evaluation process in the fall of 2019. A guiding theoretical framework for this study is based in the research of Stiggins and Nickel (1989) and Stiggins and Duke (1988) and their findings of the usefulness of the Teacher Evaluation Profile to measure conditions for teacher growth using standards-based evaluation instruments. A cross-sectional survey distributed to principals and teachers gathered perceptions of the quality and impact of the Tulsa Model Evaluation process based on six key areas: knowledge and understanding of the evaluation system; perceptions regarding usefulness; qualifications and evaluator leadership; quality of data and feedback from principals; impact on professional practices; and personal impressions of the evaluation system on professional conversations. The study uses a Welch alternative ANOVA to determine the differences in perceived quality and impact of the Tulsa Model evaluation instrument between principals and teachers in 54
Oklahoma schools. The following research questions were addressed:
1. Do principals and teachers differ in their perceptions of knowledge and understanding of the Tulsa Model Evaluation process and if so, to what degree?
2. Do principals and teachers differ in their perceptions of the usefulness of the Tulsa Model Evaluation process and if so, to what degree?
3. Do principals and teachers differ in their perceptions of the qualification of the evaluator and if so, to what degree?
4. Do principals and teachers differ in their perceptions of the quality of data and feedback in the Tulsa Model Evaluation process and if so, to what degree?
5. Do principals and teachers differ in their perceptions of the impact on professional practices for the Tulsa Model Evaluation process and if so, to what degree?
6. Do principals and teachers differ in their perceptions of the context of professional conversations during the Tulsa Model Evaluation process and if so, to what degree?
Results determined there are significant differences between principal and teacher responses to survey questions with the greatest degree of difference in three key areas: 1. knowledge and understanding of the evaluation; 2. usefulness of the process; and 3. quality of data and feedback.
Advisors/Committee Members: Jones, John (advisor), Adams, Curt (committee member), Maiden, Jeffrey (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education, Curriculum and Instruction.; Education, Administration.; Education, History of.
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APA (6th Edition):
Hau, M. R. (2020). The perceived quality and impact of the Tulsa model evaluation: a survey of teachers and principals in Oklahoma public schools. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/326633
Chicago Manual of Style (16th Edition):
Hau, Melonie R. “The perceived quality and impact of the Tulsa model evaluation: a survey of teachers and principals in Oklahoma public schools.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/326633.
MLA Handbook (7th Edition):
Hau, Melonie R. “The perceived quality and impact of the Tulsa model evaluation: a survey of teachers and principals in Oklahoma public schools.” 2020. Web. 18 Jan 2021.
Vancouver:
Hau MR. The perceived quality and impact of the Tulsa model evaluation: a survey of teachers and principals in Oklahoma public schools. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/326633.
Council of Science Editors:
Hau MR. The perceived quality and impact of the Tulsa model evaluation: a survey of teachers and principals in Oklahoma public schools. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/326633
University of Oklahoma
7.
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
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
8.
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.
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
9.
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
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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 January 18, 2021.
http://hdl.handle.net/11244/34698.
MLA Handbook (7th Edition):
Kihega, Harold. “American Indian Persistence In STEM-Related Graduate Degree Programs.” 2016. Web. 18 Jan 2021.
Vancouver:
Kihega H. American Indian Persistence In STEM-Related Graduate Degree Programs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 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
10.
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
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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 January 18, 2021.
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 Jan 2021.
Vancouver:
Bowman EW. Effecting Change on the Mathematics Teaching Efficacy of Preservice Elementary Teachers. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2021 Jan 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
University of Oklahoma
11.
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.
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
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.
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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 January 18, 2021.
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 Jan 2021.
Vancouver:
Murtiningsih SR. Indonesian Student Teachers' Beliefs and Practices in Teaching L2 Reading. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 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.
Baber, Jane.
The [Integrated] Art of Teaching: Early Career Teachers' Perceptions of Integrated Arts Practices and their Creative Self-Efficacy.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319671
► From teacher preparation programs, preservice and novice teachers understand the expectations and their responsibility to prepare secondary students for tests required for postsecondary opportunities. But…
(more)
▼ From teacher preparation programs, preservice and novice teachers understand the expectations and their responsibility to prepare secondary students for tests required for postsecondary opportunities. But often forgotten is the responsibility to create an atmosphere conducive to meaningful independent and collaborative learning that celebrates a spirit of play which may be accomplished through integrating the arts. Providing opportunities for students in secondary English classrooms to engage in multiple ways of learning through multiple modes (including visual art, music, drama, or dance) and expecting them to do so with a healthy level of creative self-efficacy requires scaffolding on behalf of the teacher and a strong sense of creative self-efficacy from the teacher as well. This purpose of this study was to examine early career English teachers’ perceptions of integrating the arts in their secondary English curriculum and how, if at all, their creative self-efficacy influences implementation of integrated arts instruction. A multiple case study of four early career secondary English teachers at four school sites was conducted to reveal the particularity and complexity of each teacher’s situation both within and across cases. Based on a three-interview, observation, and free-response process, themes emerged to reflect 1) anticipating creativity in curriculum and choice and 2) dealing with nuances of traditional school structures. Implications and recommendations for findings include 1) mindfulness of and action toward secondary students’ needs for creative outlets and approaches, 2) reinforcing the value of integrating the arts in teacher preparation programs, 3) cultivating and sustaining a spirit of play in secondary classrooms, and 4) encouraging early career teacher resiliency.
Advisors/Committee Members: Hill, Crag (advisor), Heddy, Benjamin (committee member), Baines, Lawrence (committee member), Griffith, Priscilla (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education, Secondary.; Education, Art.; Education, Curriculum and Instruction.; Education, Language and Literature.
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APA (6th Edition):
Baber, J. (2019). The [Integrated] Art of Teaching: Early Career Teachers' Perceptions of Integrated Arts Practices and their Creative Self-Efficacy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319671
Chicago Manual of Style (16th Edition):
Baber, Jane. “The [Integrated] Art of Teaching: Early Career Teachers' Perceptions of Integrated Arts Practices and their Creative Self-Efficacy.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/319671.
MLA Handbook (7th Edition):
Baber, Jane. “The [Integrated] Art of Teaching: Early Career Teachers' Perceptions of Integrated Arts Practices and their Creative Self-Efficacy.” 2019. Web. 18 Jan 2021.
Vancouver:
Baber J. The [Integrated] Art of Teaching: Early Career Teachers' Perceptions of Integrated Arts Practices and their Creative Self-Efficacy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/319671.
Council of Science Editors:
Baber J. The [Integrated] Art of Teaching: Early Career Teachers' Perceptions of Integrated Arts Practices and their Creative Self-Efficacy. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319671
University of Oklahoma
14.
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.
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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 January 18, 2021.
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 Jan 2021.
Vancouver:
Wickham A. We can't dance every day: New teachers seeking balance. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 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
15.
Nahar, Gul.
MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319754
► The purpose of this qualitative case study was to gain an understanding of the perceptions of multilingual writing from monolingual and multilingual instructors teaching First-year…
(more)
▼ The purpose of this qualitative case study was to gain an understanding of the perceptions of multilingual writing from monolingual and multilingual instructors teaching First-year Composition (FYC) as well as international multilingual students (IMS) whose first language might not be English. Findings of the study identified FYC instructors’ instructional practices and pedagogical insights gained from the experiences of teaching writing to IMS and the perspectives of IMS gained from their learning experiences of writing in FYC. In light of these findings, this study has implications for future research in advocating for changes in institutional attitude, and employing diversity in policy, curricular, and pedagogical approaches.
Advisors/Committee Members: Baines, Lawrence (advisor), Kurlinkus, William (committee member), Hill, Crag (committee member), Houser, Neil (committee member), Ruan, Jiening (committee member).
Subjects/Keywords: Multilingual Writing; International Multilingual Students; FYC Instructors; First-year Composition; Translingualism; Negotiations
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APA (6th Edition):
Nahar, G. (2019). MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319754
Chicago Manual of Style (16th Edition):
Nahar, Gul. “MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/319754.
MLA Handbook (7th Edition):
Nahar, Gul. “MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING.” 2019. Web. 18 Jan 2021.
Vancouver:
Nahar G. MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/319754.
Council of Science Editors:
Nahar G. MEANING MAKING THROUGH NEGOTIATING LANGUAGE DIFFERENCES IN MULTILINGUAL WRITING. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319754
University of Oklahoma
16.
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.
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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 January 18, 2021.
http://hdl.handle.net/11244/316303.
MLA Handbook (7th Edition):
Hanna, Jennie. “Invisible Minority: Military-Connected Adolescents in Secondary Schools.” 2018. Web. 18 Jan 2021.
Vancouver:
Hanna J. Invisible Minority: Military-Connected Adolescents in Secondary Schools. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Jan 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
17.
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
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
18.
Groves, Shelley.
ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/320326
► The standard of excellence in teacher preparation is accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Millions of dollars, untold hours of…
(more)
▼ The standard of excellence in teacher preparation is accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Millions of dollars, untold hours of human effort, and countless pages of reports go into the process of CAEP accreditation. This conceptual analysis identifies, clarifies, and attempts to better understand the ethical dimensions of CAEP accreditation. Adapting to public education a six-step ethical framework originally developed by Kass (2001) for public health, this study asks the question, is the process of CAEP accreditation ethical? The six-step ethical framework adapted for this study found that the process of CAEP accreditation as it currently exists is not ethical. However, because CAEP accreditation may be required by state law, it may be required.
Advisors/Committee Members: Baines, Lawrence (advisor), DeBacker, Teresa (committee member), Hill, Crag (committee member), Houser, Neil (committee member), Reeder, Stacy (committee member).
Subjects/Keywords: Accreditation; Teacher preparation; Ethics
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APA (6th Edition):
Groves, S. (2019). ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320326
Chicago Manual of Style (16th Edition):
Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/320326.
MLA Handbook (7th Edition):
Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Web. 18 Jan 2021.
Vancouver:
Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/320326.
Council of Science Editors:
Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/320326
University of Oklahoma
19.
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.
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
20.
Scruggs, Yashanda.
IT’S ALL GOOD—BUT FOR WHOM? EXAMINING THE PRESENCE OF PUBLIC GOOD WITHIN DISSERTATIONS FROM PUBLIC RESEARCH INSTITUTIONS.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/299679
► The purpose of this exploratory research project is to explore if university research extends “beyond the walls” of research universities and seeks to address the…
(more)
▼ The purpose of this exploratory research project is to explore if
university research extends “beyond the walls” of research universities and seeks to address the social matters relevant to the greater community. The researcher examined knowledge development through research by analyzing dissertations from students who were enrolled in doctoral programs and attended public research institutions with clearly stated missions related to commitment to the public good. The researcher used constructivist grounded theory to analyze the data to explore how the greater community was considered or omitted through these research contributions.
By examining the data through three levels of analysis, the researcher was able to consider the way the data stood individually and collectively to paint a picture about the presence of public good in dissertations. The presence of public good work was most frequently seen by those students at HBCUs, and the presence of this work was often infused with a voice of advocacy. While there was a more proportionate representation of minority institution work in the data set, one would see that the HBCUs represent a smaller proportion of the number of institutions in the higher education system. However, such schools are offering more work for public good when compared to other institutional types. Despite having institutional missions that specifically state a commitment to research for the public good, overwhelmingly, the majority of the dissertations did not have explicit language showing work done for the public good.
In summary, this study demonstrated that many public research institutions are not paying attention to the public good in the ways that reflect institutional missions. This problem perpetuates inequity, the cycle of oppression, and does not serve the greater public community in the way that is consistent with respective institutional missions. The researcher argues that
university professors and administrators must be intentional and consistent with their efforts to aid the greater community – this includes educating graduate students about research design, institutional mission, and the importance of research for the public good.
The work presented in this study has the potential to (1) modify current teaching practices, (2) expand public good themes, (3) revise institutional policies and practices to support public good work, and (4) strengthen the communication with and service for the benefit of the public good.
Advisors/Committee Members: Vargas, Juanita (advisor), Houser, Neil (committee member), Vaughn, Courtney (committee member), Houston, Derek (committee member), Edwards, Kirsten (committee member).
Subjects/Keywords: public good; graduate work; research
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APA (6th Edition):
Scruggs, Y. (2018). IT’S ALL GOOD—BUT FOR WHOM? EXAMINING THE PRESENCE OF PUBLIC GOOD WITHIN DISSERTATIONS FROM PUBLIC RESEARCH INSTITUTIONS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299679
Chicago Manual of Style (16th Edition):
Scruggs, Yashanda. “IT’S ALL GOOD—BUT FOR WHOM? EXAMINING THE PRESENCE OF PUBLIC GOOD WITHIN DISSERTATIONS FROM PUBLIC RESEARCH INSTITUTIONS.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/299679.
MLA Handbook (7th Edition):
Scruggs, Yashanda. “IT’S ALL GOOD—BUT FOR WHOM? EXAMINING THE PRESENCE OF PUBLIC GOOD WITHIN DISSERTATIONS FROM PUBLIC RESEARCH INSTITUTIONS.” 2018. Web. 18 Jan 2021.
Vancouver:
Scruggs Y. IT’S ALL GOOD—BUT FOR WHOM? EXAMINING THE PRESENCE OF PUBLIC GOOD WITHIN DISSERTATIONS FROM PUBLIC RESEARCH INSTITUTIONS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/299679.
Council of Science Editors:
Scruggs Y. IT’S ALL GOOD—BUT FOR WHOM? EXAMINING THE PRESENCE OF PUBLIC GOOD WITHIN DISSERTATIONS FROM PUBLIC RESEARCH INSTITUTIONS. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299679
University of Oklahoma
21.
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
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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 January 18, 2021.
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 Jan 2021.
Vancouver:
Woodford A. School Experiences and the Academic Achievement of Gifted Middle School Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 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
22.
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
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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 January 18, 2021.
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 Jan 2021.
Vancouver:
Myers A. Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2021 Jan 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
23.
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
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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 January 18, 2021.
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 Jan 2021.
Vancouver:
Pennington K. Why Wage War? Global Education in the Middle School Classroom. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 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
24.
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.
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
25.
McAnally, Alana.
Impact of Co-Requisite Mathematics Remediation on Students' Perceptions of Mathematics.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319604
► Every year a significant portion of the college population is considered deficient in their mathematical skills and are deemed as needing some form of remediation…
(more)
▼ Every year a significant portion of the college population is considered deficient in their mathematical skills and are deemed as needing some form of remediation before they can enroll in credit bearing courses. Traditional remediation, where students take their remedial courses as a series of prerequisites to their college mathematics gateway course, has proved to be unsuccessful (Bahr, 2008; Bailey, 2009; Bettinger & Long, 2009). The process of remediation is often too long with too many exit points so many students who need remediation never enroll let alone pass all the required gateway courses. Co-requisite remediation, where a student takes a gateway course along with a support course, serves the student with the dual purposes of supporting the student and significantly reducing the student’s time spent in remediation. Co-requisite remediation in mathematics has been shown to decrease the number of remedial courses and essentially eliminates the exiting points of the leaky pipeline (CCA 2016; Jones 2015). Therefore, co-requisite remediation can be the new bridge, providing equity for students deemed not college ready.
This mixed-methods study examines the mathematics self-efficacy of co-requisite College Algebra students using the Mathematics Self-Efficacy Scale (MSES). Participants in the study whose mathematical self-efficacy increased, decreased, or remained the same, were interviewed to give their personal insights and perceptions of co-requisite College Algebra. Analysis of the quantitative data revealed co-requisite College Algebra students have a statistically significant difference in their mathematics self-efficacy when compared to their non-co-requisite peers. The data also showed that over the course of a semester co-requisite College Algebra students’ mathematics self-efficacy does not significantly change. The qualitative data analysis revealed four main themes that emerged from the interviews of participants: community, multiple sources and multiple modes of instruction, support, and soft skills with sub-themes to support each major theme.
Keywords: remediation, co-requisite remediation, co-remediation, mathematics, self-efficacy, College Algebra
Advisors/Committee Members: Reeder, Stacy (advisor), Houser, Neil (committee member), Hong, Ji (committee member), Ruan, Jiening (committee member), Hill, Crag (committee member).
Subjects/Keywords: Co-Requisite Remediation; Mathematics; Co-Remediation; Mathematics Self-Efficacy
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APA (6th Edition):
McAnally, A. (2019). Impact of Co-Requisite Mathematics Remediation on Students' Perceptions of Mathematics. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319604
Chicago Manual of Style (16th Edition):
McAnally, Alana. “Impact of Co-Requisite Mathematics Remediation on Students' Perceptions of Mathematics.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/319604.
MLA Handbook (7th Edition):
McAnally, Alana. “Impact of Co-Requisite Mathematics Remediation on Students' Perceptions of Mathematics.” 2019. Web. 18 Jan 2021.
Vancouver:
McAnally A. Impact of Co-Requisite Mathematics Remediation on Students' Perceptions of Mathematics. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/319604.
Council of Science Editors:
McAnally A. Impact of Co-Requisite Mathematics Remediation on Students' Perceptions of Mathematics. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319604
University of Oklahoma
26.
Raymond, Kate.
MAKING MEANING OF ALGEBRA 2 TEACHERS: A CASE STUDY OF ONE SCHOOL.
Degree: PhD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/52742
► As the variety of curriculum materials available to teachers multiplies, understandings of the process by which mathematics teachers make meaning of curriculum materials must be…
(more)
▼ As the variety of curriculum materials available to teachers multiplies, understandings of the process by which mathematics teachers make meaning of curriculum materials must be revisited and revised. Rather than beginning with a single text that serves as a primary source of curriculum, mathematics teachers must interweave multiple curriculum materials, written by multiple sources for multiple purposes with multiple audiences in mind. This case study uses as social constructivist view to investigate the processes by which secondary mathematics teachers make meaning of curriculum. This process is examined using multiple lenses including transactional theory, metacognitive theory, and a critical perspective. In particular, this case study examined one professional learning community consisting of four mathematics educators and one special educator who taught Algebra 2 at a large suburban high school in a southern plains state who routinely made meanings from both familiar and unfamiliar curriculum materials during the 2016-2017 school year. Data collection included interviews, think-aloud sessions, observations of individual and collaborative planning session as well as lesson, and document analysis of the curriculum materials used by the participating teachers. Analysis of these data reveal that these teachers participate in a highly complex system of meaning-making best viewed as a transactional system consisting of teachers, students, curriculum materials, and local contexts which act on and through each of the other aspects.
Advisors/Committee Members: Reeder, Stacy (advisor), Beach, Sara Ann (Sally) (committee member), Torres, Heidi (committee member), Houser, Neil (committee member), Brandes, Joyce (committee member).
Subjects/Keywords: teacher meaning-making; mathematics education; curriculum materials and enactment; transactional system
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APA (6th Edition):
Raymond, K. (2017). MAKING MEANING OF ALGEBRA 2 TEACHERS: A CASE STUDY OF ONE SCHOOL. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/52742
Chicago Manual of Style (16th Edition):
Raymond, Kate. “MAKING MEANING OF ALGEBRA 2 TEACHERS: A CASE STUDY OF ONE SCHOOL.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/52742.
MLA Handbook (7th Edition):
Raymond, Kate. “MAKING MEANING OF ALGEBRA 2 TEACHERS: A CASE STUDY OF ONE SCHOOL.” 2017. Web. 18 Jan 2021.
Vancouver:
Raymond K. MAKING MEANING OF ALGEBRA 2 TEACHERS: A CASE STUDY OF ONE SCHOOL. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/52742.
Council of Science Editors:
Raymond K. MAKING MEANING OF ALGEBRA 2 TEACHERS: A CASE STUDY OF ONE SCHOOL. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/52742
University of Oklahoma
27.
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
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
28.
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
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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 January 18, 2021.
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 Jan 2021.
Vancouver:
Thomas J. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2021 Jan 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
29.
Hoffpauir, Ryan.
Setting the standard: Perceptions and implementations of standards for mathematics teacher preparation programs.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/322849
► The development and use of standards have become a key aspect of education. Significant research has been conducted to understand the perceptions and implementations of…
(more)
▼ The development and use of standards have become a key aspect of education.
Significant research has been conducted to understand the perceptions and implementations of standards in PK-12 school settings. There exists significantly less research focused on the understanding of standards for teacher preparation, especially within the field of mathematics teacher preparation.
In the field of mathematics teacher preparation, multiple standards documents are
available to inform practice. Among these include the standards used for accreditation purposes produced by the National Council of Teachers of Mathematics (NCTM) in partnership with the Council for the Accreditation of Educator Preparation (CAEP), the Standards for Preparing Teachers of Mathematics produced by the Association of Mathematics Teacher Educators (AMTE), and the Mathematical Education of Teachers (MET) documents produced by the Conference Board of the Mathematical Sciences (CBMS). While these represent the most well-known standards for mathematics teacher educators, other standards such as standards for PK-12 teachers including the Common Core State Standards are also related to the work of mathematics teacher preparation. In this complicated space of multiple standards from multiple perspectives, it is necessary to better understand the influence of these standards with mathematics teacher educators by better understanding how they are perceived and implemented.
In this case study, eight mathematics teacher educators shared how they perceived and
implemented standards within their programs. The findings of this research included navigating standards, standards as tools of accountability and compliance, the intersection of standards and curriculum, collaborating for enacting the standards, and care for students and their experiences. In these findings, participants shared how standards related to ideas of best practice. These ideas about standards being drawn from ideas of best practice are related to issues of compliance in accreditation as well as an indirect correlation with curriculum choices in program development
and maintenance. In practice, this work was not done in isolation, but required interdepartmental collaboration as well as consideration for the needs of individual students.
Keywords: Teacher Education, Standards, Mathematics, Accreditation
Advisors/Committee Members: Reeder, Stacy (advisor), Houser, Neil (committee member), Ruan, Jiening (committee member), Torres, Heidi (committee member), Crowson, Howard (committee member).
Subjects/Keywords: Teacher Education; Standards; Mathematics; Accreditation
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APA ·
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MLA ·
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APA (6th Edition):
Hoffpauir, R. (2019). Setting the standard: Perceptions and implementations of standards for mathematics teacher preparation programs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/322849
Chicago Manual of Style (16th Edition):
Hoffpauir, Ryan. “Setting the standard: Perceptions and implementations of standards for mathematics teacher preparation programs.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/322849.
MLA Handbook (7th Edition):
Hoffpauir, Ryan. “Setting the standard: Perceptions and implementations of standards for mathematics teacher preparation programs.” 2019. Web. 18 Jan 2021.
Vancouver:
Hoffpauir R. Setting the standard: Perceptions and implementations of standards for mathematics teacher preparation programs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/322849.
Council of Science Editors:
Hoffpauir R. Setting the standard: Perceptions and implementations of standards for mathematics teacher preparation programs. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/322849
University of Oklahoma
30.
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
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APA ·
Chicago ·
MLA ·
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CSE |
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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 January 18, 2021.
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 Jan 2021.
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 2021 Jan 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
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Open Access Theses and Dissertations