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Degree

Doctor of Philosophy, University of Akron, Elementary Education, 2012.

Abstract

The purpose of this qualitative case study was threefold. First, it sought to identify factors which influence belief change of teachers who pursued master’s literacy education programs. Second, this study sought to determine whether teachers’ experiences in the master’s programs were transformative, and if so, to what extent. Third, it sought to discover how teachers reconcile inconsistencies between their beliefs and teaching practices. Three recent graduates of master’s literacy education programs were interviewed along with a faculty member from each of their institutions. In addition to the in-depth semi-structured interviews, pertinent documents including programs of study, course syllabi, assignment descriptions, and completed assignments were collected. Data analysis revealed four major factors which influence belief change: (a) choice; (b) reflection; (c) connections and applications; and (d) professor influence. Findings of this study and implications for master’s teacher education in literacy are discussed.

Subject Headings

Education

Keywords

teacher beliefs; master's education

Committee / Advisors

Dr. Evangeline Newton (Advisor)
Dr. Harold Foster (Committee Member)
Dr. Susan Kushner Benson (Committee Member)
Dr. Ruth Oswald (Committee Member)
Dr. Denise Stuart (Committee Member)

Pages

155p.

Document number: akron1352832760
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=akron1352832760

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