Doctor of Education, University of Toledo, 2014, Educational Administration and Supervision

Investigations in the field of teacher epistemology have been informative in that they have provided a framework for identifying which epistemic beliefs are associated with student- and teacher centered instruction (Schraw & Olafson, 2002) and which beliefs prevent teachers from adopting student centered instructional practices (Gill, Ashton, & Algina, 2004). Understanding teachers' epistemic beliefs is an important asset to school districts because it provides insight on which teachers may require additional intervention to adopt new teaching practices. However, few studies have examined the epistemic beliefs of high school teachers. There were three objectives of this investigation: (1) to identify the proportions of high school teachers in one urban district whose epistemic beliefs reflect resistance to change teaching practices (Gill et al., 2004; Patrick & Pintrich, 2010) versus those with beliefs amenable to adopting new practices (Feucht, 2010); (2) to identify the proportion of teachers with teacher- and student centered epistemic beliefs by area of certification, and (3) to establish whether relationships exist between high school teachers' epistemic beliefs and selected demographic variables. Findings showed that 57.9% of teachers surveyed held epistemic beliefs that reflect a student centered orientation. Few relationships were found between high school teachers' epistemic beliefs and selected demographic factors. Implications for teacher epistemology research and school district leaders were discussed.

Committee: Nancy Staub (Committee Chair); Dale Snauwaert (Committee Member); Mary Ellen Edwards (Committee Member); Shanda Gore (Committee Member) Subjects: Education; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Theory; Epistemology; Pedagogy; Secondary Education; Teacher Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

The impact of oral anxiety (OA) in the context of a second language learning (SLL) environment cannot be overemphasised. Understanding the experiences of teachers from diverse cultural and geographic contexts can help in shedding light on this especially important phenomenon. This researcher seeks to gain a better understanding of teachers' experiences with OA, and their perceptions about effective ways to reduce OA in second language (SL) classrooms. Through a qualitative comparative methodology and case study design, data was gathered utilising semi-structured interview instruments, and teachers' journals. A purposeful sample of participants was obtained from secondary school SL teachers, in Guyana and the US, through a snowball sampling method. Subsequently, the data was analysed first through open coding, then closed coding, and finally, through cross themes analysis. Cross-case analysis was used to examine the data gathered. Implications for SL teaching and culturally responsive teaching may be garnered and promoted through this research. In the context of this dissertation, second language learning and foreign language learning are used interchangeably.

Committee: Lisa Harrison Dr. (Advisor); Danielle Dani Dr. (Advisor); Dwan Robinson Dr. (Committee Member); Emilia Aloñso Dr. (Committee Member) Subjects: Comparative; Education; English As A Second Language; Foreign Language; Secondary Education; Teacher Education; Teaching

Doctor of Philosophy, University of Toledo, 2022, Curriculum and Instruction

As Environmental Education (EE) is one of the most important subjects in the field of education that need further investigation, the current study explores one issue related to EE. Teachers' beliefs about EE are the subject addressed in this research, with a focus on four different variables related to their beliefs about: their understanding of EE, their experiences with EE, EE as offered in the Kingdom of Saudi Arabia (KSA), the ideal EE program. Many studies have confirmed the role EE plays in developing students' cognitive skills, critical thinking, awareness, and motivation towards maintaining the environment (Osman & Meerah, 2010; Al-Otaibi, 2014; Volk & Cheak, 2003; Powers, 2004; Eames & Birdsall, 2019). Therefore, it seems to be important to explore what teachers think about EE as an academic content in many subjects taught in Saudi elementary schools. To analyze the answers to the main question raised in this dissertation (MRQ) and the four sub-research questions (SRQ1, SRQ2, SRQ3, and SRQ4) related to its four variables, a questionnaire was first developed. The questionnaire was used to collect data from male teachers of boys' elementary schools in Qurtuba district, Riyadh, KSA. In the analysis of the data descriptive statistics were used, and the data are analyzed numerically using SPSS. The data was analyzed through the calculation of percentages, means, and standard deviations as well as through thematic analysis for the open-ended questions. The analysis reveals that teachers have different beliefs depending on the variable and the question proposed. However, they in general strongly agreed about their beliefs about an ideal EE with both a high percentage (94.1%) and mean (M = 1.61). Teachers also agreed that they believed they understand EE, with a general mean of (M= 1.75). While they also mostly agreed about their beliefs about their experience with EE, the mean here decreased to (M= 2.14). The mean of their beliefs about EE as offered in KSA educa (open full item for complete abstract)

Committee: Jenny Denyer Dr. (Committee Member); Mark Templin Dr. (Committee Chair); Gaby Semaan Dr. (Committee Member); Dale Snauwaert Dr. (Committee Member) Subjects: Curricula; Curriculum Development; Elementary Education; Environmental Education

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Executive functioning (EF) skills are a vital part of human development, emotional regulation, and knowledge acquisition and retention. Executive functioning skills help to reduce externalizing behaviors, predict academic achievement, and maintain social relationships. Successful executive functioning skills help to make the classroom a more peaceful and structured environment for the teacher and student. The current research explored Ohio Kindergarten through fifth grade elementary school teachers' knowledge, awareness, and beliefs of executive functioning skills. Through quantitative analysis using a survey instrument which was adapted from a previous study examining middle school teacher's knowledge, beliefs, and awareness of EF skills (Biecheler, 2019). The study supported teachers have knowledge about the topic and believe they are important for academic success and behavior. Executive functioning skills are expected of students, but never explicitly taught. Teachers indicated their teacher training programs did not provide them with the proper training to address EF skills in the classroom, although they have the confidence in their ability to do so. Additionally, general and special education teachers' responses were compared to determine the difference in groups.

Committee: Susan Davies (Advisor); Shauna Adams (Committee Member); Layla Kurt (Committee Member) Subjects: Education; Educational Psychology; Psychology; Quantitative Psychology; Teacher Education

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The teaching of writing in elementary school settings has been well documented through research. However, when it comes to secondary schools settings, the literature reveals a gap in treatment of writing instruction in an urban school environment. This study adds to the literature guided by three major research questions: (1) What beliefs do secondary teachers across the curriculum hold about teaching writing in an urban high school? (2) What are secondary teachers' experiences with writing instruction in an urban high school? (3) What tensions emerge for secondary teachers with writing instruction in an urban high school that is implementing Common Core State Standards? The purpose of this interpretative qualitative study was to understand six secondary teachers' writing beliefs, experiences, and tensions in implementing the Common Core State Standards (CCSS) with respect to writing instruction across the curriculum through a social constructivist framework. Purposeful Sampling and Responsive Interview Method procedures were utilized in this study. Teachers participated in interview sessions along with follow-up questions during a school semester. Data transcribed and coded using NVivo software. Themes and patterns identified as they emerged through analysis of statements and interpretation of data collected. The findings of this study suggest that teachers have limited skills and various challenges that prevent effective writing instruction in the classroom. These results prompted the presentation of numerous implications for teachers, administrators, school districts, and teacher educational programs.

Committee: William Bintz Ph.D. (Committee Chair); Lori Wilfong Ph.D. (Committee Co-Chair); Susan Iverson Ph.D. (Committee Member); Steve Turner Ph.D. (Committee Member) Subjects: African American Studies; Curriculum Development; Education; Educational Leadership; Higher Education; Language Arts; Literacy; Minority and Ethnic Groups; School Administration; Secondary Education; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2006, Teaching and Learning

This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs—Mastery experiences, vicarious experiences, and verbal persuasion—with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.

Committee: Anita Roychoudhury (Advisor) Subjects: Education, Sciences

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

Recently, the United States Department of Education and the main accreditation body of teacher education in the US have called for new teachers to be prepared to effectively use technology upon graduation. To accomplish this, the literature emphasizes targeting their beliefs about technology's value and their abilities to use it. Until now, studies focused on changing these beliefs have largely explored classroom interventions rather than the effect of an entire teacher education program. Furthermore, the traits of the teacher educators and the actions of mentor teachers in the field are often overlooked, with the focus emphasizing specific approaches to technology integration training. To address this gap, this study used online surveys to sample preservice teachers across ten different institutions regarding their field experiences, university coursework, personal beliefs, and application of Technological Pedagogical Content Knowledge (TPACK) in their student teaching placements. Analyses with structural equation modeling indicated that preservice teachers' intrinsic interest and beliefs in the utility of technology in education predicted their application of TPACK. Additionally, their self-efficacy to improve student learning with technology predicted all value beliefs as well as preservice teachers' TPACK application. Regarding the impact of a teacher education program, preservice teachers who rated the Teacher Educator Technology Competencies (TETCs) as prevalent in their coursework had higher self-efficacy and greater levels of TPACK application. Surprisingly, the prevalence of TPACK in field experiences did not impact any of the studied beliefs, though it directly predicted their personal TPACK application.

Committee: Rick Voithofer Ph.D. (Advisor); Kui Xie Ph.D. (Committee Member); Minjung Kim Ph.D. (Committee Member) Subjects: Education; Educational Technology; Teacher Education

Doctor of Education (EdD), Wright State University, 2016, Leadership Studies

The publication of the National Research Council's Framework for K-12 Science Education (2012) and the Next Generation Science Standards (NGSS Lead States, 2013) marked a turning point in science education characterized by a shift away from the idea that students should learn about a set of science facts and toward the idea that students should figure out core science ideas by solving problems and making sense of phenomena. To successfully realize the vision for science education that was articulated in the reform documents, teachers' science classroom practices will need to change, particularly at the elementary level. Science education research has suggested that teachers' science subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction may impact teachers' implementation of classroom practices consistent with the reforms. The goal of this causal structural analysis using an ex post facto research design was to empirically test a proposed conceptual model for teachers' knowledge, beliefs, and practices and to examine the direct and indirect effects of science subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction on teachers' implementation of science classroom practices consistent with the reforms. The sample for this study consisted of 731 elementary teachers who were surveyed as part of the 2012 National Survey of Science and Mathematics Education. Structural equation modeling was used to test the overall model structure, the amount of variance in science classroom practices that could be explained by the model, and the direct and indirect effects of science subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction on science classroom practices. Results from analyses supported the conclusion that science subject matter knowledge, topic specific professional knowledge, and beliefs abou (open full item for complete abstract)

Committee: Suzanne Franco Ed.D. (Committee Chair); Yoko Miura Ed.D. (Committee Member); Nimisha Patel Ph.D. (Committee Member); James Tomlin Ed.D. (Committee Member) Subjects: Education; Elementary Education; Science Education

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to determine how four preservice secondary mathematics teachers' experiences in learning how to teach shaped their development as teachers of low-achieving students. This narrative inquiry focused on their expectations, efficacy, mathematical myths beliefs, mathematical knowledge for teaching, and ability to have a caring relationship with their students. Two sources of practice based belief development (high school experiences and helping others) were identified as affecting the participants' stories. From these experiences as students, they developed the tendency to teach the way they wanted to be taught. As a positive implication, the participants learned to communicate mathematics in multiple ways. Conversely, three of them indicated a deficit model approach where they othered low-achieving students because they were not like them and were perceived as needing to be fixed. Furthermore, the deficit model approach seemed to impede the formation of caring relationships and the development of classrooms focused on problem solving. These results help identify the importance of Knowledge of Content and Students (KCS) in teaching low-achieving students well. Additionally, the participants appeared to need cognitive conflict such as classroom management issues before they realized they had false efficacy and lacked sufficient KCS. The study also gives some insight that caring relationships are diverse, evolving, and difficult to investigate. Most importantly, the results identified possible issues that preservice teachers should be aware of and pay attention to if they are going to develop into effective teachers of low-achieving students.

Committee: Joanne Caniglia (Committee Co-Chair); James Henderson (Committee Co-Chair); Michael Mikusa (Committee Member); David Dees (Committee Member) Subjects: Inservice Training; Mathematics Education; Secondary Education; Teacher Education; Teaching

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this qualitative collective case study was to explore preservice teachers' developing professional identities and visions of teaching literacy across the curriculum within the context of a middle childhood education literacy methods course. The pedagogical structuring of the course provided the preservice teachers with opportunities to explore their tensions and beliefs as current university students and future middle school content area teachers. The learning experiences afforded the preservice teachers opportunities for reflection, dialogic engagement, and visioning throughout the semester. Participants in the study were three middle childhood education preservice teachers enrolled in a literacy methods course at a private liberal arts university. Multiple sources of data were collected which included field notes, questionnaires, course assignments, and interviews. The data was analyzed using the constant comparative method. Results indicated that the course positively contributed to the preservice teachers' professional development. The preservice teachers gained an increased awareness of their educational beliefs and the influence of their beliefs on future pedagogical decision-making. Additionally, the preservice teachers gained insight as they repositioned themselves throughout the semester and identified essential traits of effective middle school teachers they hoped to espouse and enact in their future classrooms. By using the conceptual tool of visioning, the preservice teachers gained clearsightedness, or increased clarity of the importance of their beliefs on the teaching of literacy across the curriculum. Moreover, visioning contributed to the preservice teachers' farsightedness as they became forward-thinkers and were able to more concretely envision multiple aspects of teaching at the middle school level.

Committee: William Bintz Ph.D. (Committee Co-Chair); Alexa Sandmann Ed.D. (Committee Co-Chair); Rhonda Richardson Ph.D. (Committee Member) Subjects: Education; Literacy

Doctor of Philosophy, The Ohio State University, 2012, EDU Policy and Leadership

The purpose of the study is to further investigate the validity of instruments used for collecting preservice teachers' perceptions of self-efficacy adapting the three-level IRT model described in Cheong's study (2006). The focus of the present study is to investigate whether the polytomously-scored items on the preservice teachers' self-efficacy survey function the same across gender and within different school contexts. Hence, the present study also explores contextual DIF. To serve the purpose, the study used data collected by the TQP research team which elicited preservices teachers' self-efficacy beliefs using Teachers' Sense of Efficacy Scale (TSES) and Teachers' Efficacy Scale (TES) and. Participants included 1485 secondary preservice teachers who were pursuing their licensures at 45 universities and colleges in the State of Ohio in the years of 2006-2007 and 2007-2008. Six research questions were put forward based on the literature. Several quantitative methods---Confirmatory Factor Analysis (CFA), Rasch/rating scale analyses, and multilevel IRT analyses---were used to answer the six research questions. The results showed that Rasch/rating scale model and multilevel IRT model had the same results for TSES subscales 2 and 3. The two procedures are comparable in detecting DIF items for these subscales. However, they are not comparable in terms of detecting DIF items for TSES subscale 1, TES subscales 1 and 2. The possible reasons for the different results are discussed. In addition, when the context predictor was added to the multilevel model, the results changed for the DIF items. In general, the four-step procedure in Cheong's study (2006) worked well for the present sample. The present study, in the methodological sense, tests the applicability of the three-level model of Cheong to polymotous data which are more often used in the field of education and psychology. In addition, study takes the contextual sources of DIF into account to see whether the cont (open full item for complete abstract)

Committee: Dorinda Gallant PhD (Advisor); Ann O'Connell EdD (Committee Member); Jerome D¿¿¿¿¿™Agostino PhD (Committee Member) Subjects: Educational Tests and Measurements

Doctor of Philosophy, The Ohio State University, 2008, ED Policy and Leadership

Since university-based courses, field experiences, and clinical practices work in conjunction to affect candidate skill levels, this study focused on the perceptions of preservice teachers regarding the value of their field placements and internships. With its theoretical foundation in experiential learning, this study attempted to explore and describe the perceptions preservice teachers hold regarding the impact of field experience, clinical practice, and potential for professional growth aligned with those skills measured and evaluated through the four domains and 19 criteria of PRAXIS III. This study also drew from extensive literature in teachers' beliefs, productive reflection, and conceptual change. Organized as descriptive survey research, the target population for this study included those student teachers enrolled in clinical practice during Autumn term 2007 at one of the 37 private colleges or universities in Ohio. The questionnaire used in this study measured student teacher perceptions regarding their field experiences and clinical practices along three sub-scales. The questionnaire was field tested prior to data collection, and a pilot study was conducted to establish instrument reliability. Results indicated a positive relationship among the three sub-scales identified in the questionnaire. An analysis of variance also suggested the possibility of more complex relationships between and among various demographic characteristics with measures taken from specific questionnaire sub-scales. Additional findings and implications were related to the actual questionnaire used in data collection. The principal components analysis conducted led to further discussion regarding the viability of PRAXIS III as a measure of teacher performance. Results from this study, subsequent discussion of findings, and avenues for further research hold significant implications in the evaluation, assessment, and accreditation of teacher education and initial licensure programming (open full item for complete abstract)

Committee: Philip Smith PhD (Advisor); Robert Hite PhD (Advisor); Jacqueline Goodway PhD (Committee Member) Subjects: Educational Evaluation; Educational Psychology; Teacher Education

Doctor of Philosophy, The Ohio State University, 2006, Teaching and Learning

National standards for K-12 science education address all aspects of science education, with their main emphasis on curriculum – both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous – basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together – K-12 science standards, teacher education standards, and efficacy beliefs – in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA subscal (open full item for complete abstract)

Committee: Donna Berlin (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2005, Educational Theory and Practice

Previous studies using quantitative methods have attempted to correlate teachers' content knowledge with students' acquisition of subject matter knowledge. Lack of highly significant correlations between teachers' content knowledge and students' achievement seems to indicate that increasing the level of teachers' content knowledge has limited influence on students' emergent subject matter knowledge. More recent studies using qualitative methods have shown teachers' content knowledge influences teachers' instructional practice. However, few studies using qualitative methods have examined the interrelationships between teachers' content knowledge and students' emergent subject matter knowledge. This study was developed from a theory on the interrelationships between teachers' content knowledge of rational numbers and students' emergent conceptual knowledge of rational numbers. Two teachers were chosen from among four candidates based on the differences in their written responses on a test of rational number (fraction) knowledge and their location in the same school system. The case studies of these two teachers were generated from data collected through: (a) observations and videotapes of each classroom as the teachers conducted their unit on rational numbers, (b) interviews with the teachers and selected students from their classes, and (c) teachers' and students' responses on a test of rational number knowledge. The cases were compared and contrasted to illuminate and illustrate the theoretical model of interrelationships and intervening contributions and limitations of interrelationships between teachers' content knowledge of rational numbers and students' emergent conceptual knowledge of rational numbers. The cases confirm the theoretical model that interrelationships between teachers' content knowledge and students' emergent conceptual knowledge are weak. The cases confirm the interrelationships suggested by the model between teachers' content knowledge and instr (open full item for complete abstract)

Committee: Douglas Owens (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2005, Educational Policy and Leadership

Teachers' sense of efficacy – teachers' beliefs about their abilities to bring about desired outcomes of student engagement and learning – was identified almost 30 years ago as one of the few teacher characteristics related to student achievement. Since then, researchers have been interested in the origins, measures, and factors cultivating the formation of efficacy. Bandura's theory of self-efficacy suggests that efficacy may be most malleable early in learning, thus the first years of teaching could be critical to the long-term development of teachers' sense of efficacy. Despite the importance of first-year experiences, little is known about the kinds of context variables that support and undermine efficacy in the early years. This study addressed the void by investigating sources of efficacy information of first-year teachers. The target population for the study was all first-year teachers during the 2003-2004 school year in the state of Ohio. A survey instrument was mailed to 1,500 randomly selected first-year teachers, of which 617 were returned (a 41.1% return rate). The First-Year Teacher Survey instrument, accompanied by a letter and a postage-paid return envelope, consisted of two main sections: Part I of the instrument consisted of items assessing personal and school characteristics of respondents. Part II of the instrument consisted of subscales assessing variables of the study: teachers' sense of efficacy, characteristics of teaching assignment, principal support, mentor support, colleague support, and teacher preparation program quality. Teacher efficacy and mentor support were measured using pre-existing scales. For the rest of the variables, items were developed based on the literature. The scales showed good psychometric characteristics (high reliability estimates and substantial validity evidences). Utilizing structural equation modeling, this descriptive survey study tested a model of teacher efficacy in which efficacy beliefs of first-year teacher (open full item for complete abstract)

Committee: William Loadman (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

This study explored elementary teachers' mathematics teaching efficacy and epistemological beliefs. Quantitative research participants were 60 preservice elementary teachers in a Master of Education initial certification program. Three data points were used to consider the influence of a mathematics methods course and the student teaching experience. Self-report survey measures included teacher efficacy (TES), mathematics self-efficacy, a mathematics performance test, mathematics teaching efficacy (MTEBI) and mathematics epistemological beliefs (DSBQ). In a multiple regression analysis, teacher efficacy predicted mathematics teaching efficacy; mathematics self-efficacy and mathematics performance did not. Changes over time were examined through a repeated measures MANOVA. Mathematics epistemological beliefs did not change during the study. Teacher efficacy and mathematics teaching efficacy increased during the mathematics methods course. However during student teaching, mathematics teacher efficacy did not change and teacher efficacy decreased. Mathematics self-efficacy increased from the beginning to the end of the study. A repeated measures MANOVA revealed mathematics epistemological beliefs did not influence changes in mathematics self efficacy or mathematics teaching efficacy. This study qualitatively explored three novice teachers' mathematics epistemological beliefs, analyses of the contextual and task factors impacting mathematics teaching efficacy, and epistemological beliefs' influence on mathematics teaching efficacy. This research sought to clarify Tschannen-Moran, Woolfolk Hoy and Hoy's (1998) integrated model of teacher efficacy. Thematic coding and analyses of interview and classroom observation data were used to create teacher profiles. Dimensions of epistemological beliefs (Schommer, SEQ, 1990) served as a framework to analyze mathematics epistemological beliefs. For analysis of the teaching context, the teachers' school environment, student behavior (open full item for complete abstract)

Committee: Anita Hoy (Advisor) Subjects:

PHD, Kent State University, 2012, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This study addressed the gap between teacher beliefs studies that claim beliefs of teachers influence practice and the recommendations for democratic practice presented in much of the literature on democracy in education. A collective case study methodology was selected to explore the processes and ways in which three beginning teachers' beliefs about democracy in education were related to their teaching behaviors and decision-making. The question guiding this study was, in what ways are these beginning social studies teachers with democratic purposes influenced by their personal practical theories of democracy in the secondary classroom? To address this question, three participants were selected for this study based on the criteria assumed by the questions. Data was collected from in-depth semi-structured interviews, post-observation debriefing interviews, observation field notes, and artifacts from teaching practice. The results of this research included three to five personal practical theories of democracy for each participant, a substantive theory of how these three teachers enacted their personal practical theories of democracy, and three major findings. These findings included: conceptualizing democratic living; mediating factors in the belief-practice dialectic; and purpose and practice in social studies. These results are presented in this dissertation in support of an argument for the need for social studies teacher candidates to engage in a process of refining purpose by exploring beliefs, images, assumptions, and notions of what it means to teach social studies and the potentially problematic concepts in the field of social studies as they relate to practice, namely democracy.

Committee: Alicia Crowe PhD (Committee Chair); Todd Hawley PhD (Committee Member); Susan Iverson PhD (Committee Member) Subjects: Education; Secondary Education; Social Studies Education; Teacher Education

Master of Education (MEd), Bowling Green State University, 2011, Curriculum and Teaching/Curriculum

The purpose of this study was to understand the methods and approaches used by world language teachers as well as to investigate their values and beliefs about world language instruction. It aimed to identify barriers that inhibit world language teachers from the successful implementation of communicative language teaching (CLT). The participants consisted of four world language teachers: one pre-service teacher, two novice teachers, and one experienced teacher. Each of the classes taught by the participants was observed approximately four times, where field notes were collected and an observation protocol was completed. The world language teachers completed a questionnaire regarding their biographical information, teaching experience, and instructional practices. After, an interview was conducted in order to learn more about their daily instruction and their beliefs surrounding world language pedagogy. Through the analysis of the multiple data sources collected throughout this study, it is evident that world language teachers use a variety of methods and approaches to language instruction. Nevertheless, world language teachers continue to communicate in the world language more than the students, teach grammar explicitly, omit culture components or teach culture components separate from language instruction, and teach the four skills separately. World language teachers believe the purpose of learning a world language is to communicate in that language in an authentic and meaningful manner. However, not all world language teachers' beliefs are reflected in their daily classroom instruction. Lastly, four barriers that inhibit world language teachers from effectively implementing CLT into the classroom: lack of materials and resources, support, student resistance, and knowledge of CLT. In conclusion, world language teachers need to consciously be aware of the beliefs they possess towards second language instruction in order for successful implementation of CLT. Addit (open full item for complete abstract)

Committee: Brigid Burke PhD (Advisor); Tracy Huziak-Clark PhD (Committee Member); Lynn Pearson PhD (Committee Member) Subjects: Education; Foreign Language

Master of Education (MEd), Bowling Green State University, 2008, Curriculum and Teaching

Teachers Enhancing Achievement in Math and Science (TEAMS) was a professional development program in Northwest Ohio. This program was for third to sixth grade teachers and focused on incorporating hands-on, inquiry lessons into the teaching of science. During the sessions, scientists from Bowling Green State University and the University of Toledo were paired with master level teachers to provide area teachers with an experience in gaining content knowledge and effective teaching strategies in science. This study focused on the effects this program has on the beliefs of teachers about teaching science. Reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms were the data used in this study. A qualitative research method, grounded theory, was used to code the data for trends. This study found that by supplying teachers with content/background knowledge, providing positive experiences with inquiry, providing a chance to implement inquiry lessons in the classroom, promoting collaboration, and modeling effective teaching strategies the teachers in this study found that they feel more confident, prepared and excited to teach science to their students. The TEAMS program was able to enhance the teachers beliefs about using inquiry and effective teaching strategies to teach science concepts.

Committee: Emilio Duran PhD (Committee Chair); Lena Ballone Duran PhD (Committee Member); Jodi Haney PhD (Committee Member); Tracy Huziak-Clark PhD (Committee Member); Larry Graser (Advisor) Subjects: Education; Higher Education; Science Education; Teacher Education

Doctor of Philosophy, University of Akron, 2010, Elementary Education

The purposes of this qualitative, multi-case study were (1) to find similarities and differences in writing instruction between self-reported high and low efficacy teachers and (2) to explore the sociocultural and experiential influences which impacted the development of these teachers' self-efficacy in writing. This study included four cases, two kindergarten and two first grade teachers. Two of the participants reported high efficacy, while the other two reported low efficacy on a writing Self-Efficacy Scale. Data were collected using interviews, classroom observations, and collection of documents. The constant comparative method of qualitative analysis was used to analyze the data. As conceptual categories emerged from the analysis, the evidence was sorted into categories. Comparison of the categories to one another resulted in theory that is grounded in these findings and this context. Data analysis revealed two major findings: (1) classroom instruction of high efficacy teachers was more systematic, student-centered, and process-oriented than that of the low efficacy teachers and (2) influences on participants' efficacy included early writing experiences in the home and school, and the influence of colleagues after the participants began their teaching careers. The grounded theory generated from these findings suggests that the writing instruction of teachers with high efficacy is more systematic, more student-centered and more process-oriented, the interactions and responses humans get from other human beings appear to be a critical factor in the development of writing self-efficacy, and having high self-efficacy as a writer, resulting from positive experiences in regard to writing, increases the chances of a teacher having high self-efficacy as a teacher of writing.

Committee: Dr. Ruth Oswald (Advisor) Subjects: Education; Elementary Education; Language Arts; Literacy; Teacher Education