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Universiẗat, Diss.--Bamberg, 2006.

Univ., Diss.--St. Gallen, 2006.

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Teaching social studies from a global perspective has been resisted by many since its inception (Kirkwood, 2009). Critics have labeled the theory anti-American and unpatriotic (Schlafly, 1986; Burack, 2001). Others are concerned with its shifting perspectives and apparent lack of core facts (Finn, 1988). Over time, some critics have changed their stance on global teaching and now endorse the idea (Ravitch, 2010). This qualitative case study sought to identify the barriers seven self-proclaimed global educators faced while teaching global themes and to identify the effective gatekeeping strategies for circumventing such obstacles. The goal was to provide a rich, compelling account of committed global educators efforts to the global education paradigm so that others interested in teaching globally could successfully navigate similar conditions. The data was gathered by the use of a survey and a face to face interview. Analysis of the five research questions resulted in a comprehensive overview of effective and practical gatekeeping strategies endorsed by self-proclaimed global educators. The participants, purposefully selected after training with a global education project over a six year period, employed a variety of teaching methods for infusing the theory into their lessons however favored merging global themes into the existing mandated curriculum. Participants found use for each of the eight global dimensions identified, but were guided by personal preference and practicality. Data analysis identified six primary barriers to teaching from a global perspective including 1. a teacher's disposition; 2. the mandated curriculum; 3. the availability of global training and resources; 4. the degree to which a school emphasizes authentic learning as opposed to preparation for standardized testing; 5. the risk and liability involved of teaching controversial topics; and 6. the insight necessary to be able to draw connections throughout time and across a wide variety of content. While the participants were unable to identify a method for circumventing the current climate of standardized testing, they did recommend six gatekeeping strategies that they believed would prove effective including: 1. discouraging non-global educators from entering the teaching profession; 2. officially amending existing curriculum to make room for global teaching; 3. empower teachers to have authority over their curriculum; 4. enhance global education training; 5. teach from a centrist position; and 6. make practical decisions and fragment content when time becomes problematic. Two unanticipated findings presented themselves as participants reflected on their time training with the Global Schools Project. The participants declared that the congenial learning environment and exposure to like-minded colleagues improved their overall teaching ability and confidence as each found the support that can be lacking when teaching in isolation. Participants advised new global educators become committed to personal and professional growth through conferences, trainings, and mentors. They recommended new teachers merge global themes into existing lessons, be persistent when lessons fail, and employ a variety of methods. Finally, they commanded new teachers to develop a passion for their content and empathy for humanity. The participants' perspectives have implications for both teacher education programs and future research. The implications involve potential changes to teacher education programs. Future research should attempt to reveal the purpose that exists, if any, behind the barriers global educators face. Future research should seek to expose how training programs similar to the GSP impact participating teachers. Finally, additional research is needed regarding the purpose of global education as either advocacy oriented teaching or as a neutral method for increasing critical thinking.

Dispositions are a difficult construct to define and assess within teacher education. The problem lies in the relative ambiguity of the term and the subjective manner in which it is applied to the assessment of the performance of preprofessional teachers. Additionally, because certain accreditation institutes including the National Council for the Accreditation of Teacher Education (NCATE) require that dispositions be measured as part of a teacher's professional development, the issues of how dispositions are constructed and gauged becomes an essential part of the foundation related to understanding the effectiveness of teacher education programs. The fact that much of the research examining teacher dispositions does not include special education, adds to the imperative to study this concept. In order to examine professionals' conceptualization of dispositions related to the preparation of preprofessional special education teachers, Stake's (1999) case study method was utilized in this study. This method allowed for the use of interviews and the analysis of archival documents to better understand the phenomenon of special education teacher dispositions. Preprofessional teachers in their second semester of their program and those in their final internship, as well as recent graduates (all associated with the same program) were interviewed in order to determine what constituted their definitions and perceived influences of their dispositions within a special education teacher preparation program. The intent of the study was to better inform future practices in teacher education programs in special education through a more contextualized understanding of dispositions.

This report is a case study of the presentation of craft at the Renwick Gallery, the craft museum of the Smithsonian American Art Museum (SAAM). The Renwick, founded in 1976, is a curatorial department of SAAM, focusing in modern and contemporary American craft. Through an examination of the museum’s galleries and exhibitions, interviews with staff, and an analysis of educational programming, this thesis explores how the Renwick defines craft implicitly and explicitly. Giving a context for this study is a history of the Renwick Gallery, as well as history of craft and its definitions. With these histories as background, the ways that the Renwick, and thus its visitors, understand craft is explored. The qualities specific to craft in the literature and manifest at the Renwick are examined in order to determine how they influence the presentation of craft at the Renwick. / text

This study focused on emerging bilingual students in an urban elementary bilingual classroom. Schools and teachers play a fundamental role in emerging bilingual children’s language acquisition and academic preparation. Emerging bilinguals currently enrolled in U.S. schools must learn a new academic language and academic content in a climate marked by standards-based reform and anti-immigrant sentiment. Utilizing case study methodology, this investigation explored the ways in which emerging bilinguals and their teacher co-constructed literacy practices and the connection between literacy practices and identity. Microanalysis of discourse was performed on data collected during literacy practices to examine positionings, the ways people present themselves in a situation. Data included field notes from classroom observations, audio and video recordings, teacher and student interviews, and artifacts in the form of student work and district and curriculum documents. Participants engaged in a wide variety of literacy practices utilizing material resources of the classroom, their teacher, their emerging bilingual abilities, and prior experiences both in and out of the classroom as resources to construct meaning from texts. Literacy practices were characterized by high expectations for student achievement and group membership, the development of students’ linguistic and cultural knowledge, building students’ self-efficacy related to literacy, and affirmation of participants’ bilingual/bicultural identities. Students demonstrated several positionings during literacy practices. Analysis of these positioning suggested that their identities were shaped by their participation in literacy practices and their interactions with other members of this community of practice. The community of practice that participants co-constructed was characterized by a focus on inclusivity, purposeful opening of interactional spaces, expanding repertoires of practice, and caring. Results of this study suggested that teacher and student disposition and affect can be taught, which raised questions about the current focus on only knowledge and skills in teacher education programs rather on teacher disposition and affect. There are also implications for teachers and researchers who have an interest in communities of practice and effectively educating emerging bilingual students. / text