<p> This phenomenological autoethnographic case study illuminates the emergence of interdisciplinarity in a public high school. The intent is to study how interdisciplinary project-based and personalized learning benefits both students and educators, particularly when working within a gradual release framework utilizing an ethic of care or a &ldquo;Caring&rdquo; approach. Using a phenomenological autoethnographic methodology via a series of reflective vignettes, the case study explores behaviors, practices, conditions, curriculum, and description of specific student outcomes. The design of the study examines my personal experiences, observations, conversations with others, and reflections on the implementation of this model within a high school building promoting two explicit pathways: disciplinary and interdisciplinary approaches to teaching and learning. </p><p>

<p> The public education system in the U.S. has been under assault with the latest neoliberal education reforms. Those reforms are characterized by their antidemocratic and homogenizing assessment system, which reinforces a banking model of education. Such model goes against teachers and teaching, linguistic and cultural diversity and bilingual education. In order to countervail this reality, this research urged pre-service teachers in a <i>Foundations of Bilingual Education/ ESL</i> college coursework to engage in a problem-posing and emancipatory pedagogy. The main purpose was for them to nurture and enhance political clarity and political agency in issues of bilingual and ESL education. Students not only engaged in dismantling hegemonic discourses in bilingual and ESL education in the U.S., but also went through an epistemological break when the teacher-researcher invited students to become co-researchers in order to co-construct the curriculum and pedagogical realities. Readings, journals, personal narratives, dialogue and theater of the oppressed became the vehicles for engagement. The transformative process of the teacher-researcher and co-researchers occurred when they deliberately transitioned from a pedagogy that promotes passive citizens to a pedagogy that promotes collective emancipation. The research paradigm that aligned with those experiences was Participatory Action Research (PAR). Central to PAR is radical participatory democracy. Through self-collective development and reliance, participants transform themselves and find alternatives to defeat injustices. Pre-service and in-service teachers and teacher education can benefit from the following results: (1) <i> the transformative effect of a dialogic research (2) the lessons the teacher-researcher learned (3) how theater of the oppressed could have been central to the vivencia, instead it was supplementary and still the door for infinite possibilities (4) the viability of PAR as a vivencia embedded in undergraduate education major and (5) the extraordinary case of Sofia's (co-researcher) ongoing advocacy. </i></p><p>

<p> Student underachievement is a problem in some suburban public schools in North-central Kentucky with a higher than average student gap group. National test scores are more than four points below the national average, and motivation is low. Previous research revealed that infrequent use of methods that prompt students to actively participate in learning, is thought to contribute significantly to this issue. The purpose of this qualitative, multiple-case study was to develop an understanding of the types of teaching methods students these public schools experience, and why their teachers make pedagogical decisions they hope will increase engagement and achievement. Students at the school included in this study were 89% African Americans, Hispanics, Native Americans, eligible for free/reduced lunch, have limited English proficiency or disabilities. Including a sample of four self-selected experienced educators teaching a variety of subjects. This study, grounded in the theories of Dewey, Piaget, and Vygotsky, included observations and interviews in multiple classrooms and a review of existing data to provide broader insights into the realities of student experiences. Observation analysis took place through a framework developed by Guthrie and Schweisfurth, permitting a determination that, despite previous findings, most observed students at this low-performing public school experienced learner-centered instruction, though one less-experienced teacher interacted with learners through traditional methods, focusing on teacher control. Other findings detailed the teachers&rsquo; belief that absenteeism and low-motivation were problems, and developing relationships with students and those close to them positively impacted attendance, and investment. They said that project-based learning and the use of topics students related to, helped engage learners and gave them confidence. Perhaps more importantly, all but the least-experienced teacher interacted with their students in learner-centered ways. The current researcher recommends supporting less-experienced teachers early in their careers with training strategies so they can better-use learner-centered methods, and training that encourages all teachers to use more project- and inquiry-based lessons, and focus on culturally relevant topics. The most recent test scores showed a narrowing gap for the disadvantaged population at this school, and the actions and beliefs of these teachers suggests they are on track to positively increase student achievement.</p><p>

<p> This dissertation investigated if the implementation of six different female-oriented teaching strategies had an effect on the attitude of middle school female science students. Female-oriented teaching strategies included single-sex groupings, student-teacher interactions, introduction of female role models, guided-inquiry teaching pedagogy, demonstration of real world relevance of science, and the implementation of more technology into science lessons.</p><p> Quantitative data was collected by an initial and final administration of an attitude survey. The survey consisted of 48 Likert-type questions and was separated into six attitude domains (perception of the science teacher, anxiety, self-concept, value, enjoyment and motivation). Qualitative data was obtained through student journaling and interviews. A two-tailed, paired t-test was run on the qualitative data to gauge a degree of change in attitude, while deductive coding methods were used to gain female students&rsquo; viewpoints of the strategies implemented.</p><p> The implementation of four of the six female-oriented teaching strategies had a positive effect on the female students&rsquo; attitude toward science. These strategies included grouping students in single-sex pairings, using guided-inquiry lessons, showing students the relevancy of science, and introducing female students to historical and current women in science.</p><p>

<p> Training writing center tutors to work collaboratively with students on their writing is a complex and challenging process. This practitioner action research uses critical discourse analysis (Gee, 2014a) to interrogate tutors&rsquo; understandings of their work, as expressed in their written reflections on video-recorded tutoring sessions, to facilitate the development of strategies for training and support in the LIU Post Writing Center. This thesis develops a model of knowledge construction that includes writing center knowledge, disciplinary genre knowledge, writing knowledge, rhetorical knowledge, interpersonal knowledge, and intrapersonal knowledge. The results show that video recording of and reflection on writing center sessions with the addition of critical discourse analysis is an appropriate and productive method for improving tutor training in individual writing centers. Additionally, it discusses a need for additional tutor training on pedagogical reflection.</p><p>

<p> This exploratory study identified the types of experiential field-based learning (FBL) courses included in the top 20 U.S. two-year MBA programs identified by the <i>2015 U.S. News &amp; World Report</i> ranking. The foci of FBL courses are consulting projects in which students work outside the classroom to develop recommendations for solving a real business problem posed by a company or organization. This research analyzed the organizational structure of these courses and in particular, how business librarians, faculty, career services professionals, and other expert advisors supported the student teams in these courses. The research utilized a mixed methods approach, which began with an online survey of business librarians from the 20 programs, and continued with interviews, website analysis, and the development and analysis of six in-depth case studies. Theoretical support for this research drew from the field of sociology, with a dual focus on role theory and the concept of &ldquo;jurisdictional claim&rdquo; posed by Abbott&rsquo;s 1988 theory of professions. </p><p> This research informs new ways to conceptualize the design of FBL courses and the structure of embedded librarianship support with social network models that represent the engagement levels of various roles. Beyond the opportunity to work on real business projects, some additional benefits to students of FBL identified were practicing teamwork and learning from the field of consulting to apply to this work. The diverse roles that provided team support also helped the students learn how to make effective use of knowledge experts. Constraints to this pedagogy included working within an academic timeframe and having access to enough individuals with the right expertise to provide the customized attention required. Other factors included contending with project sponsors that changed their project focus, adapting roles and infrastructure to support FBL, and adequately communicating learning outcomes to all stakeholders.</p><p>

<p> This dissertation explores how pre-service teachers conceptualize the relationship between justice and practice, and then navigate the tensions of their student teaching context to enact their beliefs in their teaching practice. Starting from the assumption that all teachers must understand how their practice challenges rather than reproduces inequities, this proposal&rsquo;s theoretical framework explicates four elements of a social justice educator: an orientation towards justice, a critical frame for understanding the relationship between macro-level structures and micro-level interactions, and conceptual and practical tools to live this in one&rsquo;s practice/praxis. A literature review of Social Justice Teacher Education (SJTE) and Practice-based Teacher Education (PBTE) along these four dimensions suggests complementary possibilities for facilitating the preparation of social justice educators. The qualitative study, leveraging practitioner research methodologies, how pre-service teachers developed the conceptual and practical tools of social justice educators. Findings pre-service teachers suggest that pre-service teachers varied in their conceptualizations of how teachers acted towards more just outcomes, and in their relation of their teaching aims to the real world. Additionally, pre-service teachers responded to tensions they countered in their particular school context by planning and enacting units of instruction that fulfilled their teaching aims, responded to the contextualized tensions, reflected their conceptualizations of justice, and met their students&rsquo; needs.</p><p>

<p> Outcome-driven data literacy is a relatively new discipline in the field of K-12 education. With the exception of a few researchers, a handful of teacher training organizations, and practices observed in some public schools, there is little guidance for how teacher training organizations interested in developing outcome-driven, data-literate teachers should go about this work. In response to this problem, this study investigates how four teacher training organizations already engaged in developing outcome-driven, data-literate teachers are going about teaching these kinds of knowledge, skills, and mindsets. Using a qualitative case study approach, the study aims to help teacher training organizations identify approaches for teaching data literacy by sharing promising practices and lessons learned from organizations that have pioneered this work over the last several years.</p><p>

<p> The purpose of this study was to investigate the effects of vibrato and pitch-varied vocal models on acoustic measures of high school and undergraduate singers&rsquo; vocal performance. Participants&rsquo; perception of vocal models was also examined to explore a possible relationship between perception and production. The following primary questions guided this research: 1) Is singers&rsquo; intonation affected by vibrato or pitch-varied vocal models? 2) Is singers&rsquo; vibrato rate affected by vibrato or pitch-varied vocal models? 3) Is singers&rsquo; vibrato extent affected by vibrato or pitch-varied vocal models? 4) Is singers&rsquo; intensity affected by vibrato or pitch-varied vocal models? Secondary questions under investigation were: 1) Do singers respond differently to vocal models of pitch patterns versus song phrases? 2) Does age and experience influence singers&rsquo; response? 3) Do singers perceive the differences in vocal models? </p><p> Participants (<i>N</i> = 76) were male (<i>n</i> = 38) and female (<i>n</i> = 38) singers who were undergraduates (<i>n</i> = 40) currently participating in a choral ensemble at the Florida State University or high school students (n = 36) currently enrolled in the choral program at a nearby high school. Participants responded to twelve vocal models of the same gender that were varied in melody, vibrato, and intonation conditions. Vocal models consisted of either a short pitch pattern (<i> sol-la-sol-fa-mi-re-do</i>) or familiar song excerpt (Are You Sleeping?), both performed on the neutral syllable <i>&ldquo;tah.&rdquo;</i> Model melodies were sung in vibrato and minimal vibrato conditions, with each model having a specific 3rd and 5th scale degree that was presented in tune, sharp, or flat (mistuned pitches &plusmn; 25 cents relative to equal temperament). After responding to vocal models, participants were asked via written questionnaire if they perceived differences in vocal models and, if so, to describe them. </p><p> Audio recordings of participants&rsquo; responses were analyzed acoustically, with the specific 3rd and 5th scale degrees in each model analyzed for the dependent measures of intonation, vibrato rate, vibrato extent and intensity. Repeated measures analyses were conducted on the acoustic measures. An alpha level of .01 was used in all statistical tests. Written responses on the questionnaire were analyzed for keywords reflecting vocal technique or musical elements. Keywords were then identified and coded for frequency of response. </p><p> Significant differences in intonation were found, with responses to minimal vibrato models performed more flat than responses to vibrato models. Main effects were also found for gender, with male participants showing overall more flatness than females. Responses to pitch-varied models tended towards flat intonation, with flat models producing the greatest deviation particularly with male participants. Two interactions, both involving melody condition of models, also produced differences in intonation. </p><p> Significant differences in measures of vibrato rate and extent were also observed. Vibrato rates were faster and vibrato extents were wider in response to vibrato models. High school participants responded with similar vibrato rate and extent to both vibrato model conditions, whereas undergraduates responded with significantly faster vibrato rate and wider extent to vibrato models. Undergraduate vibrato rates were similar between genders, however high school males were significantly slower in vibrato rate than high school females. </p><p> Intensity results for both high school and undergraduate participants showed significantly higher intensity levels for 5th scale degrees than 3rds. High school males performed both scale degrees at similar intensity levels, while high school females sang 5ths with higher intensity. Significant differences in intensity were also found with undergraduates, with responses to vibrato models yielding higher intensity. Male undergraduates were found to sing with higher intensity in response to vibrato models, whereas females sang with similar intensity between vibrato-varied conditions. Interactions involving scale degree or melody condition of models also produced significant differences in intensity. </p><p> Analysis of written questionnaires showed that 71 (93%) participants perceived differences in models. The most frequently used keyword(s) was <i> vibrato/straight tone,</i> with 36 participants (51%) noting this as a perceived difference between models. <i>Timbre/tone quality</i> was the next most used word(s) by 13 participants (17%), followed by <i> intonation/pitch</i> used by 12 participants (15%). More males noticed changes in tone quality, intonation, and vowels than females, whereas the latter recognized vibrato changes more than males. Undergraduates perceived vibrato changes and intonation differences more than high school participants. </p><p> Many complex factors were thought to contribute to results of this study, including perception, experience, vocal development, and vocal production. While some findings support prior research, other results raise questions that warrant additional investigation. Implications and ideas for future inquiry are discussed.</p>

<p> Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students&rsquo; literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students&rsquo; literacy skills. This paper analyzes teachers&rsquo; praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers&rsquo; pedagogical choices in relation to resistance? </p><p> The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity. </p><p> Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students&rsquo; literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students&rsquo; social capital instead.</p><p>