The purpose of this study was to examine the content knowledge of 64 elementary preservice teachers for the concepts of dissolving and density. Vygotsky’s (1987) theory of concept development was used as a framework to categorize concepts and misconceptions resulting from evidences of preservice teacher knowledge including pre/post concept maps, writing artifacts, pre/post face-to-face interviews, examination results, and drawings. Statistical significances were found for pre- and post-concept map scores for dissolving (t = -5.773, p < 0.001) and density (t = -2.948, p = 0.005). As measured using Cohen’s d values, increases in mean scores showed a medium-large effect size for (dissolving) and a small effect size for density. The triangulated results using all data types revealed that preservice teachers held several robust misconceptions about dissolving including the explanation that dissolving is a breakdown of substances, a formation of mixtures, and/or involves chemical change. Most preservice teachers relied on concrete concepts (such as rate or solubility) to explain dissolving. With regard to density, preservice teachers held two robust misconceptions including confusing density with buoyancy to explain the phenomena of floating and sinking, and confusing density with heaviness, mass, and weight. Most preservice teachers gained one concept for density, the density algorithm. Most preservice teachers who participated in this study demonstrated Vygotsky’s notion of complex thinking and were unable to transform their thinking to the scientific conceptual level. That is, they were unable to articulate an understanding of either the process of dissolving or density that included a unified system of knowledge characterized as abstract, generalizable, and hierarchical. Results suggest the need to instruct preservice elementary science teachers about the particulate nature of matter, intermolecular forces, and the Archimedes' principle.

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The majority of the preservice teacher population is young, White, and female; however, the urban school system student population continues to become increasingly diverse, including an increasing population of underserved Black students in urban schools. The racial differences between the preservice teacher population and the urban student population complicates the challenges faced in educating Black students effectively. Teachers and students often encounter misunderstandings, and thus, utilize incompatible styles of classroom management and instruction, often resulting in Black students experiencing difficulties with learning. Many of these complications derive from the profound presence of race, racial difference, and racial inequality throughout U.S. history. The purpose of this research was to explore the racial ideas, experiences, and attitudes of preservice teachers, who self-identify as White, toward future Black students at a large, southeastern, Research I university through a qualitative interview process. More specifically, this study examined preservice teachers’ cultural sensitivity towards Black students. This study also observed preservice teachers’ ability to discuss these issues. Using information from a 10-question qualitative interview of three (3) research participants, this thesis explored the following questions: Research question one (RQ1): How do preservice teachers define race and racism?, Research question two (RQ2): What factors contribute to preservice teachers’ racial perspectives?, and Research question three (RQ3): What are preservice teachers’ attitudes towards students who are racially different from themselves, specifically Black students?

Extant research focusing on rural teacher education programs emphasizes the urgency of teacher preparation investigation and professional development which is needed to successfully work with ELs (e.g. Fry & Anderson, 2011; Hansen Thomas et al., 2014; Manner & Rodriguez, 2012; O’Neal et al., 2008). However, little research has included preservice teachers’ perspectives related to their own preparatory programs. This study fills the gap in previous research by investigating preservice teachers’ perceptions of how their teacher education programs are preparing them to teach ELs in poor rural areas. This study was conducted in Mississippi, a state in which over 50% of schools are located at poor rural areas. At the time of data collection, 3 preservice teacher participants of this study were studying secondary math education at a university in Mississippi and conducting their intern teaching at poor rural schools. Data related to EL teaching and learning in Mississippi were also collected from teacher educators of this university and other stakeholders. The data revealed that preservice teachers who possessed different levels of satisfaction with the preparation received to teach ELs interpreted their coursework and field experiences in diverse ways. The post-secondary teacher educators who participated in the study provided reasons why courses specifically related to EL teaching and learning were not included. Other stakeholders described the sources and development of the EL students in their school districts, indicating a low incidence of ELs in rural schools and providing reasons for why there existed a slim chance for preservice teachers to have EL students in their intern-teaching classrooms. This study extends the previous research by exploring preservice teachers’ perspectives on how their current teacher education programs prepared them for teaching ELs in poor rural areas. Data suggest that preservice teachers possessing greater solid subject knowledge felt more prepared to teach ELs. Other suggestions related to strengthening EL teaching preparation included adding explicit instruction related to teaching ELs within methods courses and offering a course related to SLA as an elective; providing preservice teachers with the opportunities to practice teaching EL students; and affording teacher educators regular professional development sessions related to EL teaching.

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The increase in cultural diversity within the K-12 U.S. student population has resulted in a greater focus on preparing future teachers to enact culturally responsive pedagogy (Villegas and Lucas, 2002). Over the past two decades, various scholars have studied the perceptions and dispositions of teachers in regard to topics of multiculturalism, diversity, and social justice education. However, there remains a limited number of studies which address beginning teachers' transitions from the conceptualization to the implementation of culturally responsive teaching. This study employs a qualitative approach to examining one first-year teacher's understandings of culturally responsive pedagogy and her experiences with implementing a culturally responsive curriculum unit. The researcher took on the role of a participant-observer to engage in-depth data collection and analysis through the use of a variety of data sources including: interviews, lesson planning sessions, classroom observations, field notes, analytic memos, and reflective journal entries. The findings of the study reveal the importance of coursework on culturally responsive pedagogy during teacher education and the need for increased support, through mentoring and modeling, to assist preservice and novice teachers in their efforts to translate culturally responsive theory into practice. Longitudinal studies which begin in teacher education and follow participants into their first year of teaching are needed to contribute further insight regarding the challenges faced by, and needs of, novice teachers who attempt to teach in culturally responsive ways. / Doctor of Philosophy / The increase in cultural diversity within the K-12 U.S. student population has resulted in a greater focus on preparing future educators to teach in ways that are responsive to the needs of their culturally diverse students. Over the past two decades, more research has been conducted on topics of multiculturalism, diversity, and social justice education. However, there remains a limited number of studies which address beginning teachers' transitions from their understanding to their implementation of culturally responsive teaching. This study examines one first-year teacher's understandings of culturally responsive teaching and her experiences with implementing a culturally responsive curriculum unit. The researcher conducted in-depth data collection and analysis through the use of a variety of data sources including: interviews, lesson planning sessions, classroom observations, field notes, memos, and reflective journal entries. The findings of the study reveal the importance of coursework on culturally responsive teaching during teacher education and the need for increased support, through mentoring and modeling, to assist preservice and novice teachers in their efforts to translate the concepts of culturally responsive teaching into practice.

The demographic landscape of the elementary classroom continues to grow more diverse. Due to this increasing diversity, it is important that all educators, no matter the level of experience, are prepared to support all students, especially those from unique or under represented backgrounds. One way to assist educators in meeting these needs is to provide them with educational resources and effective teaching strategies that are culturally and linguistically responsive. A possible resource and teaching strategy is the literacy tool, Reader's Theatre. Considering this, the two studies contained in this dissertation provide readers with a glimpse of how Reader's Theatre may be used as a valuable resource to foster culturally and linguistically responsive classrooms. A content analysis (Berelson, 1952; Northrop et al., 2019; White and Marsh, 2006) of 141 Reader's Theatre scripts contained in the Best Class Collection (Young, 2019) was conducted to assess the cultural and linguistic authenticity of those resources. A thematic analysis (Braun and Clarke, 2006) was carried out accessing preservice teachers' perceptions and understandings of Reader's Theatre as a culturally and linguistically responsive teaching strategy gauging the value of combining the two teaching strategies. Overall, the findings from these two studies may serve as starting points for future research in respect to the value of implementing Reader's Theatre as a culturally and linguistically responsive teaching strategy as discussions about culturally and linguistically responsive teaching remain prevalent in today's elementary school classrooms. / Doctor of Education / Students in today's elementary classrooms come from a wide range of backgrounds, experiences, and cultures. Due to this increasing diversity, teachers must be prepared to support these students in a variety of ways. One of the best ways to support these unique students is to use teaching strategies that are engaging and allow students to connect with what is being taught in the classroom. Reader's Theatre, normally used as a literacy strategy, could be used as a tool to address the different cultures and languages of students. In this dissertation, two research studies were conducted about the connection of Reader's Theatre and culturally and linguistically responsive teaching. The first study looked at a group of Reader's Theatre scripts to see if they were appropriate to use in the classroom to support students from multicultural backgrounds. In the second study, preservice teachers, or student teachers, were interviewed to get their thoughts as to any possible value using Reader's Theatre as a culturally and linguistically responsive teaching strategy. The preservice teachers expressed that there is value in combining the two strategies, but only when teachers plan carefully and use Reader's Theatre in a meaningful way. As elementary classroom populations continue to grow in the number of students from diverse backgrounds, the information from these two studies can provide teachers with an idea of what may be possible to support all students in being successful.