Doctor of Education / Department of Special Education / Warren J. White / Historically, the provision of special education has moved from settings isolated from children without disabilities to services in public school classrooms with non-disabled peers. As advocates began to impact civil rights legislation, the educational rights of individuals with disabilities were realized, and laws began to protect them. Public Law 94-142, 1975 and subsequent reauthorizations assured these students a free and appropriate public education and, to the greatest extent possible, with non-disabled peers. In 2002, the No Child Left Behind Act of 2001 became law. Its goal is that all children, including children with disabilities, attending public schools in the United States would be proficient in reading and mathematics by 2014. Consequently, students with disabilities have had an increased presence in general education classrooms. Some leaders in the field of special education imply that teacher preparation might not be keeping up with current trends and that it is their responsibility to make changes to teacher education programs so that beginning teachers are prepared for current job demands. The primary purpose of this study was to determine what is being taught in elementary education teacher preparation programs regarding how to teach students with disabilities who are educated entirely or in part in general education settings. The goal was to provide information to IHE’s considering more comprehensive and specialized training for elementary preservice general educators by making critical program adjustments in order to prepare effective educators in the context of classrooms in which students with disabilities receive some of their education, and importantly, to inform those adjustments. This study explored levels to which preferred knowledge and skills for including students with disabilities in elementary general education classrooms are taught and assessed. It also looked at differences among state licensing and university graduation coursework requirements. The study represented approximately 15,075 preservice teachers from 72 different universities in the United States. It revealed a full range of levels at which skills are taught and assessed. There are notable inconsistencies in special education requirements for general education teacher candidates seeking initial licensure.

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / As the curriculum of American schools becomes more standardized, while teachers face the elevated levels of accountability, and definition of adolescent literacy rapidly expands, teacher education programs must do more to help pre-service teachers prepare for the realities of public education (Boyd, Ariail, Williams, Jocson, & Sachs, 2006). Among these realities exists the looming pressure to demonstrate the ability to help students succeed on standardized assessments that test comprehension-based literacy skills. Meyer (1999) suggests two sets of teacher education reforms have emerged as a result of rising awareness of adolescent literacy in public schools. Meyer (1999) explains “one set focus[es] on the content of teacher education—what courses and topics should be included—and another set focus[es] on the structure—where and when should teacher education take place and who should manage it” (p. 459). In addressing the second set of teacher education reforms, pre-service teachers are often afforded the opportunity to gain valuable professional training in public school classrooms, as field experiences are increasingly seen as an integral piece in the training of pre-service teachers. And, though these initiatives have shown improvement in teacher education, there are concerns, specifically in the field of language arts, that new teachers are not successfully negotiating the void that exists between theory and practice that is evident in some public school settings. So, with an expanding definition of literacy, and the rising awareness of secondary students’ literacy practices, there is a concern that pre-service teachers may in fact be unprepared to negotiate the demands of the career they have chosen for themselves. This study sets out to examine this problem. In preparing for a career in public education, certain expectations are formed by the teacher candidate based on what he or she understands adolescents should be able to do. These expectations are formed from a variety of sources. This study utilizes narrative inquiry to investigate the experiences of pre-service undergraduate language arts teachers who are completing a series of arranged field experiences. This study uses the stories of the participants to examine how the expectations of undergraduate pre-service language arts teachers are formed in regards to the range of high school students’ literacies. The data collected in this study indicate that while each participant in the study is operating from a different life stage, each has developed her own understanding of literacy and has the ability to apply that understanding to improve her practice. The ways in which these individually unique understandings of literacy vary widely and are, by in large, based on the personal experiences of each participant. This narrative study utilizes narrative analysis to investigate the storied experiences of three pre-service language arts teachers, on traditional undergraduate, one nontraditional undergraduate, and one self proclaimed “semi-nontraditional” undergraduate. Throughout the inquiry period, the primary research participants completed a field experience at a public high school located in American Midwest. During this field experience, each primary participant assisted a classroom teacher and tutored high school students during a common study hall period. Data was collected from a variety of sources including: personal interviews, video taped observations, reflective journals, and field notes. The storied experiences provided by the primary participants and field data were then reconstructed into narratives that present a meaningful representation of each participant’s experience in the field. These narratives also served as a meaningful platform for discussion in the final chapter of the report. The results of the study indicate that the participants base their expectations of high school students’ literacies on their own personal experiences. Throughout the inquiry period, each participant recalled their own experiences as a high school student when referencing literacy practices of the high school students under their direction. The narratives further illustrate noticeable differences in the understandings of literacy between the traditional and non-traditional participants. Where as the traditional undergraduates in the study were more reflective in their assessment of high school students’ literacies, the non-traditional undergraduate was more active in meeting the needs of the students she tutored and assisted during the field experience. In addition to providing answers to the primary and secondary research questions that investigate the participants’ developing expectations in terms of high school students’ literacies, the data also present themes that contribute to a better understanding of how the three pre-service language arts teachers negotiate the challenges that come with the major life transition of entering the professional workforce as a schoolteacher. While all three participants represent three different populations of undergraduate college students (i.e.: traditional, “semi-nontraditional”, and nontraditional), common themes of fear and uncertainty are present in each participant’s narrative. While these results are reminiscent of Fuller’s (1969) findings, it is important to understand that these feelings of fear and uncertainty are still present after forty years of advancements in teacher education. Which leads to further examination of the experiences these three participants have shared about the training they have received. Additionally, because each participant’s life experiences vary greatly from the other participants in the study, these feelings of fear and uncertainty are manifested differently for each participant. The findings of this study could have lasting implications to the fields of adolescent literacy and teacher education. While the definition of literacy is expanding to include not only academic literacy but social literacy practices that students experience beyond the classroom, the data in this study indicate that the participants who are close in age to the students the are preparing to teach seem open minded to use alternative texts that support academic literacies while encouraging students to explore their own interests. Additionally, each participant shared that she could benefit from more extensive field experiences where she could learn more about teaching as it is done in the field. And, as the data collected in this study indicate, more varied experiences tend to provide undergraduates with the necessary context to more successfully negotiate the demands of providing quality instruction.

Doctor of Education / Curriculum and Instruction Programs / Lawrence C. Scharmann / BeEtta L. Stoney / Increasing diversity in schools in the United States over the last few decades, combined with an emphasis on high-stakes testing, has heightened concerns about the academic performance of students of color, in particular African American students. There are concerns about the appropriateness of a Eurocentric curriculum taught by White teachers, which often limits the use of a multicultural curriculum—one that values the culture and lifestyles of diverse students. This study focused on elements within teaching practices that improved achievement among students of color. An enhanced application of the Multiple Meanings of Multicultural Teacher Education Framework (MTEF), along with assessments of teacher training instruments (Gay, 1994; Love, 2001; Ladson-Billings, 1994), helped to create the Model for Modified Multicultural Teacher Education Framework on Teacher Perception of Student Achievement that served as a guide for the investigation. The overall findings confirmed the utility of the model and the enhancements made to the multicultural assessment instruments. Depending upon what elements were chosen, between 18% and 23% of the variance explained in teacher’s beliefs, attitudes and perceptions could be explained by their training, their community involvement, awareness of self, knowledge of subject and a positive approach to the institutional culture. The findings support the existing literature and adds to it a new dimension by directly focusing on teacher’s perceptions, attitudes and beliefs that promote or constrain teaching and learning about urban African American students in the urban classroom.

The purpose of this study is to understand the opportunities for professional learning teachers encounter over the span of their careers. I conduct two qualitative case studies of mid-career teachers from Ontario, Canada to obtain insights into their teacher development experiences over their first eight years in the teaching profession. The analysis of interviews conducted during this period led me to identify four learning opportunities that were significant for the participants: mentoring at the beginning of the career, learning from and with colleagues, mandated collaborative learning, and part-time graduate studies. The teachers highlight the limits and possibilities of these opportunities considering their professional needs and contexts. Drawing on these findings, some practical recommendations for the design and implementation of teacher development programs are suggested.

The purpose of this study is to understand the opportunities for professional learning teachers encounter over the span of their careers. I conduct two qualitative case studies of mid-career teachers from Ontario, Canada to obtain insights into their teacher development experiences over their first eight years in the teaching profession. The analysis of interviews conducted during this period led me to identify four learning opportunities that were significant for the participants: mentoring at the beginning of the career, learning from and with colleagues, mandated collaborative learning, and part-time graduate studies. The teachers highlight the limits and possibilities of these opportunities considering their professional needs and contexts. Drawing on these findings, some practical recommendations for the design and implementation of teacher development programs are suggested.

Doctor of Education / Department of Special Education / Robert H. Zabel / This study investigated the effects of new teacher induction programs on feelings of burnout of 69 newly hired special education teachers from two Midwestern, metropolitan school districts. The central research question was whether there was a significant difference in feelings of burnout between new teachers in a district that uses a special education instructional resource teacher as a key feature of their induction program and teachers in a district that uses a more traditional induction model. Participants’ scores on the Maslach Burnout Inventory – Educators Survey provided the dependent measures. There were, on average, no statistically significant differences (p < .05) in feelings of burnout of newly hired special education teachers in the two school districts. There were, on average, no statistically significant differences between the two groups. These findings suggest that, at least in these districts, special education teachers are staying in the field longer than originally expected, newly hired special education teachers are coming to the job better prepared, and deliberate and responsive induction programs did not influence feelings of burnout. The influence of participant demographic characteristics, particularly the amount of experience and licensure status, is discussed. Implications of these findings for special education teacher induction programs are suggested. Among these are the examination of supports from various sources, the availability of resources, and the structure of the induction program itself to meet the needs of more experienced teachers.

Doctor of Philosophy / Curriculum and Instruction Programs / Rosemary S. Talab / The purpose of this study was to assess the professional development needs of academic instruction librarians required to improve information literacy instructional effectiveness in higher education institutions within the state of Kansas. The population in this correlational study was the 84 academic librarians with instruction duties at Kansas two-year colleges, four-year colleges, and universities. The majority of the population included administrators, staff, and specialized librarians. Most of the participants held a faculty rank, were between the ages of 41 and 55, and had served as academic librarians for less than fifteen years. Data was collected through twelve closed-ended and twelve open-ended questions on an electronic survey. The data was used to answer the primary research question of this study: “What professional development opportunities are needed in order to improve information literacy instructional effectiveness?” Three sub-questions were included in order to identify professional development needs on the various means by which information literacy is delivered, the content areas addressed during information literacy instructional sessions, and the assessment practices employed to determine the effectiveness of information literacy instruction. Data analyses for the quantitative measures of the study were conducted through the use of frequency distributions (in order to identify professional development needs of the total population) and chi-square tests (in order to identify professional development needs of the individual sub-populations). Due to the low number of answers to open-ended questions, responses to these questions were analyzed for codes and developed into categories. Analyses of the data indicated that the sub-populations shared a preference for library instruction delivered via face-to-face means; all institutions represented in this study offered considerably more instruction than what was required by their parent institution; Kansas academic instruction librarians addressed a wide variety of services, resources, search techniques, and information literacy skills during information literacy instructional sessions; and Kansas academic instruction librarians were cognizant of ensuring instruction practices were designed to include content that met the guiding information literacy standards as defined by the American Library Association. The study found Kansas academic librarians with instruction as a function of their job duties would benefit from professional development opportunities designed to develop proficiency in teaching skills, instructional design skills, assessment and evaluation skills, information literacy integration skills, and presentation skills.

Doctor of Education / Department of Educational Leadership / Gerald D. Bailey / Online professional development has the potential to be a dynamic tool to construct knowledge and enhance professional performance. Online collaboration tools have accelerated learning and have made online professional development convenient, dynamic, and flexible. Yet access to powerful learning resources has not always ensured that quality online professional development has taken place or that authentic, transformational learning has occurred. This study has shown that technology has presented challenges that have proved difficult for online professional development facilitators and participants. Consequently, the facilitator's role in professional development has been even more critical in the virtual environment and the facilitator has had to be even more intentional in their actions, decisions, and expectations. The purpose of the study was to research, develop, and validate an online professional development facilitator's handbook that would clarify and demonstrate the knowledge, attitudes, practices, and skills utilized by exemplary online professional development facilitators. This study has also ascertained practical instructional strategies that are effective in planning, implementing, and facilitating online professional development. As a result of this study, an online professional development handbook was developed according to Borg and Gall's (1989) Research and Development (R&D) cycle and methodology using three panels that consisted of expert and novice online professional development facilitators. Findings include: Learning, defined as the process of constructing personal understanding through interactions with others while collectively engaging in challenges that are novel and transferable to other situations and settings, is transformational and has a sustaining impact when skillfully facilitated in the online environment. Online learning communities organized around collaborative inquiry and collective problem solving become co-creators of knowledge in a risk-free, trusting environment. Participants (teachers) become self-determining learners focused on engaging in appropriate endeavors to increase their classroom content knowledge and management skills by identifying their own needs and creating a plan to raise academic achievement and improve their own practices. When educational systems invest in honest dialogue about student work, candidly assess student and teacher needs, make changes based on data and research, and value individual and group contributions, these organizations become cultures of thinkers and communities of learners.

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / This dissertation examines an understudied group according the American Council on Education: the tenure-track early career faculty (ECF). The focus is on the culturalization, socialization, academic culture, and emergent themes discerned from ten semi-structured interviews with tenure-track ECF. This qualitative bounded system case study was conducted in the context of a Midwestern Carnegie I Research Land-Grant Institution, an institution with emphasis on teaching, research, and service. Ten semi-structured interviews were conducted and transcribed. From these, codes, categories, patterns, and themes were found. Additional documentation was also considered such as participants’ resumes and the faculty handbook, COE: Orientation to COE A Guide for Faculty 2008-2009. The themes included a reliance on socialization from the parent degree granting institution, and an overall request for balance between professional and personal life. In addition the ECFs need mentoring at their new institution in research, writing and publication, in professional identity, and socialization to tacit knowledge via cognitive apprenticeship. A recommendation is that there be a bi-directional conversation on socialization, rather than a top down approach.

Master of Arts / Department of Geography / John A. Harrington Jr / Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.