The purpose of this multi-case investigation was to identify the perceptions of preservice teachers about reading and reading instruction as they began reading methods courses and to determine any changes in these perceptions that occurred during the undergraduate teacher education program. The goal of this research was to accumulate classroom and field-based data that would help to build a better understanding of why preservice teachers believe the way they do, what types of experiences are needed in the undergraduate reading programs to impact change, and how and when changes manifest themselves. The research concentrated on preservice teachers participating in two required reading methods courses and their student teaching placements. The influence of their background in learning to read, the methods courses, the cooperating teachers, and the professor on the perceptions of preservice teachers were investigated. Three groups of individuals provided information for this study:14 student participants, 17 teacher participants, and 3 key informants. The data collection process was divided into two phases based on the college curriculum schedule. The participant pool was narrowed at the end of the first phase, with 3 key informants chosen to allow for a more in-depth examination of the accumulating data. Several data sources contributed to this study. These included artifacts, such as reflective forms and lesson plans, the score resultsfrom DeFord's Theoretical Orientation to Reading Profile, field notes from observations, and transcripts of interviews. Findings from the data provided evidence that perspectives do guide the practices of preservice teachers and that these perspectives are open to change. The perspectives of the preservice teachers were affected by the Developmental Reading course and the cooperating teachers. As the preservice teachers were encouraged to reflect about previously held beliefs and the new information they were acquiring from courses and field experiences, they formed their own perspectives. Implications for the educational community were inferred and recommendations made for future research. / Department of Elementary Education

The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of principal members). Survey data was collected using the LPI-Online. Principals responded to the 30 item LPI-Online Self. Teachers responded to the LPI-Online Observer. Principals distinguished teachers hired from teachers who were already at the institution when the principal was hired.A statistically significant difference (p < .05) was found between the perceptions of the hired and inherited groups on three of the five leadership practices: Challenging the process, enabling others to act and encouraging the heart. There was no statistically significant difference in principal and hired teachers' perceptions, or between principal and inherited teachers on subscales inspiring a shared vision and modeling the way.Based on the findings from this study, the researcher suggested there are important dynamics involved in the changing of team members, especially the principal during times of school change initiatives. Based on the findings from this study the researcher concluded principals and hired teachers tend to exhibit a more positive interpersonal relationship than the principal and inherited teachers. / Department of Educational Leadership

The purpose of this qualitative study was to determine how participation in learning communities in colleges and universities affected the behaviors of faculty and residence life staff regarding student learning. Learning communities have been identified as instruments of curricular reform in higher education that focus institutional energies toward student learning. Several studies have documented the benefits that learning communities provide to students, and to a more limited extent, faculty members. However, information was lacking in the literature regarding how partcipation in learning communities affected the interaction between residence life staff members and faculty members.Purposive sampling was used to identify respondents in this study. Faculty and residence life staff members from five public, Midwestern universities with residentially-based learning communities were identified by the researcher. A semi-structured format was used to interview all respondents in their respective offices at their respective universities.The findings suggest that faculty and residence life staff who participate in learning communities have greater understanding and appreciation of one another's roles, are more likely to communicate with one another about specific student concerns, and coordinate in-class and out-of-class activities. Learning community models that are structured in such a manner that residence hall directors and faculty members regularly meet and are working with the same group of students appeared to foster the greatest degree of collaboration, cooperation, and communication between faculty and residence life staff. Additionally, the findings of this study support previous studies (Astin, 1996; Clark, 1987; Kirp, 1997) which indicated that the research orientation of a university can have negative effects upon teaching. / Department of Educational Leadership

The purpose of this study was to determine if CDA preparation courses affected beliefs about developmentally appropriate practice. Pre and post online TBS surveys were completed by 299 CDA candidates from campuses across the state enrolled in the three courses, each with the same syllabus and objectives. Analysis of the demographic information gathered with the pre-survey did not reveal a significant relationship between beliefs about developmentally appropriate practice and educational level of candidate or educational level of candidate's parents. No significant relationship was found between age, experience working with children, minority status, work environment, or computer usage, and beliefs about DAP. The study revealed a positive increase in beliefs about DAP after taking one course and while the increase was small analysis of factors within the survey did find a significant increase in beliefs about developmentally appropriate practices associated with teacher control and child centered literacy. The study found no significant difference in change of beliefs between face-to-face courses and Internet courses though the N was small making the finding inconclusive. The study did suggest a significant difference in positive change of beliefs about DAP for students enrolled in hybrid courses from students enrolled in face-to-face courses. / Department of Elementary Education

The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest. / Department of Special Education

There is no abstract available for this dissertation. / Department of Elementary Education

The percentage of language and cultural minority students is increasing (Okagaki, 2006; U.S. Department of Education, 2010). This reality emphasizes the need for elementary school general education teachers to become knowledgeable about students’ backgrounds so that they can mold instruction to meet all students’ needs (Bennett, 2007; Spring, 2007; Whitcomb, 2003). There is, however, little research about elementary school general education teachers’ views and accommodations about heritage language maintenance (a.k.a. multicultural and multilingual inclusion) (Goldstein, 2003). The purpose of this study was to examine how teachers view heritage language learning and how teachers accommodate to students who have a heritage language background. A mixed methods study (n = 30) consisting of thirty surveys and ninety observations from general education teachers who taught in the 2010-2011 school year was used to examine elementary school general education teachers’ beliefs and accommodations about heritage language maintenance (HLM). Overall, the majority of teachers reported positive beliefs about HLM while exercising few accommodations in the classroom. Only teachers’ subject area of specialization, school corporation, teachers’ indication of HL strategies, and six accommodations were associated significantly with the positive beliefs and negative beliefs about HLM. The results from this study provide support for teachers’ input about accommodations and institutional support. The significant associations between area of specialization, six accommodations, and beliefs about HLM suggest mixed evidence and require further exploration for other intervening variables. Further investigation of findings indicates teachers’ actual practices and multicultural experiences cannot be predicted based on teachers’ expressed beliefs. Design issues like the instruments used, the sample size obtained, and the observation schedule implemented may affect the results. Longitudinal research is needed to explore other contextual factors that could impact the multi-conceptual relationship between beliefs and actual practice for further research. / Department of Educational Psychology

The aim of this study was to describe and analyze the problems caused by students that characterize themselves as highly sensitive. The issue of high sensitivity and other categorizations are fiercely debated in the research. This empirical study was conducted in light of literature about high sensitivity, pedagogies, and interview methods. The students answered questions about what makes them categorize themselves and how they believe that the categorization affects their learning and social development. They also responded to questions about what they consider appropriate measures to improve their situation. The most obvious outcome is that students do not feel safe in the large classes that they are a part of-, as the learning environment is perceived too large and tough. The students can not do themselves justice despite their ability and willingness to learn. Students also feel that they are placed into incorrect categorizations such as shy, introverted or different. This fact show links to the ongoing debate related to inclusion and appears to provide a critical illumination of it. The study was completed by a comprehensive discussion of the inquiry results from a special education perspective.

No description available.

This inquiry focuses on Qallunaat (non-native) teachers' perceptions of their lived experiences teaching and learning in the arctic region of Nunavik, Quebec, Canada. Academic underachievement of Inuit children and high drop out rates in northern schools are a great concern for every community. An important contributing factor to the lack of academic success of Inuit children is the high turnover rate of Qallunaat teachers. Social distancing, isolation and cultural dislocation are major problems that many southern teachers find difficult to confront. Through a year-long Action Research Project in Nunavik focusing on eight Qallunaat teachers, I used a narrative inquiry to explore these teachers' shifting perceptions of their experiences as they attempted to adapt to their Inuit host community. Data confirms that without appropriate preparation and support, Qallunaat teachers perceive that they face overwhelming challenges educating Inuit youth and building relationships with Inuit community members. During my work in this northern community, I observed how these teachers seeking direction within such significant cross-cultural tensions, were confronted with profound existential issues. I examined why their southern perceptions and their northern experiences made them question some fundamental values that are at the core of their identities. I used an interdisciplinary dialogical post-colonial framework to situate these Qallunaat teacher voices in the educational contexts of Nunavik. By listening to these teachers, I began to understand how conflicts in identity arose when teachers' attitudes did not match their perceptions of their positionings in their host community. Methods included formal and informal conversations, individual and group interviews, photovoice and journals. I found that Qallunaat teachers can contribute to the North if they learn to position themselves as compassionate observers and listeners. Through dialogue, Qallunaat teachers can create shared spaces to better understand the particular needs of Inuit community members and consider alternatives and solutions. I provide recommendations to the Kativik School Board that might better prepare and support Qallunaat teachers. This study has direct implications for policy regarding pre-service and in-service education for educators within the Kativik School Board, Quebec Ministry of Education and the McGill Faculty of Education.