Dissertations from 2024
Instructional Rounds and Teacher Social/Emotional Wellbeing : Investigating the Regenerative Potential of Peer Observation, Lisa Castelluber (2024)
Towards a Pedagogy of Human Connection : Understanding Teachers’ Experiences of Connection During a Pandemic, Michael Diamond (2024)
Answering the Call Through an Inquiry Circle : English Educators Embark on a Journey to Become Antiracist, Lisa V. Kenny (2024)
Transcultural Experiences of Becoming a Teacher Educator : Using Self-Study to Understand the Identity Development of a Sojourner Doctoral Student in the U.S., Kate Meza Fernandez (2024)
Exploring Teachers’ Lived Literacies : Disrupting Hegemonic Conceptions of Literacy in Schools, Katie F. Whitley (2024)
Dissertations from 2023
Understanding Multilingual/Multicultural Immigrant High Schoolers’ Multilayered Identities and Imagined Futures, Mehtap Akay (2023)
Faculty’s Experiences Teaching English Language Learners in Higher Education, Chedia A. Ayari (2023)
Healing That Leads to Action : Restorative Justice, School Leadership, and Institutional Change, Jose B. Celis (2023)
Gendered Leadership and Patriarchy : A Healing Feminist Autoethnography, Necole Jadick (2023)
An Ecofeminist Investigation of How Research Experiences for Science Teachers Influence Their Conceptualization of the Nature of Science and Their Construction of Storied Science Identities, Suzanne Poole Patzelt (2023)
Dissertations from 2022
Good Science Teaching in an Urban Middle School Context : An Examination of the Relationship Between Science Teachers and Their Students, William J. Brown (2022)
Analyzing the Reported Professional Learning of Ninth-Grade Teachers Participating in an Interdisciplinary Team, Glynnis J. Childress (2022)
Investigating the Collaboration of Teachers of Students with Disabilities and Teaching Assistants in the Classroom, Sa-Qwona S. Clark (2022)
Teacher Activism for Emergent Bilingual Learners : A Qualitative Study, Cyrene A. Crooms (2022)
Preservice Teacher Action Research : Making Meaning and Generating Knowledge Through Inquiry, Rachel Ginsberg (2022)
“How Am I a Maker Making a Makerspace?” : A Focus on Teachers in Practice Self-Authoring as Makers in Constrained K-8 Spaces, Bridget Looney (2022)
Learning in a Community : An Investigation of Mentor Inquiry into Formative Assessment Practices, Erin Riley-Lepo (2022)
Languaging School into Being : A Discourse Analysis of Online ELA Classes Within the Context of the COVID-19 Pandemic, Jason Christopher Toncic (2022)
Reconsidering Professional Development nnd Its Impact on Teacher Learning : An Examination of Teacher Motivation in a Self-Directed Model of Teacher Professional Development, Douglas M. Walker (2022)
Dissertations from 2021
Understanding the Core Practices of the Student Teaching Practicum Within the Student Teacher/Cooperating Teacher Relationship: Constructing A Framework for the Student Teaching Practicum Using an Ethic of Care, Candice Chiavola (2021)
New Teacher Induction : Locating New Teacher Needs to Co-Construct Induction Programs, Thomas M. D’Elia (2021)
Teaching the New Majority : Addressing Race and Racism through Culturally Responsive Teaching, Graziela Lobato-Creekmur (2021)
Queering Feminist Facilitation : A Culture Circle Discusses Gender & Sexuality, Kelly E. Lormand (2021)
Race Matters : When Middle/High School Teachers Engage in Participatory Activist Research on the Power of Stories to Disrupt Racism, Janice M. Marsili (2021)
Culturally Responsive Instructional Coaching : Accessing Student Voice during a Co-Generated Lesson Plan, Jacqueline Stone (2021)
Professional Capital Across the Careers of Four Veteran Teachers, Stephanie Brown Tarnowski (2021)
Exploring Educators’ Decisions During the Era of New Professionalism : Teachers and Administrators Dialoguing Together in a Performance-Based Pay School District, Nicholas V. Vancheri (2021)
Navigating Inquiry Group Professional Learning for In-Service Teachers With Mainstreamed English Language Learners : A Practitioner Action Research Study, Jennifer Wnuk (2021)
Sensemaking for Equity and Agency : STEM Teacher Learning Through a Community of Practice Model, Karen Anne Woodruff (2021)
Dissertations from 2020
Culturally Relevant Pedagogy : The Views of Latinx Students Inform Teacher Professional Development on Critical Consciousness, Florita Cotto (2020)
You Don’t Know My Story : Engaging Black Parents with Culturally Responsive School Practices, LaChan V. Hannon (2020)
Using Video to Reframe the Teacher Evaluation Process as a Professional Learning Experience : An Action Research Study, Andrew C. Matteo (2020)
Grassroots Professional Learning : The Homegrown and Human Dimensions of Teacher Learning, Heather A. Frank Matteo (2020)
Preparing Preservice Teachers To Be Critical Literacy Educators : Co-Constructing an Early Childhood Critical Literacy Junk Art Club, Angela F. Pack (2020)
Institutional Racism and the Transformative Practices of Black Women Educators in New York City Alternative Education, Gail M. Perry-Ryder (2020)
Understanding Epistemic Cognition : Aspects that Emerge When Early Childhood Teachers Consider Materials and Plan Instruction for Literacy Learning, Kit Marie Saiz De La Mora (2020)
A Community of Practice Approach to Teacher Learning, Jayne L. Tanis (2020)
The Social Capital in Teacher Leadership Activities, Kristen Trabona (2020)
Dissertations from 2019
Content Area Teaching in Linguistically Diverse Classrooms, Meghan Odsliv Bratkovich (2019)
Choice, Voice, and Agency : A Photovoice Study Exploring Multiple Means of Expression as Inclusive Pedagogy, Francesca M. Ciotoli (2019)
The Grey Areas : Ways Teachers Make Meaning of and Describe Enacting Professional Ethics, Charity M. Dacey (2019)
Everyday Enactments of Resistance : Portraits of Secondary Public School Teachers Navigating New Professionalism, Susan D’Elia (2019)
Hidden in Plain Sight : Knowledge Broker Teachers and Professional Development, Margaret M. Jusinski (2019)
Mainstream Teachers Learning to Teach English Language Learners : Uncovering the Systems of Teacher Professional Learning, Alma Morel (2019)
Supporting In-Service Literacy Teacher Reflective Practice Through Graduate Coursework : A Qualitative Study of Building Literacy Teacher Reflective Practice in a Masters Reading Course and In-Service School Contexts, Gary V. Pankiewicz (2019)
Dissertations from 2018
State of Mind : A Poststructural Analysis of Governmentality and Teacher Education Professionalism Using Policy Texts, Todd A. Bates (2018)
Learning to Teach Physics : Exploring Teacher Knowledge, Practice, and Identity, Nellista E. Bess (2018)
Collaborative Teacher-Driven Professional Development : The Documented Journey of a Practitioner Action Research Teacher Study Group, Brenna D. Bohny (2018)
Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale, Corinne Gaffney Catalano (2018)
Rethinking Teaching in STEM Education in a Community College : Role of Instructional Consultation and Digital Technologies, Shelley Chih-Hsian Kurland (2018)
Cultivating Success : How Two General Education Teachers Created Inclusion Classrooms for Their Students, Natalie A. Lacatena (2018)
Online Connectivity : A Social Study of Educators’ Affinity for Teaching and Learning Using Social Media, Beverly R. Plein (2018)
In Their Own Words: Teachers Make Meaning of Participation in a Community of Practice, Laura Lee Ripley (2018)
Dissertations from 2017
Teacher Preparation for Linguistically Rich Classrooms : A Qualitative Study of Take-up in Relation to Linguistically Responsive Teaching, Melissa A. Collucci (2017)
Dissertations from 2016
Negotiating a Mentor Practice in an Age of Reform, Linda Whalen Abrams (2016)
The Professional Identities of Mainstream Teachers of English Learners : A Discourse Analysis, Adrian D. Martin (2016)
Modeling Reading Teacher Expertise : Using the Model of Domain Learning to Examine Reading Recovery Teacher Expertise, Tammy Mills (2016)
Encouraging Teachers to Design Their Own Professional Learning Through Inquiry : An Elementary Principal Conducts Practitioner Action Research, Michael G. Ryan (2016)