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Dissertations from 2020

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Culturally Relevant Pedagogy : The Views of Latinx Students Inform Teacher Professional Development on Critical Consciousness, Florita Cotto (2020)

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You Don’t Know My Story : Engaging Black Parents with Culturally Responsive School Practices, LaChan V. Hannon (2020)

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Using Video to Reframe the Teacher Evaluation Process as a Professional Learning Experience : An Action Research Study, Andrew C. Matteo (2020)

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Grassroots Professional Learning : The Homegrown and Human Dimensions of Teacher Learning, Heather A. Frank Matteo (2020)

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Preparing Preservice Teachers To Be Critical Literacy Educators : Co-Constructing an Early Childhood Critical Literacy Junk Art Club, Angela F. Pack (2020)

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Institutional Racism and the Transformative Practices of Black Women Educators in New York City Alternative Education, Gail M. Perry-Ryder (2020)

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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)

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A Community of Practice Approach to Teacher Learning, Jayne L. Tanis (2020)

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The Social Capital in Teacher Leadership Activities, Kristen Trabona (2020)

Dissertations from 2019

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Content Area Teaching in Linguistically Diverse Classrooms, Meghan Odsliv Bratkovich (2019)

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Choice, Voice, and Agency : A Photovoice Study Exploring Multiple Means of Expression as Inclusive Pedagogy, Francesca M. Ciotoli (2019)

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The Grey Areas : Ways Teachers Make Meaning of and Describe Enacting Professional Ethics, Charity M. Dacey (2019)

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Everyday Enactments of Resistance : Portraits of Secondary Public School Teachers Navigating New Professionalism, Susan D’Elia (2019)

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Hidden in Plain Sight : Knowledge Broker Teachers and Professional Development, Margaret M. Jusinski (2019)

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Mainstream Teachers Learning to Teach English Language Learners : Uncovering the Systems of Teacher Professional Learning, Alma Morel (2019)

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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

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State of Mind : A Poststructural Analysis of Governmentality and Teacher Education Professionalism Using Policy Texts, Todd A. Bates (2018)

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Learning to Teach Physics : Exploring Teacher Knowledge, Practice, and Identity, Nellista E. Bess (2018)

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Collaborative Teacher-Driven Professional Development : The Documented Journey of a Practitioner Action Research Teacher Study Group, Brenna D. Bohny (2018)

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Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale, Corinne Gaffney Catalano (2018)

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Rethinking Teaching in STEM Education in a Community College : Role of Instructional Consultation and Digital Technologies, Shelley Chih-Hsian Kurland (2018)

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Cultivating Success : How Two General Education Teachers Created Inclusion Classrooms for Their Students, Natalie A. Lacatena (2018)

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Online Connectivity : A Social Study of Educators’ Affinity for Teaching and Learning Using Social Media, Beverly R. Plein (2018)

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In Their Own Words: Teachers Make Meaning of Participation in a Community of Practice, Laura Lee Ripley (2018)

Dissertations from 2017

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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

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Negotiating a Mentor Practice in an Age of Reform, Linda Whalen Abrams (2016)

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The Professional Identities of Mainstream Teachers of English Learners : A Discourse Analysis, Adrian D. Martin (2016)

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Modeling Reading Teacher Expertise : Using the Model of Domain Learning to Examine Reading Recovery Teacher Expertise, Tammy Mills (2016)

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Encouraging Teachers to Design Their Own Professional Learning Through Inquiry : An Elementary Principal Conducts Practitioner Action Research, Michael G. Ryan (2016)