Global ETD Search
Search theses and dissertations gathered from participating repositories worldwide. Every result links back to the library that holds it. No account is needed.
Results
Showing 1 to 11 of 11 for “"classroom ecology"”.
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Spanish Immersion Materials and the Secondary Classroom Ecology
… thesis examines the roles of materials in the classroom ecology of one seventh-grade social studies Spanish immersion class. Research has shown that dual language and immersion (DLI) teachers often feel challenged to find and use appropriate materials effectively; however, no previous studies …
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Kindergarten teachers' perspectives: classroom ecology, peer interactions, and children with disabilities
… peers in their general education kindergarten classrooms, facilitators and barriers to supporting peer interactions and relationships for children with disabilities, and suggestions teacher had for changes to school environments to promote peer interactions and relationships for children with …
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My Journey of Becoming a Critical Social Justice Educator
… my students, including community, school, and classroom. The experience and problematizing processes of attending the community events, reading my school’s vision and mission, and reflecting on my classroom ecology helped me realized how these environments impact my students’ learning and what …
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From Classrooms to Community: An Ethnographic Narrative
… novice teacher, as I worked to create a positive classroom ecology and learned countless lessons while assuming the roles of student, teacher, and observer. Through the analysis of multiple artifacts, intended to reflect my teaching practices, this narrative challenged me to examine my role in …
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The Teacher I Am, The Classroom I Build: Exploring the Intersections of Identity, Equity, and Pedagogy in the Secondary Classroom
… teacher identity, equitable pedagogy, and classroom design in secondary education. Grounded in the frameworks of Critical Social Justice (CSJ), culturally responsive teaching, and reflection, this work investigates how an educators' lived experiences and positionalities shape the …
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Ethnographic Narrative Project: Someone Important
… on how accommodate and support each need in my classroom. It is also a reflection of how these stories have shaped me as teacher, and how I have developed over this year of teaching. While I listened and learned stories from each of my students, I focused extensively on three for the purposes of …
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Perfecting the Craft of Teaching
… and the levels of community, school, and classroom as ways to inform and improve my teaching practices as a social-justice educator. I begin this four part narrative by discussing my positionality and how it relates to my desires of becoming a teacher. Through this narrative, I was then …
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Moving from Theory to Practice: Examining Teaching Mathematics for Social Justice in an Elementary School Classroom
… social justice within my fifth-grade mathematics classroom for myself and my students, analyze the extent to which students’ ethnic and academic identities are impacted, and analyze the extent to which their mathematical achievement is impacted. This study also investigates what emerges from …
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Ethnographic Narrative Project- My Journey to Teaching
… more of a challenge. My goal is to provide a classroom ecology where my student’s feel their unique needs are met and where my students and parents can collaborate with me to reinforce and ensure that they emerge with a strong sense of self-worth, self-confidence, and the fortitude to build …
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The Journey That Led Me to Becoming a Critical Social Justice Educator
… Justice and its effect on students within the classroom will be discussed and put to practice. Beginning May 2019 and carrying through July of 2020, I held these theories closely as they helped pave the way of my first year as a teacher of record, and have since shaped me into the woman I …
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Living Pedagogies of Voice: Co-Creating a Decolonial Project to Reimagine Special Education
… Specialized academic instruction (SAI) classrooms frequently reproduce these dynamics through deficit-oriented practices that determine who is recognized as “capable.” Yet little research examines what becomes possible when special education relinquishes interpretive authority to …