Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
Browse
11 results
Search Results
Item Teachers of Color Return Home to Teach(2023) Bunney, Kanoe; Brown, Tara M.; Swalwell, Katy; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)While increases in the number of K-12 teachers of color has been linked to decreases in achievement disparities between White students and their Black and Latino counterparts, a demographic divide continues to persist between teachers and students. Teach for America has made efforts to match teacher and student backgrounds in hopes of alleviating these racial and ethnic disparities. Further, overall K-12 teacher staffing shortages have prompted alternative certification programs, such as TFA, to provide quick entry routes into the classroom. This dissertation focuses on the experiences of former TFA teachers of color who returned to their home communities as educators. Taking a narrative inquiry approach, this research utilizes the stories brought forth by participants as data sources. Participants shared stories of their K-12 student and teaching experiences in the same geographic location in which they grew up. Informed by theories related to teacher identity, racial literacy, social capital and culturally responsive teaching, this study aims to understand how teaching in one’s home community influences both teacher identity and teacher-student relationships. Three central findings emerged from the study: 1) participants drew upon assets based on cultural and neighborhood affiliations as they connected with students, 2) participants both cultivated and gained social capital in their work in the classroom and amongst faculty members, and 3) experiences away from home contributed to their racial literacy, their effectiveness as teachers, and their advocacy for students of color. These findings point to the relevance of centering both culturally responsive teaching and geographic location in urban teacher preparation programs. Pre-service teachers might benefit from volunteering in the community to better understand the students who attend neighborhood schools. Study implications also urge “Grow-Your-Own” teacher preparation programs to consider embedding a year of teaching and learning abroad for pre-service educators.Item STEM TEACHERS AS INTERNATIONAL STRATEGIC LEADERS: CHANGE AGENTS AT THE SYSTEMS SCALE(2022) Vieyra, Rebecca Elizabeth; Elby, Andrew; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation research attempts to answer the questions “What do early childhood teachers perceive as their original sources of self-efficacy for strategic leadership in STEM education?” and “How does their initial self-efficacy for strategic leadership mediate their eventual engagement as international leaders in STEM education?” This study aims to move beyond the mostly descriptive studies of teacher leadership, to understand why a particular group of teachers chose to lead. It attends to visionary leadership outside the school building or district that contributes beyond administrative or political boundaries, at the wider level of the STEM teaching profession. It explores literature across multiple disciplines to aid the adoption and contextualization of a theoretical framework for data collection and analysis of seven case studies of teacher leaders. The resulting theoretical framework is anchored in Bandura’s Social Cognitive Theory for its emphasis on self-efficacy and is informed by prior work in leadership and STEM teacher leader development. This theoretical lens is aligned with themes that previously emerged from the results of preliminary interviews with teachers who attributed their leadership to significant increases in leadership self-efficacy. Findings from this study suggest that the teachers acted upon their tendency toward impulsivity to accept new opportunities for strategic leadership in STEM education even when self-efficacy for STEM and teacher leadership was reported to be low, or non-existent due to the lack of familiarity with leadership or STEM (Finding #1). After accepting leadership opportunities, growing self-efficacy for leadership activities primarily derived from improvements in their STEM identity (Finding #2). Among Bandura’s sources of self-efficacy, these teachers frequently reported the importance of emotional and physiological states to engage opportunistically in strategic teacher leadership in STEM education, as well as the role of persuasion from friends and colleagues (Finding #3). Implications from this research include recognizing the importance of supporting early childhood teachers’ STEM identity through the recognition of work they already do that falls within the domain of STEM content and processes. It also suggests the need for educational leaders to help early childhood teachers move toward and overcome a commonly expressed fear of STEM. Further, it calls for those who support teachers to identify and foster risk-taking mentalities concerning leadership, offering opportunities and support even (or perhaps especially) to those teachers who do not yet feel ready to lead others. This work aims to increase the awareness of early childhood teachers’ potential as reform agents in STEM education, as well as bring attention to more human, individualized elements of teacher personal wellness and professional growth that can be realized through leadership.Item What does it mean to be ready for school? Analysis of the measurement of school readiness.(2020) Mulder, Blakely; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Recent research has found that school readiness is a multi-faceted construct associated with academic ability as well as social-emotional skills, executive functioning, demographic, environmental, and other variables. However, most research assesses school readiness through children’s performance on discrete, typically standardized tasks, which may not be representative of the skills and behaviors children display at school day-to-day. The present study utilized a new measure, the Teacher School Readiness Scale (TSRS), to examine teachers’ perceptions of kindergartners’ school readiness. Drawing from a sample of 70 kindergarten students attending private schools in a semi-urban area, this study used exploratory factor analysis, bivariate correlation, and multiple linear regression to analyze how students’ demonstrated classroom skills and behaviors relate to one another as well as to students’ global school readiness. The study then used multiple linear regression to examine how teacher-rated school readiness relates to children’s performance on standardized performance tasks and rating scales representative of those typically used in school readiness literature. Factor analysis separated items on the TSRS into factors of Academic Understanding and Social Interactions, which correlated significantly with one another and predicted global readiness ratings. TSRS factor scores were not significantly correlated with performance measures of the same constructs. From five composite variables representing children’s academic, social-emotional, and executive functioning skills, only teacher-completed rating scales of executive functioning skills significantly predicted children’s overall school readiness. Results suggest poor ecological validity of traditional school readiness research methods and indicate need for inclusion of teacher-report measures in future school readiness studies.Item Stress, Mental Health, and Self-Care among Refugee Teachers in Malaysia(2020) Gosnell, Nicole; O'Neal, Colleen; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The mental health of post-conflict refugee teachers is understudied, yet critically important given the current refugee crisis which has displaced more than 70 million people (UNHCR, 2019). Teachers in hidden refugee schools are often refugees themselves, have little teacher education, and are faced with overwhelming classroom demands and other unique stressors. This study utilizes a mixed method design to examine stress, mental health (i.e., depression, and anxiety), and self-care among teachers in hidden refugee schools in Kuala Lumpur, Malaysia. Quantitative data are archival, collected in Malaysia in 2013. Quantitative study participants included 97 primarily Burmese refugee teachers and 26 non-refugee teachers living in Malaysia. Quantitative measures included (a) Depression, Anxiety, and Stress Scales (DASS); (b) a self-care strategies questionnaire, and (c) a demographic questionnaire. Quantitative results suggest that refugee teachers have significantly higher rates of mental health and stress, but lower rates of self-care as compared to their non-refugee peer teachers. In addition, higher rates of self-care are associated with lower rates of mental health symptoms and stress rates; the association is moderated by age. Qualitative data were collected in June 2018 via individual interviews with eleven Burmese refugee teachers working in Malaysia. Qualitative results shed light on the unique definitions and experiences of stress, mental health, and self-care among refugee teachers in the context of macrolevel factors. Overall, this dissertation found that macrolevel factors unique to being a refugee impact refugees’ rates, experiences, and definitions of microlevel mental health symptoms, stress, and self-care.Item Investigation of Elementary Teacher Capacity to Implement Environmental Literacy Requirements(2017) Parker, Melanie Denise; McLaughlin, Margaret; Norris, John; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)To uphold Maryland’s environmental literacy high school graduation requirement and curricular standards, local school districts must develop programs that graduate environmentally literate students and provide effective teacher professional development. This study focused on assessing the confidence and ability of elementary teachers in a Maryland school district to implement these requirements. It also sought to determine if there is an association between teachers’ environmental training and their own confidence teaching environmental literacy. This study is a quantitative descriptive and exploratory study that utilized an online survey. Descriptive analysis and tests of significance were used to examine how teachers’ experience, training and environmental knowledge relate to their awareness of state and district policy and curriculum, teaching about the environment, teaching outdoors, and overall confidence in teaching environmental concepts. The study found that elementary teachers in this school district have high awareness and confidence regarding teaching in and about the environment. They are also highly knowledgeable about environmental topics. These teachers demonstrated that focused training and experience significantly impacts confidence in environmental and outdoor teaching. These findings provide compelling evidence of the need to incorporate direct experiences and practice when shaping environmental literacy teacher professional development. Despite the overall confidence in teaching in and about the environment, a little over half of the teachers reported that they took students outside for instruction. Challenges noted are similar to those reported in other studies and include safety, time, resources, appropriate spaces, permission, appropriateness, and student management. Overcoming these challenges does not lie solely with teachers and their confidence but also will require input and support from the administration, facilities, and curriculum developers. Focused professional development on the pedagogy and management strategies for instruction in the outdoors is needed for both teachers and administrators. The opportunity of utilizing school grounds as its own classroom needs to be pursued as a cultural and systemic shift in our understanding of the modern classroom. The integration of environmental topics and outdoor instruction into content areas beyond science will build both the understanding and capacity of teachers and benefit student engagement and environmental literacy.Item TEACHERS’ ATTITUDES TOWARD INCLUSION OF CHILDREN WITH DISABILITIES IN RURAL EL SALVADOR(2015) Sabella, Thomas V.; Beckman, Paula; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The attitude of school teachers toward inclusion of children with disabilities is an important factor in the successful implementation of a national inclusion program. With the universal pressure to provide education for all and international recognition of the importance of meeting the needs of diverse populations, inclusive education has become important to governments around the world. El Salvador’s Ministry of Education seeks to establish inclusion as an integral part of their struggle to meet the needs of children across the country, but this is a difficult process, especially for a country with limited resources which still struggles to meet international expectations of educational access and quality. Teacher attitude is an important factor in the success of inclusion programs and can be investigated in relation to various factors which may affect teachers’ classroom practice. While these factors have been investigated in multiple countries, there is a need for more knowledge of the present situation in developing countries and especially in schools across the rural areas of El Salvador to meet the needs of the diverse learners in that country. My research was a mixed methods case study of the rural schools of one municipality, using a published survey and interviews with teachers to investigate their attitudes regarding inclusion. This research was the first investigation of teachers’ attitudes toward inclusion in rural El Salvador and explored the needs and challenges which exist in creating inclusive schools across this country. The findings of this study revealed the following important themes. Some children with disabilities are not in school and those with mild disabilities are not always getting needed services. Teachers agreed with the philosophy of inclusion, but believed that some children with disabilities would receive a better education in special schools. They were not concerned about classroom management. Teachers desired more training on disability and inclusion. They believed that a lack of resources, including materials and personnel, was a major barrier to inclusion. Teachers’ attitudes were consistent regardless of family and professional experience with disability or amount of inclusion training. They were concerned about the role of family support for children with disabilities.Item Uncovering Critical Considerations: Using a Culturally Relevant Analysis to Reveal Teachers' Diversity and Equity Beliefs within Visions and Practice(2015) Yee, Laura S.; De La Paz, Susan; Valli, Linda; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The primary purpose of this study was to examine teachers' beliefs about diversity and equity through a culturally relevant analysis of their visions of teaching and practice. The secondary purpose was to identify how centrally located these beliefs were within their visions. Participants included a Black British female second grade teacher, a White Cajun-American male pre-kindergarten and a White American female art teacher within one public elementary school in the Mid-Atlantic region of the United States. Using qualitative case study methodology, participants' visions and practices were collected through individual interviews and observations of teaching over the course of one unit of study. Data included interview transcripts, observational field notes and teaching artifacts (e.g., lesson plans, student work). Using Atlas.ti Qualitative Data Analysis (QDA) software, data were analyzed using teacher vision and culturally relevant teaching (CRT) frameworks. Both open and a priori codes were assigned to data for each case analysis. Findings reveal underlying positive beliefs for all three teachers as evidenced by the presence of culturally relevant elements in their visions and practice. All teachers also held these elements centrally within their visions of teaching and their practice. The framework for this study as well as its findings demonstrate how vision and CRT may be used to reveal underlying asset rather than deficit teacher beliefs about students.Item Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?(2014) Reed, Kara Lianna; Kivlighan, Dennis; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to determine if participation in a Year Long Math Course (YLMC) for professional development would reduce teacher personal or professional math anxiety. Through a quantitative study using the McAnallen Anxiety in Mathematics Teaching Survey, the researcher measured the personal and professional math anxiety of participants and analyzed the data to determine if teachers who participated in a year -long math course had less anxiety than those who did not participate. All teachers involved in the study were considered generalists at the elementary level. Through use of the McAnallen Anxiety in Mathematics Teaching Survey, the study provided data that could be used to inform professional development training for pre-service and in-service elementary teachers. The study could also be used to support strengthening of mathematics programs in pre-K through 12 education.Item The effects of classroom autonomy, staff collegiality, and administrative support on teachers' job satisfaction(2013) Lasseter, Austin; Lasseter, Austin; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of my dissertation is to determine which job-related factors are most likely to explain teachers' sense of satisfaction with their current job. Based on previous research (Fairchild et al., 2012; Lee, Dedrick, & Smith, 1991; Perie & Baker, 1997), I hypothesized that teachers' perceptions of classroom autonomy, staff collegiality, and administrative support would have a greater impact on teachers' job satisfaction than demographic characteristics of either teachers or schools. My study used a dataset of 19,130 teachers in 2,420 schools drawn from the 2007-08 Schools and Staffing Survey (SASS). The study employed a two-level hierarchical linear modeling (HLM) technique. I modeled the key constructs at both the individual and collective levels by conceptualizing autonomy, collegiality, and support as individual teachers' perceptions and as the average of all teachers' perceptions in the school. My dissertation found that individual teachers' perceptions of classroom autonomy, staff collegiality, and administrative support had a greater impact on teachers' job satisfaction than demographic characteristics of schools and teachers. In addition, my study found that school-wide perceptions of classroom autonomy, staff collegiality, and administrative support had a significant effect on teachers' job satisfaction over and above the effects of individual teachers' perceptions. The study found significant negative effects on job satisfaction for teachers working in Catholic schools and for teachers working in schools where poverty was perceived to be a school-wide problem. Finally, my study determined that sufficient between-school variance existed in the outcome to justify future school-level policy interventions aimed at improving teachers' job satisfaction. Based on my findings, I recommend that policy makers who are concerned about addressing low levels of job satisfaction among teachers should begin by improving factors related to classroom autonomy, staff collegiality, and administrative support, since these are likely to have a meaningful impact. I also recommend that future research should employ a narrow definition of the outcome focusing on teachers' satisfaction with their job rather than their satisfaction with teaching in general.Item Teachers' Ratings of Relationships with Students: Links to Student and Teacher Characteristics(2012) Buhl, Sara J.; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This exploratory study examined the associations between teacher-student relationship ratings and characteristics of students and teachers. A sample of fifth grade teachers (N = 115) and their students (N = 2070) were studied. Hierarchical linear modeling was employed to explore the associations between variables while taking both individual characteristics and classroom context into account. An investigation of within-teacher variation indicated that males, Asian students, Hispanic students, FARM eligible students, and students with high prior internalizing scores generally received lower closeness scores. A between-teacher (level-2) model was created to gain a better understanding of the influence of classroom context on teacher reports of closeness with their students. Classroom context was found to play a significant role in relationship ratings for students in general and also for subpopulations of students (i.e., male, high prior externalizing, or high prior internalizing). Teacher self efficacy was positively associated with relationship closeness. Longitudinal data were used to explore the association between the ratings that teachers had provided during previous years (with prior students) and ratings of closeness with their current students. Results indicated that teacher ratings of their previous students during prior years were a significant positive predictor of how their current relationships were rated. Implications, limitations, and directions for future research are discussed.