Early Childhood Education Dissertations

Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools

Andrea D. Lewis — Fri, 13 Apr 2012 07:23:41 PDT

The intent of this study was to explore the perceptions of Black middle and upper class preservice teachers as they relate to teaching and learning in high poverty urban schools. Participants included 11 senior early childhood education preservice teachers at a historically Black college in the southeast region of the United States. The study was conducted using qualitative inquiry. Background questionnaires, individual interviews, and a group interview served as the data sources.

While there is an extensive body of knowledge focused on the increasing number of White preservice teachers who lack experience with students in diverse communities, there are limited studies pertaining to the perceptions of Black middle and upper class preservice teachers who may lack experience with students in high poverty urban schools. In the Black community, color and social class have been inexorably linked for generations. Social class is conceivably one of the most significant sources of inequality in schools and was one of the first factors, after intelligence, researched by scholars as a source of difference in achievement.

The study answered the following questions: (1) What are the perceptions of Black middle and upper class preservice teachers regarding teaching and learning in high poverty urban schools? (2) To what extent do Black middle and upper class preservice teachers believe they can be successful teachers in high poverty urban schools?

The data demonstrated that Black middle and upper class preservice teachers (a) prefer to teach in communities similar to their own school experiences; (b) believe students from high poverty urban schools can achieve at the same level as students in middle and upper class schools, but are uncertain of the value their informal knowledge brings to the classroom; (c) recognize effective teaching strategies and best practices in classroom instruction; and (d) have mixed feelings regarding their ability to connect with students and parents in high poverty urban schools. Implications from the study include expanding the scope of field experiences for Black middle and upper class preservice teachers in high poverty urban schools and recognizing Black middle and upper class preservice teachers in teacher education research.

Investigation of In-Service Teachers' Use of Video during a Critical Friends Group

Karen A. Czaplicki — Thu, 03 Nov 2011 11:52:15 PDT

Critical Friends Groups (CFGs) were established in 1995 as a form of professional development for teachers. The current study employed the use of video as a medium for documenting the effects of CFG participation on teaching practices. This allowed links to be drawn between CFG participation and teaching practice, a critical gap in the literature. This qualitative case study drew upon Knowles’s Adult Learning Theory to help provide a framework for thinking about Critical Friends Groups and analyzing the findings. The 9 participants in this study included 1 third grade Early Intervention Program teacher and 8 CFG members from an urban elementary school. Multiple data sources were analyzed including classroom teaching practice videos, focal teacher's and CFG members’ written reflections, CFG meeting verbatim transcriptions, focal teacher and CFG member interviews, and researcher memos. Data analysis was iterative and axial coding led to a code book depicting the final 6 key themes: change in teacher attitude toward the use of video, shared teaching practice, pedagogical-driven conversations, change in pupil engagement, captured classroom practice and promotion of teacher reflection. Barriers to the use of video in a CFG included logistics and teacher resistance. The researcher used data triangulation, member-checking and an audit trail to assure the trustworthiness of the study. Teachers reported that they learned from watching one another’s practices and from discussing each other’s ideas. The use of video in this study appeared to offer a viable innovation in an already prevalent model of professional development, CFGs. Video appeared to have much potential at the in-service level as it helped to cultivate knowledge, skills, and attitudes among teachers.

Allow the Music to Speak: A Portraiture Case Study of Pre-service Teachers' Experiences in a Music-Integrated Literacy Methods Course

Christi Moore — Mon, 18 Apr 2011 14:46:09 PDT

Drawing on portraiture methods, this case study is an exploration of the experiences of pre-service teachers who participated in a music-integrated literacy methods course during their first semester in an elementary teacher preparation program. The study is a response to previous researchers’ findings that arts-integrated university courses hold the most impact on the teaching practices of pre-service teachers when included early in their preparation programs and that pre-service teachers are more hesitant about music integration than the integration of other art forms. Data collected over the course of one semester included course assignments, reflective journals, a survey designed to measure teacher attitudes toward the use of the arts in teaching, observations of teaching practices in the field, audio-recorded debriefing sessions after each teaching observation, and audio-recorded semi-structured interviews. Six participants were observed in their field placements and six participants were interviewed; two participants were included in both the observation and interview groups. Data analysis included the use of In Vivo and axial coding as well as Impressionistic Records. Four major themes regarding pre-service teachers’ experiences in a music-integrated literacy methods course were identified: (a) pre-service teachers’ thinking as learners in a music-integrated literacy methods course doesn’t transfer to their teaching practices, (b) previous training in music impacts how pre-service teachers envision their future arts-integrated teaching, (c) pre-service teachers’ actual practice doesn’t mirror their envisioned practice, and (d) pre-service teachers desire more supportive field experiences that allow freedom to integrate the arts and place less emphasis on testing mandates. Further, pre-service teachers who have experienced a music-integrated literacy methods course see music as an effective tool for teaching literacy concepts to their students. This study provides an in-depth understanding of pre-service teachers’ experiences in a music-integrated literacy methods course and highlights their voices as heard in the data.

The Relationship between Language and Reading in Bilingual English-Arabic Children

Lama K. Farran — Mon, 29 Nov 2010 10:00:29 PST

ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.

A Dichotomy Examined: Beginning Teach for America Educators Navigate Culturally Relevant Teaching and a Scripted Literacy Program in their Urban Classrooms

Kara M. Kavanagh — Mon, 22 Nov 2010 12:26:53 PST

In contrast to the diversity of students, the implementation of federal policies has created a push for standardization in pedagogy and curriculum that serve culturally and linguistically diverse students. Effects include narrowing of curriculum and pedagogy, proliferation of prescriptive literacy programs, increased high-stakes testing, and negative effects on teachers’ identity, autonomy, and desire to teach. Simultaneously, teaching prospective teachers how to construct culturally relevant curriculum and pedagogy is emphasized as a vital part of teacher preparation. However, research shows that even when teachers leave programs with preparation for culturally relevant teaching, initial jobs and local contexts shape and constrain teachers’ ideologies, agency, goals, and practice connected to teaching diverse students. In response to research, this study was designed to investigate how novice Teach For America teachers with an espoused culturally relevant pedagogy ideology implement a scripted literacy program in urban classrooms. A multiple case study design guided data collection and analysis. Data collection included interviews, observations, observation debriefs, visual representations, documents, and teaching artifacts. The data were analyzed using a constant comparative approach and Grounded Theory techniques. These teachers were constrained and influenced by several institutional and contextual factors, yet were able to negotiate their educational beliefs with the requirements of their mandated scripted literacy program to enact tenets of culturally relevant teaching. The findings suggest teacher preparation programs need to have a conceptual framework embedded in coursework and field experiences that empowers beginning teachers to negotiate the sociopolitical constraints of their school context to meet the needs of students.

Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom

Brian S. Lack — Mon, 08 Nov 2010 14:11:04 PST

The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grade female students while solving rational number tasks in a standards-based classroom. Data collected through classroom observations, student interviews, and student work samples were analyzed via a multiple-cycle coding process that yielded several important within-case and cross-case findings. Within-case analyses revealed that (a) students’ access to participation was mediated by the degree of space they were afforded and how they attempted to utilize that space, as well as the meaning they were able to construct through providing and listening to explanations; and (b) participation was greatly influenced by peer interactional tendencies that either promoted or impeded productive contributions, as well as teacher interactions that helped to offset some of the problems related to unequal access to participation. Cross-case findings suggested that (a) students’ willingness to contribute to task discussions was related to their goal orientations as well as the degree of social risk perceived with providing incorrect solutions before their peers; and (b) differences between the kinds of peer and teacher interactions that low- and high-performers engaged in were directly related to the types of challenges they faced during discussion of these tasks. An important implication of this study’s findings is that the provision of space and meaning for students to participate equitably in rich mathematics discourse depends greatly on teacher interaction, especially in small-group instructional settings where unequal peer status often leads to unequal peer interactions. Research and practice should continue to focus on addressing ways in which students can learn how to help provide adequate space and meaning in small-group mathematics discussion contexts so that all students involved are allowed access to an optimally rich learning experience.

A Case Study Examination of Culturally Relevant Pedagogical Practices for English- Language Learners in a Pre-Kindergarten Classroom Setting

Lisa Anne Matthews — Tue, 25 May 2010 12:14:24 PDT

Presently, over five million English-language learners (ELLs) are being educated in U.S. schools, and by the year 2020, more than half of the public school system population in the U.S. will be from families whose native language is not English (National Center for Educational Statistics, 2005). Culturally relevant pedagogy (CRP) (Ladson-Billings, 1995) provides a framework for classroom teachers to meet the needs of diverse learners. This ethnographic case study describes what CRP looks like for young ELLs and how a pre-kindergarten school teacher and her bilingual paraprofessional successfully implement CRP. This study: (a) examined the manifestation of culturally relevant pedagogy in a pre-kindergarten classroom for English-language learners, and (b) investigated the ways two teachers promoted three central tenets of CRP in their pre-kindergarten classroom: (1) academic success; (2) cultural competence; and (3) critical consciousness. The research questions were explored by collecting fieldnotes during 20 classroom observations, 3 individual interview transcripts, 3 individual member-checking transcripts, and 15 classroom documents. Findings were based on an open-coding analysis process and a priori coding to demonstrate examples of culturally relevant pedagogical practices and beliefs. The data suggests five major principles of CRP for young ELLs: (1) Oral multilingual classroom language experiences for young children occurred frequently; (2) Monolingual and bilingual teacher collaboration was beneficial for teachers and young children’s language and cultural development; (3) Children’s funds of knowledge were employed and integrated into classroom learning experiences; (4) Peer-to-peer interactions promoted language learning, literacy, and cultural understandings; and (5) Teachers’ and children’s acknowledgement of cultural similarities and differences were built upon. Furthermore, teachers promoted academic success by not accepting student failure and making students responsible for the academic success of their peers; cultural competence is established when teachers encourage children to interact effectively with others from different cultures; and critical consciousness is fostered when children know their authentic stories, are able to stand up for themselves, and ask questions about the world around them. These findings provide a greater understanding of CRP for young ELLs, specifically in a pre-kindergarten context, and hold important implications on future research on CRP.

Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform their Teaching Practices

Lydia Criss Mays — Mon, 08 Feb 2010 16:58:23 PST

Using a grounded theory approach to investigate the multidimensional reflections of two Reading Recovery teachers, this inquiry responds to calls for research on reflection and provides information for the field of education in understanding the nature of teachers’ reflections and how they inform teaching practices. Reading Recovery is a progressive intervention program which brings the lowest performing readers and writers to average levels of achievement in twelve to twenty weeks through daily, thirty minute one-on-one tutoring sessions that follow the same lesson pattern daily. Reading Recovery teachers are carefully trained to use reflection to design, implement, and observe children’s reading and writing practices to accelerate their reading and writing skills. To investigate the nature of participants’ reflections and how those reflections informed their teaching practices the data sources, collected over eight weeks, for each participant included field notes from seventeen observations, two semi-structured interview transcripts, thirty-six course documents, and two member checks transcripts. Open coding, memoing, and axial coding were used to examine all data sources. Further, each of the three dimensions of reflection, time, type, and context, were accounted for to fully explore participants’ reflections. Three interrelated major themes connected to the nature of Reading Recovery teachers’ reflectivity and practice were identified: (1) participants’ reflections are situated within the contextual framework of Reading Recovery and inform practices by serving as a roadmap to scaffold individualized instruction and examine personal philosophies of teaching and instructional assumptions; (2) Teacher identity as a reflective practitioner is a natural outcome participants and fosters the interconnectedness of practice and automaticity in their reflective practices; and (3) Systematic observations of the child during instruction focus on actions of the child and themselves as a teacher and serve as a trigger for reflection in a data-driven response sequence linking theory to practice. This study offers insight into how reflective practices of teachers of reading may be fostered through teacher education and into their own teacher development by linking their theoretical perspectives to their teaching practices.

In and Out of the Matrix: Three Elementary Pre-Service Teachers' Reflective Journeys toward Culturally Relevant Pedagogy

Tonia Renee Durden — Mon, 08 Feb 2010 16:58:22 PST

Heeding Hillard’s call for teachers to crack the walls of the matrix (inequitable schooling), this qualitative case study used Bronfenbrenner’s ecological systems theory as a theoretical lens and methodological tool to investigate the reflections of three elementary pre-service teachers. The first research question examined participants’ reflections as they were learning about teaching culturally and linguistically diverse students. The second question explored how these reflections connected to their developing culturally relevant beliefs and practices. To investigate these research questions the data sources collected for each participant included a pre/post Love & Kruger questionnaire, three individual semi-structured interview transcripts, eight written course documents, and two individual member written records. Cross case and within case analyses were conducted using a priori and open coding for all data and utilized the analytic strategy of relying on theoretical propositions. The theoretical proposition for this study was that teachers who reflected across systems of influences had more culturally relevant beliefs and practices. Findings from the cross case analysis suggested that (a) participants’ had shared patterns of reflectivity (b) drew upon multiple tools of references when confronted with less culturally relevant teaching in the field and program and (c) some course assignments facilitated participants’ reflection across systems more than others. The results from the within case analysis suggested that (a) participants’ racial identity experiences were the lenses they used to reflect on what being a culturally relevant teacher meant (b) some participants experienced cultural dissonance in the teacher development program as they considered culturally relevant pedagogy and (c) critical reflections across systems of influence revealed more developed understandings of culturally relevant pedagogy. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy.

Finding Their Way: A Critical Ethnography of Five African American Women Educators' Early Experiences to Develop Into Culturally Relevant Pedagogues

Rachel B. Dunbar — Mon, 08 Feb 2010 16:58:21 PST

ABSTRACT FINDING THEIR WAY: A CRITICAL ETHNOGRAPHY OF FIVE OF AFRICAN AMERICAN WOMEN EDUCATORS’ EARLY EXPERIENCES TO DEVELOP INTO CULTURALLY RELEVANT PEGAGOGUES by Rachel Beatrice Dunbar Teacher education programs have been charged with the responsibility to equip all teachers to work successfully in increasingly diverse elementary classrooms around the nation (NCES, 1996). However, the composition of the nation’s teaching force has not kept pace with these changes. Additionally, there is concern that many Pre-service teachers are ill prepared to work with culturally diverse students, partly because teacher education programs (TEPs) often adopt a monocultural, one-size-fits-all approach to preparation, ignoring race, class, and gender considerations (King & Castnell, 2001). African American women who seek preparation are greatly impacted by this singular approach to teacher education, which influences the way in which they experience their training. Consequently, they are often underserved in TEPs (Cozart & Price, 2005). It has been argued that TEPs will have to broaden their approaches to preparation by using a culturally relevant approach to teaching (Gay & Kirkland, 2003). Given the necessity for teachers to be equipped to meet the needs of culturally diverse learners in the classroom, it is imperative that TEPs are designed to cultivate culturally appropriate practices within Pre-service teachers. The purpose of this qualitative study was to explore the nature of the diversity preparation of five African American women and their teaching experiences following the completion of their teacher education training. The critical ethnographic case studies that developed were theoretically framed in Culturally Relevant Pedagogy (Ladson-Billings, 1995), Black Feminist Thought (Collins, 1990), and Womanism (Phillips, 2006). Data were collected from classroom observations, individual, and group interviews. Using a system of open coding (Strauss & Corbin, 1998), data analysis resulted in the emergence of three overarching themes: a) the formal diversity preparation offered by the university, b) the women’s individual perspectives of cultural relevance, and c) the ways in which the women incorporated their perspectives into their classroom practices. The experiences the young women encountered significantly influenced their understandings of culture and its impact on learning for diverse student populations. The results of this study suggest the need for teacher educators to reconsider how TEPs are structured to better prepare minority Pre-service teachers in the future to teach culturally diverse students.

Elementary Teachers' Experiences with Technology Professional Development and Classroom Technology Integration: Influences of Elements of Diffusion and Support

Frances LeAnna Bryant — Mon, 08 Feb 2010 16:58:20 PST

Lack of teacher technology integration is a documented concern within education. Effective staff development practices, the need for on-going support, and the presence of elements of diffusion are all recognized as factors that lead to higher rates of technology integration. These elements are not currently studied as a whole in research on technology education. This study sought to examine all three of these factors within a southern metropolitan school district’s technology teacher development initiative. The following questions guided the research: 1. How do teachers experience the five elements of diffusion (complexity, triability, observability, relative advantage, and compatibility) in the area of technology integration in elementary schools? 2. How do teachers experience instructional technology support and the impact of support on their technology integration instruction? 3. How do teachers experience technology staff development and the impact of staff development on their classroom technology integration? Data were collected from 81 online survey participants, 16 oral interview and web log analysis participants, and an interview with the project director at the completion of the first year of a two-year initiative. Participants received updated technology tools within their classroom and were required to take technology related courses, keep web logs, and complete technology projects. Research was conducted within a mixed methods triangulation design using a pragmatic paradigm with descriptive statistics and correlations as forms of quantitative analysis and a phenomenological approach applied in qualitative analysis. Findings showed the presence of elements of diffusion and support across all data sources. Teachers’ experiences with the program were positive and led to frequent and varied technology integration. Correlations indicated high levels of interrelatedness among the variables of support, elements of diffusion, and impact on instruction. Teachers reported enhanced engagement in learning among themselves and their students. The fact that teachers chose to be in the staff development program and had choices within the program to fulfill the requirements appeared to engage and motivate them. Even though teachers self-reported they were early adopters of technology, the program support structure was highly valued. The program could be used as a model for effective technology staff development.

Outcomes of Standards-based Portfolios for Elementary Teacher Candidates

Christina C. McIntyre — Mon, 08 Feb 2010 16:58:20 PST

Outcomes of Standards-based Portfolios for Elementary Teacher Candidates by Christie McIntyre Documentation of outcomes associated with teacher education portfolios and the quality of the reflections contained within the portfolios is sparse. This collective case study (Stake, 1995) of six teacher candidates enrolled in an elementary teacher education program at a large mid-western university explores the outcomes of developing a portfolio based on state standards. The first question of this study focuses on the outcomes of the portfolio process for the teacher candidate; the second question is an investigation of the critical events that facilitate the outcomes associated with the teacher portfolio. Zeichner and Wray’s (2001) critical dimensions of a portfolio process are used as a framework for understanding current research and the data from these portfolios. The third question addresses the nature and quality of reflections that accompany portfolios using Sparks-Langer, Simmons, Pasch, Colton, and Starko’s (1990) Framework for Pedagogical Thinking. In this qualitative study, Glasser and Strauss’(1967) constant comparative method is used to analyze data within and among the six cases. Data sources include electronic-portfolios, observations of portfolio seminars, and interviews with teacher candidates, cooperating teachers, and center coordinators. Credibility and dependability is based on prolonged engagement, triangulation, a comprehensive member check, and an auditor check. A “reflexive journal” (Lincoln & Guba, 1985, p. 327) is used to increase the overall trustworthiness. Historical theories of reflection by Dewey (1933) and Schön (1987) are considered during the final analysis. The study identifies four outcomes of this portfolio process for the teacher candidate: it increased their understanding of standards; supported the organization and articulation of their thoughts; encouraged them to reflect; and provided a snapshot of their professional growth. Three additional critical dimensions support the portfolio outcomes: the rationale guidelines, the assessment process, and the entire portfolio process.

Keep Your Eyes on Ms. Clark: Two Mexican Immigrant Children Make the Transition to Kindergarten

Mark B. Cobb — Mon, 08 Feb 2010 16:58:19 PST

Presented are case studies of two children as they make the transition from Mexican immigrant homes to kindergarten in an English-dominant school in the United States. In the first case, Victor adapts by keeping his attention focused on the teacher, which allows him to avoid disorientation and take on the role of exemplary student. In the second, Natalie adapts to kindergarten through her relationships with peers and the teacher. She often participates in class activities, however, without understanding the narrative or rationale behind them. Cross-case comparisons suggest that each student adapted in a way suited to his or her own needs and resources. The journey from disorientation to adaptation is described through the application of the holistic, systems-oriented, interactionalistic developmental approaches of Werner, Wapner, and Koizumi.

Development of Interest in Science and Interest in Teaching Elementary Science: Influence of Informal, School, and Inquiry Methods Course Experiences

Mizrap -. Bulunuz — Mon, 08 Feb 2010 16:58:18 PST

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: 1.What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? 2.Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? 3.Does the course affect participants’ interest and attitude toward science? 4.What aspects of the course contribute to participants’ interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher Preparation

Nermin Bulunuz — Mon, 08 Feb 2010 16:58:17 PST

Research on conceptual change provides strong evidence that not only children but also many adults have incorrect or incomplete understanding of science concepts. This mixed methods study was concerned with preservice and inservice teachers’ understanding of six earth and space science concepts commonly taught in elementary school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil formation, and earthquakes. The first part of the study determined and compared the level of conceptual understanding held by both groups on topics they will need to teach in the Georgia Performance Standards [GPS]. The second part focused on whether readings or hands-on learning stations, in some cases combined with concept mapping, improves preservice teachers’ understanding of these concepts. The third part described the application of conceptual change strategies of one group of preservice teachers during their field placements. The overall sample was two cohorts of preservice teachers, one cohort of preservice teachers from an alternative initial certification program, and two masters’ cohorts consisting of inservice teachers. Four data sources were: a six item open-ended survey, concept maps, the field assignments, and the researcher’s field notes. Rubrics were used to score answers to each survey question. Concept map scores were calculated based on the criteria developed by Novak and Gowin (1984). The first part of the study shows that both preservice and inservice teachers have low conceptual understanding of the earth science concepts taught in elementary school. Independent samples t-tests results indicate that both groups have similar understanding about these concepts. A two way ANOVA with repeated measures analysis demonstrated that readings and learning stations are both successful in building preservice teacher’s understanding and that benefits from the hands-on learning stations approached statistical significance. A paired samples t-test shows that concept mapping added to the participants’ conceptual understanding whether the participants learned the concepts through readings or stations. Finally, field assignments allowed the participants to apply knowledge that they learned in their science methods course in their classroom placements. This study has implications for teacher preparation programs, staff development, and conceptual change practices in field placements.

Effect of a Wildlife Conservation Camp Experience in China on Student Knowledge of Animals, Care, Propensity for Environmental Stewardship, and Compassionate Behavior Toward Animals

Sarah Marie Bexell — Mon, 08 Feb 2010 16:58:14 PST

ABSTRACT EFFECT OF A WILDLIFE CONSERVATION CAMP EXPERIENCE IN CHINA ON STUDENT KNOWLEDGE OF ANIMALS, CARE, PROPENSITY FOR ENVIRONMENTAL STEWARDSHIP, AND COMPASSIONATE BEHAVIOR TOWARD ANIMALS by Sarah M. Bexell The goal of conservation education is positive behavior change toward animals and the environment. This study was conducted to determine whether participation in a wildlife conservation education camp was effective in positively changing 8-12 year old students’: (a) knowledge of animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals. During the summer of 2005, 2 five-day camps were conducted at 2 zoological institutions in Chengdu, China. The camp curriculum was influenced by theory and research on the following: conservation psychology, social learning theory, empathy and moral development theory, socio-biological theory, constructivist theory, and conservation science. Camp activities were sensitive to Chinese culture and included Chinese conservation issues. Activities were designed to help children form bonds with animals and care enough about them to positively change their behavior toward animals and the environment. This mixed methods study triangulated quantitative and qualitative data from six sources to answer the following: 1. Did camp increase student knowledge of animals? 2. Did camp increase student caring about animals? 3. Did camp increase student propensity for environmental and wildlife stewardship? 4. Did camp affect student compassionate behavior toward animals? A conservation stewards survey revealed significant increases on pre-post, self-report of knowledge, care, and propensity. Pre-post, rubric-scored responses to human-animal interaction vignettes indicated a significant increase in knowledge, and stable scores on care and propensity. Qualitative data from student journals, vignettes, and end-of-camp questionnaires demonstrated knowledge, caring, and propensity, and revealed the emergent theme empathy. To address question 4, instructors tallied campers’ behavior toward animals using a student behavior ethogram. Occurrence of positive behaviors was inconsistent, but negative behaviors decreased, indicating campers were more conscious of behaviors to avoid. Field notes helped determine that camps were implemented as planned, therefore not interfering with goals of the camp. This study contributes to an emerging and critical knowledge base of effective strategies to promote conservation behavior.