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Equity, Education, and Teacher Preparation : = A Collective Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Equity, Education, and Teacher Preparation :/
Reminder of title:	A Collective Case Study.
Author:	Hayes, Tammie LaShun Reece.
Description:	1 online resource (154 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355971149

Equity, Education, and Teacher Preparation : = A Collective Case Study.
Hayes, Tammie LaShun Reece.

Equity, Education, and Teacher Preparation :A Collective Case Study. - 1 online resource (154 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.Ed.Lead.)--Union University, 2018.

Includes bibliographical references

The purpose of this qualitative collective case study was to examine three Tennessee university teacher education programs (TEPs), both public and private, to assess the extent to which they include equity/diversity related curricula to train new teachers to provide an equitable education to the increasing minority student population of public schools. In this qualitative collective case study, the researcher collected data related to the philosophical and theoretical underpinnings of three Tennessee universities' TEPs by obtaining curricula documentation (catalogue course descriptions, syllabi, assignments, books/reading materials, etc.) and by interviewing three university professors who taught the equity/diversity-related course that TEP students could take to satisfy their program requirements. Three teacher participants took part in two interviews and responded to reflective journal prompts in order to provide qualitative data for this study. The researcher combined the data from each university professor and the corresponding teacher participant. The combination was used to further synthesize the data in order to address the larger question of individual TEP's ability to support and prepare the respective teacher participant for equity in the classroom. The synthesized data enabled the researcher to discover the professor participants' beliefs about the philosophy and process of preparing new teacher candidates. The data also provided insight into the teacher participants' perceptions of their own preparedness to provide an equitable education to the increasing minority student population of public schools, as a result of taking the equity/diversity-related course(s) in their TEPs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355971149Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Equity, Education, and Teacher Preparation : = A Collective Case Study.
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100 1 $a Hayes, Tammie LaShun Reece. $3 1188143
245 1 0 $a Equity, Education, and Teacher Preparation : $b A Collective Case Study.
264 0 $c 2018
300 $a 1 online resource (154 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Dianne Morgan.
502 $a Thesis (Ed.D.Ed.Lead.)--Union University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative collective case study was to examine three Tennessee university teacher education programs (TEPs), both public and private, to assess the extent to which they include equity/diversity related curricula to train new teachers to provide an equitable education to the increasing minority student population of public schools. In this qualitative collective case study, the researcher collected data related to the philosophical and theoretical underpinnings of three Tennessee universities' TEPs by obtaining curricula documentation (catalogue course descriptions, syllabi, assignments, books/reading materials, etc.) and by interviewing three university professors who taught the equity/diversity-related course that TEP students could take to satisfy their program requirements. Three teacher participants took part in two interviews and responded to reflective journal prompts in order to provide qualitative data for this study. The researcher combined the data from each university professor and the corresponding teacher participant. The combination was used to further synthesize the data in order to address the larger question of individual TEP's ability to support and prepare the respective teacher participant for equity in the classroom. The synthesized data enabled the researcher to discover the professor participants' beliefs about the philosophy and process of preparing new teacher candidates. The data also provided insight into the teacher participants' perceptions of their own preparedness to provide an equitable education to the increasing minority student population of public schools, as a result of taking the equity/diversity-related course(s) in their TEPs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Union University. $b Education. $3 1188144
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10785311 $z click for full text (PQDT)