dc.contributor.advisor | Caruthers, Loyce Ellenor, 1947- | |
dc.contributor.author | Combs, Tammy M. | |
dc.date.issued | 2018 | |
dc.date.submitted | 2018 Spring | |
dc.description | Title from PDF of title page, viewed June 11, 2018 | |
dc.description | Dissertation advisor: Loyce Caruthers | |
dc.description | Vita | |
dc.description | Includes bibliographical references (pages 193-225) | |
dc.description | Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2018 | |
dc.description.abstract | The purpose of this social constructivist narrative study is to understand the thoughts,
perceptions and experiences of urban K-8 educational professionals regarding education for
globalization. The goal of this study is to collect the understandings and perceptions of
education for globalization held by urban teachers in the 21st century as it relates to their
personal story and professional practice of being a teacher and advocate for their students.
The following central question addressed by this narrative study was: What themes are
apparent in the narratives of novice and veteran teachers in an urban charter school in the
Midwest? The sub-questions that helped achieve the central question were: 1) What meanings
do novice and veteran teachers have about education for globalization? 2) What do they do
to integrate education for globalization in the curriculum?
The site selected for this study is located in the urban core of a Midwestern state. This
study selected participants through criterion sampling to gain in-depth and relevant insight of
the experiences of novice and veteran teachers in this study. Open-ended interviews, teacher
responses to journal prompts and Board document reviews, which provided a social context
for the teachers’ experiences were used to construct a narrative profile for each participant.
Analysis of the constructed narratives began with descriptive coding to identify units of
analysis and their frequency. Construction of interpretive codes followed the process of
descriptive coding which ended with the identification of themes. The themes that emerged
were education for globalization, educational reform, equitable education and educational
reform advocacy. The findings from this study can influence school reform initiatives,
teacher education programs and on-site professional development offerings for schools.
These narratives can inform teachers’ practice to effectively prepare students for competition
and living in a global society. | eng |
dc.description.tableofcontents | Introduction -- Review of literature -- Methodology -- Findings -- Discussion and recommendations -- Appendix A. Consent for Participation -- Appendix B. Initial Questionnaire -- Appendix C. Interview guide -- Appendix D. Teacher Journal Prompts -- Appendix E. IRB approval | |
dc.format.extent | xvii, 227 pages | |
dc.identifier.uri | https://hdl.handle.net/10355/64147 | |
dc.publisher | University of Missouri--Kansas City | eng |
dc.subject.lcsh | Education and globalization | |
dc.subject.lcsh | Teachers -- Attitudes | |
dc.subject.lcsh | Education, Urban | |
dc.subject.other | Dissertation -- University of Missouri--Kansas City -- Education | |
dc.title | A Narrative Study of The Perceptions Of Education for Globalization Held by Teachers in the Urban Core | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Education (UMKC) | |
thesis.degree.grantor | University of Missouri--Kansas City | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Ed.D. | |