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dc.contributor.authorRohde, Lisa Ann
dc.date.accessioned2015-04-21T04:30:17Z
dc.date.available2015-04-21T04:30:17Z
dc.date.issued2014-08
dc.identifier.otherrohde_lisa_a_201408_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/rohde_lisa_a_201408_phd
dc.identifier.urihttp://hdl.handle.net/10724/31288
dc.description.abstractSchools are becoming increasingly diverse environments; however, the teacher population has remained unchanged for years. This present study aims to gather further information on preservice teachers’ K-12 school experiences and to explore if and how these experiences may impact and influence their beliefs and actions toward future students. Participants included preservice teachers at two large state universities in the Southeast, including both those in undergraduate and M.A.T. teacher education programs. This mixed methods study asked all participants to complete a survey instrument detailing their K-12 school experiences. A smaller sample of participants completed interviews to further explore these experiences and to gather their beliefs about students using cartoon vignettes. The results of this study indicate that the great majority of participants had particularly positive school experiences, were generally very successful students, and had little positive experience with ethnic diversity as K-12 students. Their past experiences were related to their actions and beliefs toward the struggling or misbehaving students in the vignettes, especially when the student portrayed was a person of color.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.titleExploring preservice teachers' K-12 educational experiences and related beliefs
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorNancy Knapp
dc.description.committeeNancy Knapp
dc.description.committeeJames Garrett
dc.description.committeeLouis Castenell
dc.description.committeeMartha Carr


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