The topic of this study was to provide a description of instruction identified and provided by teachers of students with visual impairments. It was not known how teachers describe vision interventions, environmental adaptations, and educational modifications for students with cortical visual impairment. The study was conducted in Southwest…

Together, this dissertation describes the combined importance of visuality, pedagogy, and forces like power in deaf education. It documents a multimethod qualitative research design with case study and grounded theory methods to examine conflicting issues about "how" and "why" vision is used in deaf pedagogy. Initially,…

This study examines the teacher visions, or idealized images of classroom practices, held by second-year alternatively certified special education teachers. In particular, it explores the range of visions maintained by New York City Teaching Fellows who begin teaching in "hard-to-staff" subjects and schools after minimal pre-service…

The purpose of this study was to consider the political dimensions of teachers' work through a conceptual comparison to the work of social activists. The author developed a four-part analysis of the work of activists through a reading of the social movement literature and compared that analysis to the work of teachers according to four…

Technology is a powerful tool with incredible potential for altering established forms of pedagogy. The school principal is the key factor affecting the successful integration of technology. The purpose of this study was to identify the leadership styles practiced by school principals who are implementing instructional technology in their…

This dissertation advances an alternate vision for research and teaching in rhetoric and composition studies that centers on the development of online writing archives. To justify the need for this alternate vision, it assesses the limitations of the field's predominant research and teaching program: process theory. More specifically, it examines…

Current reform in mathematics teaching and learning is rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and the use of worthwhile tasks (National Council of Teachers of Mathematics, 1989, 1991, 2000). This changing vision not only challenges teachers' beliefs about mathematics…