Browsing by Subject "thematic analysis"
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Item A Content and Thematic Analysis of Foundational Reading Courses in Minnesota’s Teacher Preparation Programs(2022-11) Payeur, AbbeyDue to the life-altering effects reading ability has on one’s life, the public, government, and educators have a vested interest in understanding how reading acquisition occurs and is most effectively taught. The body of research termed the ‘science of reading’ shows that at least 92 percent of children can read at grade level when given scientifically based reading instruction (Foorman et al., 1998; Mathes & Denton, 2002; Mathes et al., 2005); yet, consistently, over 30 percent of Minnesota’s students do not reach the “basic” level of reading as indicated by the Minnesota Comprehensive Assessments in Reading (MDE, 2022). While standardized test scores do not provide a holistic picture of students’ academic success, they do serve as an indicator of reading progress. This study aimed to understand how teachers in Minnesota are prepared to teach reading by institutions of higher education. Through a content and thematic analysis of syllabi from reading courses from 29 institutions in Minnesota, this study determined trends in textbook choices, assignments, and key course content topics. Results revealed areas of strength and growth across Minnesota teacher preparation in foundational reading. Areas of strength included topics such as differentiation, diversity in children’s literature and curricular materials, and inclusion of characteristics of dyslexia. Areas for growth included understanding and teaching reading acquisition models, increasing teacher candidates’ opportunities to apply the major components of reading in field placement settings, and selecting exemplary textbooks. The intention of this study was to provide concrete data to those working to retain the strengths of content in foundational reading courses in Minnesota while increasing the course content that aligns with the scientifically based knowledge of reading acquisition.Item Student Leadership in Higher Education: A Phenomenological Study Examining the Experiences of Hmong Student Leaders in Higher Education(2014-08) Yang, DangThis thesis is a phenomenological investigation of the lived experiences of six Hmong student leaders enrolled in a public four-year institution of higher education. Specifically, the study examined student leadership development among this population of students and sought to determine patterns of responses in their leadership experiences. Using Braun and Clark's (2006) Thematic Analysis to examine the data, four patterns emerged. First, the participants discussed the importance of developing key skills. Second, participants discussed the ways in which their leadership experiences contributed to their feelings of belonging and community development on campus. Third, participants discussed their experiences navigating multiple identities and social roles. Fourth, participants discussed the ways in which they used their leadership experiences as a means to facilitate social action leading to equitable outcomes. The findings also strongly suggested that race and ethnicity was a significant factor in the participants' student leadership development.