Alicia Gray, a LIfTS Research Fellow during the 2021-2022 academic year, has successfully defended her dissertation entitled Glue Gun Stories: Public Art Educators’ Perceptions of Trauma and its Impact on Their Pedagogy and Praxis. Using a variety of data collection methods, including interviews, observations, and art-based data, this study investigated how art educators are positioned to support students and to act as levers of change. The study’s abstract is attached below.

Abstract

Contact Information: aarendt@lesley.edu

Alexandra successfully defended her dissertation titled: Exploring Teacher Agency and Student Engagement: A Case Study of an Urban High School in the United States. Teacher agency, student engagement, and the relationship between these two complex constructs are explored in this mixed-methods case study of a Northeastern urban high school, “City High School” (CHS).

Cover and Abstract

Contact Information: akirby4@lesley.edu

Liz successfully defended her dissertation titled: Understanding Preschool Teachers’ Perceptions of Challenging Behavior: “It’s Exhausting”. This mixed methods study sought to understand preschool teachers’ perceptions of challenging behavior in their classrooms and the impact challenging behavior has on relationships within the classroom community.

Abstract

Contact Information: estaple2@lesley.edu

Abstract

PPT