Document Type


Date of Degree

Fall 2013

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Williams, Rachel Marie-Crane

First Committee Member

McGuire, Steve

Second Committee Member

Baldus, Clar

Third Committee Member

Sunstein, Bonnie

Fourth Committee Member

Coggins-Moser, Cinda

Fifth Committee Member

Bills, David


This is a qualitative, mixed-methods study that focuses on the dispositions that preservice teachers bring into teacher education programs in regard to homelessness. Teacher education programs play an important role in providing preservice teachers experiences teaching that prepare them for working with diverse populations of students. Students enrolled in an elementary art methods course and participated in a civic engagement experience, teaching children after school who were living in a transitional housing program.

The results of this study showed evidence that working in community settings with diverse students can alter preservice teachers' notions and awareness of impoverished and homeless children. As a researcher, it is my hope that this alteration will significantly impact the way that pre-service teachers interact with all of their future students.


Art Education, Civic Engagement, dispositions, diverse populations, Homelessness, Preservice Teachers


viii, 240 pages


Includes bibliographical references (pages 236-240).


Copyright 2013 Wendy Sue Miller