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dc.contributor.advisorBell, Philip L
dc.contributor.authorKlein, Elaine Renee
dc.date.accessioned2018-07-31T21:07:39Z
dc.date.submitted2018
dc.identifier.otherKlein_washington_0250E_18566.pdf
dc.identifier.urihttp://hdl.handle.net/1773/42085
dc.descriptionThesis (Ed.D.)--University of Washington, 2018
dc.description.abstractThis dissertation provides insights on how graduate-level scientists navigated developing their skills and identities as educators, across two different research contexts. Using a Design-Based Research lens, the design of a two-year scientist-youth mentoring program was investigated to understand how relational equity, or symmetrical power relations, can be fostered between participants. Mentoring scientists’ identity development was also studied through a case study approach, to highlight the differential identity pathways that both motivated and were impacted by their developing practice in youth engagement. Finally, a graduate seminar on education research for scientists provided a counter-context to the mentoring program, that elucidated how identity development was also salient as scientists learned about evidence-based teaching practices. The studies are united by sociocultural perspectives on identity development and learning, collection and analysis of ethnographic, reflective, and quantitative data, and a focus on how the design of learning environments impacted collective outcomes. Implications of this work span across disciplines, by situating graduate student identity development as a complex phenomenon rather than a narrow trajectory of socialization, and providing design principles and exemplars that can be leveraged in other contexts for youth to interact with scientists and scientists to learn how to teach.
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.rightsnone
dc.subjectEducation
dc.subjectEquity
dc.subjectGraduate Student
dc.subjectPedagogy
dc.subjectScience
dc.subjectScientist
dc.subjectScience education
dc.subject.otherEducation
dc.titleLearning Beyond the Lab: Designing for Identity Development and Relational Equity for Youth and Scientists
dc.typeThesis
dc.embargo.termsRestrict to UW for 1 year -- then make Open Access
dc.embargo.lift2019-07-31T21:07:39Z


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