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Negotiation in Entering Spaces: Teaching and Learning in a Disciplinary Writing Course
This dissertation explores the reciprocal nature of teaching and learning in a disciplinary writing course on a university campus. The study draws on qualitative, ethnographic case study methodology to examine how an instructor and teaching assistants in a junior-level geography course taught the discipline’s writing practices, ...
Teaching Toward Utopia: Promise, Provocation, and Pain in Pedagogies of Radical Imagination
A review of literature about education for social justice revealed that while imagination is frequently invoked as one of the pedagogical goals toward which radical educators aim, its nature and processes by which it might grow are under-theorized. Furthermore, scant attention is given to the challenges that educators face ...
Predictors of Higher Education Participation for Students with a Specific Learning Disability: A Secondary Data Analysis of High School Students in Washington State
Three school-level variables, including the proportion of minorities of the school’s student population, the proportion of free and reduced price meal program participation of the school’s student population, and student-teacher ratio, and five student-level variables, including race, gender, primary language, least restrictive ...
Understanding Contradictions in Times of Change: A CHAT Analysis in an Art Museum
Art museums are moving increasingly toward community and experience-based practices and away from traditional modes of operating. This research explores change at an art museum through the lens of Cultural Historical Activity Theory (CHAT), specifically as it relates to the education department. By employing a multi-level ...
"It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution
This research documents the experiences of Teacher Candidates of Color (TCCs) during their K-8 teacher preparation program at a Predominantly White Institution. The study followed the TCCs in two different learning environments: their university courses and their school placement sites in order to discover in what ways, if ...
From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice
The community of practice (CoP) social/collaborative learning model has been widely adopted since its introduction by Jean Lave and Entienne Wenger in 1991, with growth spurred on as practitioner groups increasingly leverage technology to overcome geographically dispersed memberships. The purpose of this study was to address ...
Agency Outside the Margins: Identity Development of Youth Attending Alternative High Schools
The purpose of this dissertation is to look at the identity development of youth throughout their first year attending two alternative high schools. Alternative schools fall in an interesting space of being able to provide innovative and supportive opportunities that are different from mainstream schooling, yet also alternative ...
Crafting a Third Space: Teacher Beliefs and Practices in Curriculum Reform for Multicultural Education
This qualitative case study examined South Korean elementary teachers’ beliefs about the goals of multicultural education in relation to practices and contexts within social studies instruction. The first research question examined the distinguishing features of South Korean elementary teachers’ beliefs about the goals of ...
Relationship between Comprehensive School Readiness Profiles and Longer-Term Academic Growth
Understanding the links between school readiness and child outcomes is essential in helping educators understand crucial early childhood intervention points to help children adjust to their academic environments. Although cognitive indicators once defined school readiness, the prevailing research over the past 15 years indicates ...
"You have to reach before you can teach": A study of teacher candidates' journeys of community teaching
Initiatives to involve communities in preservice teacher education programs are not new. Neither are attempts to provide preservice teachers with experiences in communities. However, there are fewer research accounts of preservice teachers experiences in programs where teacher educators establish “equal status” (Seidl & Friend, ...