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Full-Text Articles in Education
“Who We Are On Paper”: Celebrating Writing Identity And Diversity With High School Seniors In A Dialogic Ela Classroom, Karen Larson Buechner
“Who We Are On Paper”: Celebrating Writing Identity And Diversity With High School Seniors In A Dialogic Ela Classroom, Karen Larson Buechner
Theses & Dissertations
Grounded in theory that views language and writing as inextricable from the social event within which it occurs, the purpose of this ethnographic study was to explore how the dialogue produced within the context of a detracked English Language Arts (ELA) classroom contributed to students’ perceptions of their writing identity. The class consisted of a racially, socioeconomically, and academically diverse group of 12th-grade students enrolled in a suburban, public high school. Findings illustrated that writing identity was enacted through multiple iterations of literacy processes embedded in a curriculum that was culturally responsive and implemented through dialogic methods. The analysis of …
A Meaningful Paradox Of Color-Blind Racism And Racial Literacy: Understanding The Phenomena Of White Women Teachers Educating Students Of Color, Alaisa Rigoni Grudzinski
A Meaningful Paradox Of Color-Blind Racism And Racial Literacy: Understanding The Phenomena Of White Women Teachers Educating Students Of Color, Alaisa Rigoni Grudzinski
Theses & Dissertations
Recognizing school resegregation and the demographic imperative as systemic problems impacting the educational outcomes of students of Color, this study examined the role of White women teachers’ racial views within the sociocultural context of teaching and learning. The purpose of this dissertation was to explore how 15 high school teachers described their lived experiences as educators of Latinx, Black, and Asian students in a racially diverse, public high school on Long Island, New York. This qualitative study was conceptualized through combining the theoretical lens of critical whiteness studies and critical pedagogy utilizing a qualitative phenomenological methodology for data collection, with …
Toward An Understanding Of Student Agency Within Institutional Dis/Ableism: A Critical Phenomenological Study, Shalinie Sarju
Toward An Understanding Of Student Agency Within Institutional Dis/Ableism: A Critical Phenomenological Study, Shalinie Sarju
Theses & Dissertations
Students classified with dis/abilities and situated in segregated special classes learn in a system of compulsory able-bodiedness. Peripheralized school high students in special classes experience marginalization and oppression leading to poor academic and postschool outcomes. This critical phenomenological study sought to investigate the lived agentic experiences of high school students classified with dis/abilities and placed in a special class for educational instruction during distance learning and in-person school. To gain deeper insight into students as actors in their learning environment, it was necessary to examine the forms of capital that students harnessed toward their agency. Five high school students in …
Positioning Co-Teachers In An Integrated English As A New Language Class: Making Sense Of Teaching Roles, Kelley E. Cordeiro
Positioning Co-Teachers In An Integrated English As A New Language Class: Making Sense Of Teaching Roles, Kelley E. Cordeiro
Theses & Dissertations
This study examined how co-teachers of English to Speakers of Other Languages (ESOL) and General Education (GE) perceived their roles, agency, and professional positioning within co-taught elementary integrated English as a New Language (ENL) classes. Theories of positioning and educational change guided this study, exploring teachers’ perceptions of parity and observations of their discourse and interactions within the context of school and district cultures and policies. ESOL and GE co-teachers who implemented the collaborative cycle of instruction with fidelity experienced parity in their partnerships. These teachers utilized their distinct areas of expertise and had a common understanding of each teacher’s …
A Narrative Inquiry: What Does It Mean To Be A Black Male Teacher?, Nathaniel Marner
A Narrative Inquiry: What Does It Mean To Be A Black Male Teacher?, Nathaniel Marner
Theses & Dissertations
Nationwide, only 2% of K-12 teachers in the United States are Black males. As student demographics are shifting, more Black male teachers are needed in urban schools as well as in suburban settings (where this research took place). Research has shown that when Black students see examples of same-race teacher role models in schools, it increases student outcomes and influences future aspirations. Therefore, my narrative research study examined the stories of Black male educators in suburban elementary and middle schools with mostly students of color. Stemming from my own story of why I became a teacher, my motivation for this …
Co-Creating A Culture Of Belonging Through The Relational Co-Teaching Framework: A Critical, Transformative Auto|Ethnography, Elizabeth L. Stein
Co-Creating A Culture Of Belonging Through The Relational Co-Teaching Framework: A Critical, Transformative Auto|Ethnography, Elizabeth L. Stein
Theses & Dissertations
This critical, transformative auto|ethnography highlights power relations and culture as it documents my four-month collaborative journey with co-teachers and their students in their fifthgrade suburban school in Northeastern New York. This study describes how Ms. K., a general educator, and Ms. D, a special educator, negotiated power and reimagined a culture of belonging through the shift to remote learning during the COVID-19 pandemic. The co-teachers’ interactions were analyzed on macro, meso, and micro levels with data sources, including transcripts from cogenerative dialogues and semi-structured interviews, written reflections through student journaling, researcher’s journal, and other artifacts. A theoretical bricolage guided my …