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Full-Text Articles in Education

Becoming A Stem Teacher: A Study Of Interest In Education Careers Among First-Year Stem Majors, Seher Ahmad Aug 2016

Becoming A Stem Teacher: A Study Of Interest In Education Careers Among First-Year Stem Majors, Seher Ahmad

Publicly Accessible Penn Dissertations

Despite considerable public attention to STEM teacher shortage, little research has been done on the STEM teacher pipeline. This dissertation compares STEM majors with an interest in secondary school teaching (hereafter referred to as STEM teachers), STEM majors without an intention to enter secondary school teaching (hereafter referred to as STEM majors), and students with an interest in secondary school teaching (hereafter referred to as secondary school teachers). In this dissertation, I investigate individual, family, and institutional variables associated with students’ plans to enter STEM majors and pursue a career in education. I utilize Social Cognitive Career Theory (SCCT) framework ...


A Study On Mobility: Pakistani-Origin Muslim Youth In Higher Education, Mariam Durrani Jan 2016

A Study On Mobility: Pakistani-Origin Muslim Youth In Higher Education, Mariam Durrani

Publicly Accessible Penn Dissertations

My dissertation is a multi-sited ethnography that investigates the gendered lifeworlds of transnational Pakistani-origin, Muslim college students in New York City and in Lahore, Pakistan. My ethnographic approach follows the multiple and overlapping mobility trajectories of transnational youth as marked by particular, semiotic practices and narratives. During the 16 months of fieldwork, my focal fieldsites—the hallways, dorms, student club- rooms, cafeterias, and libraries at two comparable college campuses—provided the interactional spaces where I could observe students developing their social and cultural selves. In my research, I found that the rural to urban migration pattern and concomitant imaginaries remained ...


Revealing The Role Of Higher Education In A Diverse Democracy: A Theory Of College Student Political Identity Development, Demetri Lloyd Morgan Jan 2016

Revealing The Role Of Higher Education In A Diverse Democracy: A Theory Of College Student Political Identity Development, Demetri Lloyd Morgan

Publicly Accessible Penn Dissertations

ABSTRACT

REVEALING THE ROLE OF HIGHER EDUCATION IN A DIVERSE DEMOCRACY: A THEORY OF COLLEGE STUDENT

POLITICAL IDENTITY DEVELOPMENT

Demetri L. Morgan

J. Matthew Hartley

This dissertation sought to investigate how students make meaning of their curricular and cocurricular educational experiences while in college to better theorize how and why these experiences influence the development of their political identity. To date, research has shown that people who attend college are more likely to be civically and politically engaged compared to those who do not attend college. Yet few studies have sought to ascertain what about the totality of a person ...


Consuming Identities: Response, Revision, And Reimagining In Adolescent Transactions With Branded Young Adult Fiction, Nora Peterman Jan 2016

Consuming Identities: Response, Revision, And Reimagining In Adolescent Transactions With Branded Young Adult Fiction, Nora Peterman

Publicly Accessible Penn Dissertations

While children’s and young adult literature has always been a product marketed and sold for profit, the past two decades have seen a dramatic upsurge in young adult literature that is transmediated and commercially “branded” (Sekeres, 2009), positioning these books as only one product of many sold in a franchise. Despite the popularity of branded young adult fiction, little is known about how adolescent readers are navigating and valuing the myriad commercial products that are part of their reading experiences. The growing popularity of young adult literature, its increasing commodification as branded fiction, and concomitant concerns about its diminishing ...


Learning Racial Justice: Teachers' Collaborative Learning As Theory And Praxis, Rhiannon Mary Stanway Maton Jan 2016

Learning Racial Justice: Teachers' Collaborative Learning As Theory And Praxis, Rhiannon Mary Stanway Maton

Publicly Accessible Penn Dissertations

Activist teachers are increasingly organizing within and beyond their unions to respond to political trends toward austerity and the privatization of public education (Hursh, 2004; Quinn & Carl, 2015; Ravitch, 2010, 2013). Teacher-led grassroots groups often strive to partner in meaningful ways with parents and communities (Weiner, 2012), but simultaneously overlook how deeply embedded community histories shape the community and policy context (Crenshaw, 2011; Delgado & Stefancic, 2012; Gadsden, 1994), and teachers’ organizing and professional practices (Maton, 2016). The enhanced recent visibility of race-inflected social activism (#BlackLivesMatter, 2016) raises significant questions about how politically active teachers understand and engage with issues of racial justice.

This dissertation ...


Common Ground: Discursive Practices And The Building Of Trust Among Participants Of Executive Training Program, Christopher Thomas Jan 2016

Common Ground: Discursive Practices And The Building Of Trust Among Participants Of Executive Training Program, Christopher Thomas

Publicly Accessible Penn Dissertations

In traditional academic instruction, the classroom may be viewed as a kind of speech community composed of an expert (the teacher) and those who are at various stages of socializing into the cultural models and norms of that community (students), although this is an overly simplistic and unilinear view. In executive development programs, students are already socialized into a professional community of importance to them, and many are pursuing learning to further develop skills to be applied in the organizational contexts in which they are already embedded and deeply invested. This dissertation begins with the conceptualization that a classroom is ...


(Non)Native Speakering: The (Dis)Invention Of (Non)Native Speakered Subjectivities In A Graduate Teacher Education Program, Geeta A. Aneja Jan 2016

(Non)Native Speakering: The (Dis)Invention Of (Non)Native Speakered Subjectivities In A Graduate Teacher Education Program, Geeta A. Aneja

Publicly Accessible Penn Dissertations

Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for categorizing language users, learners, and educators. The “NNEST Movement” has been instrumental in documenting the privilege of native speakers, the marginalization of their nonnative counterparts, and why an individual may be perceived as one or the other. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying nativeness and nonnativeness as objectively distinct categories. In this dissertation, I adopt a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that I term (non ...


“Club Reports” Queered Considerations Of Children’S Understandings Of Families, Relationships,Social Practices, And Literature In An Afterschool Reading Club, Rachel Jocelyn Skrlac Lo Jan 2016

“Club Reports” Queered Considerations Of Children’S Understandings Of Families, Relationships,Social Practices, And Literature In An Afterschool Reading Club, Rachel Jocelyn Skrlac Lo

Publicly Accessible Penn Dissertations

This qualitative inquiry uses queer theory and an epistemic justice framework to analyze interactions in a reading club for first graders. The title “Club Reports” is a play on words referring both to this dissertation and to a bound book of the children’s work. The literary event of a weekly reading club is a lens to consider literacy as a social practice. I ask: what happens when a diverse group of children participate in an afterschool reading club that focuses on representations of families? Data was gathered using ethnographic methods including audio and video recordings, participant interviews, artifact collection ...


“I Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions, Danielle Gioia Jan 2016

“I Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions, Danielle Gioia

Publicly Accessible Penn Dissertations

This study examined adult learning practices in adult learning-focused postsecondary institutions.

Using semi-structured phenomenographic interviews, course observations, and site observations at two Midwestern adult-focused postsecondary institutions, this year-long study applied an intersectional sociocultural framework toward understanding adult learning practices, with emphasis on their characteristics, goals, and influences.

Results of the study suggest that all participants specifically chose their institution based on perceived alignment with their ages, learning styles, and schedules. They also suggest that students’ challenging personal contexts contributed favorably to students’ decisions to enroll. Students generally attributed institutional factors with posing the biggest challenges to their learning engagement, course ...


Shaping And Signaling Mathematics: Examining Cases Of Beginning Middle School Mathematics Teachers’ Instructional Development, Enakshi Bose Jan 2016

Shaping And Signaling Mathematics: Examining Cases Of Beginning Middle School Mathematics Teachers’ Instructional Development, Enakshi Bose

Publicly Accessible Penn Dissertations

How learners understand content is interwoven with the practices in which they engage. Classroom experiences of how students engage with mathematical ideas and problems shape the mathematics that is learned (Boaler, 2002; Franke, Kazemi, & Battey, 2007), affecting the mathematical learning opportunities and the ways in which learners may view the subject and their own knowledge and capability. Consequently, teaching mathematics necessitates attention and sensitivity both to content and to students, and it involves managing dilemmas while maintaining productive relationships (Lampert, 2001; Potari & Jaworski, 2002; Brodie, 2010). For novice teachers navigating multiple demands and expectations, the period of teacher induction (the first years of a teaching career) marks a unique time of teacher learning, when new teachers try, take up, modify, and discard instructional practices, based on perceived effectiveness. The induction years are a time of rehearsal, formation, and evolution of teaching practice.

This dissertation presents a close study of ...