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Articles 1 - 6 of 6
Full-Text Articles in Education
Parenting, Identity And Culture In An Era Of Migration And Globalization: How Bangladeshi Parents Navigate And Negotiate Child-Rearing Practices In The Usa, Mohammad Mahboob Morshed
Globalization puts into challenge the singular notion of identity and culture. Immigrant parents must navigate multiple cultural systems and constantly redefine their identities in order to cope with a new way of being. This dissertation is aimed at learning about this cultural encounter faced by Bangladeshi immigrant parents living in Western Massachusetts region of the USA. More specifically, I studied immigrant Bangladeshi parents’ identity negotiations, their navigation of transnational spaces, and cultural negotiation in relation to their children’s schooling.
My research is informed by cultural theories of immigration and globalization. Guattari’s concept of ‘existential territory’ (Guattari, 1995, 2000 ...
Implicit Bias In Pre-Service Teachers: A Mixed Methods Approach, Tara Pepis
Colleges of Education, through educator preparation programs, have applied a scattershot approach to addressing diversity through multicultural teacher education programs. These programs have not been shown to reduce bias levels in pre-service teachers and are not systematic or uniform. (King & Butler, 2015). This study focuses on an alternative approach to preparing pre-service teachers to work with diverse populations. It measured the levels of implicit bias in a sample population of pre-service teachers and attempt to reduce their implicit bias levels. The aim of the dissertation was to answer the following questions:
- Can a brief, computer-based intervention decrease ...
Catch The Bus: Investigating The Correlations Between Teacher Collaborative Action-Taking And Self-Efficacy, Tara B. Brandt
The purpose of this study was to explore the correlations between particular teacher collaborative actions and teachers’ sense of self-efficacy. Additionally, descriptive analyses provided a snapshot of current collaborative action-taking across US schools, and elucidated teachers’ present sense of self-efficacy. This study utilized existing data from the 2013 Teaching and Learning International Survey (sponsored by the OECD), which was completed by 1,926 lower secondary teachers from just over 120 different American schools. Multivariate correlational analysis confirmed that frequency of US teachers’ participation in collaborative actions significantly correlated to higher levels of teacher self-efficacy. Actions with the highest correlations included ...
Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer
The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational ...
Investigating The Relationship Between A District’S Tier 2 Attendance Intervention Program And Student Attendance Outcomes, Brendan T. Keenan Jr.
The study will investigate attendance-related outcomes for Fresh Start, a Tier 2 attendance intervention program (AIP) currently being used by the Wingate Public Schools in Massachusetts to collaboratively problem-solve with parents/guardians of elementary school students (Kindergarten through 6th grade) who demonstrate chronic truancy issues. The Fresh Start program is utilized when the requesting school has been unable to make contact with the parent/guardian of a student in order to address the attendance problem via a school meeting. Membership of the Tier 2 AIP team includes school administrators, faculty, and staff, the parent/guardian, and a representative from ...
"For A Future Tomorrow": The Figured Worlds Of Schoolgirls In Kono, Sierra Leone, Jordene Hale
Current research in Sub-Sahara Africa suggests that young women face challenges in accessing and completing schooling, due among other things to gender related school based violence (Bruce & Hallman, 2008; Dunne, Humphreys, & Leach, 2006; Lloyd, Kaufman, & Hewett, 2000). These studies, while valuable in providing documentation on school enrollment and school leaving, do not explore the motivational framework where young women remain in school.
The purpose of this dissertation is to trace how schoolgirls’ identities or “figured worlds” (Gee, 2011) are co-constructed in particular contexts by the same cohort of schoolgirls, their teachers, households, and communities through an ethnographic case study conducted over a period of three years from 2010 to 2013 in Kono, Sierra Leone. The unit of analysis is the experience of the individual schoolgirls rendered in detailed portraits. The central research question addressed is: What are the ‘figured worlds’ that these schoolgirls inhabit that compels them, in the face of overwhelming odds, to commit to schooling? What is the role of “imagined communities” for these schoolgirls (Anderson, 1991; Kanno & Norton, 2003)? Further, how do the schoolgirls utilize the liminal space of schooling (Switzer, 2010)? Employing the portraiture methodology (Lawrence-Lightfoot & Hoffman Davis, 1997) this research focuses on three schoolgirls, their communities, and their relationships with the researcher. This research analyzes how for schoolgirls in sub-Sahara Africa, the figured worlds of schoolgirls, is an identity that despite the physical risk, economic loss, and unlikely career success, becomes compelling. This ...