Education Commons^™

Possible Paths Forward For A Practice-Based Teacher Education Centered On Justice, Joshua Harlan Karr

Graduate Theses, Dissertations, and Problem Reports

This dissertation seeks to address limitations of Practice-Based Teacher Education (PBTE) in relation to (1) narrow conceptions of practice and teacher learning, and (2) peripheralization of equity and justice. After aiming to understand the landscape of limitations in PBTE, this study situates itself within specific manifestations of these limitations that exist in common conceptualizations of teacher learning and practice-based pedagogies. To (re)emphasize the situated nature of practice and center equity and justice in PBTE, I theorize an expanded notion of teacher learning, develop design features for contextually situated pedagogies of practice (Grossman et al., 2009), and implement the design with …

“I Don't Really Look Very Asian”: Transracially And Transnationally Adopted Asian Youth In Rural Appalachia, Sandra L. Rodeheaver

Graduate Theses, Dissertations, and Problem Reports

Transracially adopted Asian children in rural Appalachia find themselves adopted into places where there is little or no racial and ethnic diversity. In this context, it may be difficult to transgress the model minority stereotype and systemic racism in schools and the community. There are particular issues and concerns related to racial identity for TRAAs that may make the task of becoming fully integrated members of the community challenging. Building on the literature on transracial and transnational adoption, this study aims to better understand the lives and perspectives of two transracially adopted Asian (TRAA) girls living in rural Appalachia and …

Enabling And Threatening Factors Affecting Persistence. A Qualitative And Quantitative Study On Rural First-Generation Stem Students’ And Stem Faculty's Perspectives., Travis A. Miller

Graduate Theses, Dissertations, and Problem Reports

This study focuses on the factors that enable and threaten rural first-generation STEM students’ persistence. Limited empirical studies are available that focus on rural first-generation STEM majors’ persistence. Quantitative analysis was conducted using Kruskal Wallis H and Mann-Whitney U tests to determine any significant differences with the survey results. Content and thematic analysis was conducted on the student and faculty interviews to determine themes of enabling and threatening factors affecting persistence.

Enabling factors affecting persistence were found to be: Drive or Motivation, Experiences and skills, and Support. These were both faculty and student interview themes whereas a …