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Full-Text Articles in Education
Inward, Outward, Onward: Autoethnography Of A Dissertation In (Qualitative) Transitional Space, Genevieve Harris
Inward, Outward, Onward: Autoethnography Of A Dissertation In (Qualitative) Transitional Space, Genevieve Harris
Faculty Publications
This article presents the connection of a personal dissertation process to the wider world of qualitative research. Using the concept of transitional space as a metaphor, the author chronicles her theoretical transition from critical race theory to poststructural theory to emerging questions about material feminism. This transition is mapped to three major qualitative research moments within the field: modernist, crisis of representation, and the future. Autoethnography and found text are used to present the micro and macro telling of the dissertation process. White racial identity development among Christian teacher educators at a religious university was the original dissertation focus. Ethical …
Teacher Educators Under Surveillance At A Religious University, Genevieve Harris
Teacher Educators Under Surveillance At A Religious University, Genevieve Harris
Faculty Publications
The purpose of this paper is to examine how institutional norms are enforced through surveillance and self-discipline among teacher educators at a religious university. The study builds on prior research regarding university norms and surveillance, as well as religious orientation and prejudice. Eight teacher educators met as part of a larger study on white racial identity and praxis. Focus groups and personal interviews were transcribed and analyzed using situational mapping, a postmodern form of grounded theory. Participants discussed four themes that illustrate surveillance and self-discipline: the university, academic culture, religion and whiteness, and sexism. The data reveal participant responses as …
Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Faculty Publications
The Oregon Mathematics Leadership Institute (OMLI) project served 180 Oregon teachers, and 90 administrators, across the K-12 grades from ten partner districts. OMLI offered a residential, three-week summer institute. Over the course of three consecutive summers, teachers were immersed in a total of six mathematics content classes– Algebra, Data & Chance, Discrete Mathematics, Geometry, Measurement & Change, and Number & Operations—along with an annual collegial leadership course. Each content class was designed and taught by a team of expert faculty from universities, community colleges, and K-12 districts. Each team chose a few “big ideas” on which to focus the course. …