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Description
The purpose of this study was to answer the following question, How does one's conceptualizations of misbehavior account for the way classroom misbehavior is constructed, interpreted, and negotiated between teachers and students? The literature on school disciplinary inequities from 2000 to 2010 was systematically reviewed. Utilizing qualitative research methods, this study drew insights from sociocultural theory and symbolic interactionism to investigate discipline inequities in moment-to-moment interactions between students and teachers during classroom conflicts. Fieldwork lasted approximately one school year and involved five male students and their two respective teachers. Data collection procedures included surveys, face to face and stimulated recall interviews, and direct and video observations. Findings revealed misbehavior is a ubiquitous notion in classroom everyday life; it is also malleable and dependent on contextual factors. In addition, classroom disciplinary moments between teachers and students are greatly influenced by intra and interpersonal factors. The situated intricacies and sophistication of teachers' and students' interpretations of negotiated classroom disciplinary moments are also reported. This study also sheds new insights into the situated nature of misbehavior as it arises from teachers' and students' sense making of classroom disciplinary moments and the findings have implications for teachers, school administrators, policy makers, students, and parents/guardians.
ContributorsNeal, Rebecca (Author) / Artiles, Alfredo J. (Thesis advisor) / Howard, Tyrone (Committee member) / Mathur, Sarup R. (Committee member) / Swadener, Elizabeth B (Committee member) / Arizona State University (Publisher)
Created2014
Description
One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical sensibilities, and the contextual awareness to provide quality educational access, participation, and outcomes for all students; however, research on teacher learning for inclusive education has not yet generated a robust body of knowledge to understand how teachers become inclusive teachers in institutions where exclusion is historical and ubiquitous. Drawing from socio-cultural theory, this study aimed to fill this gap through an examination of teacher learning for inclusive education in an urban professional learning school. In particular, I aimed to answer the following two questions: (a) What social discourses are present in a professional learning school for inclusive education?, and (b) How do teachers appropriate these social discourses in situated practice? I used analytical tools from Critical Discourse Analysis (CDA) and Grounded Theory to analyze entry and exit interviews with teacher residents, principals, site professors, and video-stimulated interviews with teacher residents, observations of classroom practices and thesis seminars, and school documents. I found two social discourses that I called discourses of professionalism, as they offered teachers a particular combination of tools, aiming to universalize certain tools for doing and thinking that signaled what it meant to be a professional teacher in the participating schools. These were the Total Quality Management like discourse (TQM-like) and the Inclusive Education-like discourse. The former was dominant in the schools, whereas the latter was dominant in the university Master's program. These discourses overlapped in teachers' classrooms practices, creating tensions. To understand how these tensions were resolved, this study introduced the concept of curating, a kind of heuristic development that pertains particularly to the work achieved in boundary practices in which individuals must claim multiple memberships by appropriating the discourses and their particular tool kits of more than one community of practice. This study provides recommendations for future research and the engineering of professional development efforts for inclusive education.
ContributorsWaitoller, Federico R. (Author) / Artiles, Alfredo J. (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Gee, James P (Committee member) / Arizona State University (Publisher)
Created2011
Description
There are many educational issues connected to the exponential growth of the Latina/o population in the U.S. One such issue is Latina/os’ educational outcomes in the area of literacy. Despite the increased attention to subpopulations of students (e.g., English language learners, students with disabilities) there is little attention given to students that do not fit neatly into one subcategory, which positions Latina/o language minorities (LMs) with learning disabilities (LDs) in a liminal space where their educational services are fragmented into either being a student with LD or a LM student. Unfortunately, labels that are meant to afford students resources often result in fragmenting students’ educational experiences. This becomes evident when attempting to locate research on students who have ethnic, linguistic, and ability differences. Rarely are their educational needs as Latina/o LMs with LD met fluidly. Understanding the intersections of ethnicity, language, and ability differences in situated literacy practice is imperative to creating the deep, nuanced understanding of how Latina/o LMs with LD might become proficient in the use of critical twenty-first century tools such as new literacies. In this study I used cultural historical activity theory in combination with New Literacy Studies (Cope & Kalantzis, 2009; Gee, 1996) and intersectionality (McCall, 2014) to examine how Latina/o LMs with LD’s participated in literacies across in- and out-of-school contexts with the following research questions: In what ways does participation in literacy change for Latina/o LMs with LD as they move between in- and out-of-school? What situated identities do LMs with LD enact and resist while participating in literacy across in- and out-of-school contexts?
ContributorsGonzalez, Taucia (Author) / Artiles, Alfredo J. (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Hudelson, Sarah (Committee member) / Arizona State University (Publisher)
Created2015