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- All Subjects: pedagogy
- Creators: Sandlin, Jennifer
- Creators: Campbell, Andrew
- Creators: Division of Teacher Preparation
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
Digital learning tools have become ubiquitous in virtual and in person classrooms as teachers found creative ways to engage students during the COVID 19 pandemic. Even before the pandemic and widespread remote learning, however, digital learning tools were increasingly common and a typical part of many classrooms. While all digital learning tools are worthy of study, math digital learning tools (MDLTs) designed for K - 8th grade in particular raise questions of efficacy and usefulness for classrooms. This paper shows that MDLTs are an effective tool to raise students’ math achievement across K - 8th grade, and that time spent on MDLTs can lead to better understanding of a topic than traditional, teacher led instruction. However, if the MDLT is being delivered in a language the student is not familiar with, that student will not be able to benefit from MDLTs in the way other students do. This is also true of students who receive Special Education services. Additionally, higher quality MDLTs that provide feedback that attaches meaning to students’ work creates a better learning environment for students than one with simpler feedback. Based on my experiences with student teaching this year and using the popular MDLT IXL frequently, I recommend that MDLTs not just be used for independent practice time, but for whole class, problem solving sessions where students have to use mathematical thinking in new content areas. This will build deeper conceptual learning and a greater sense of achievement in students.
Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory and Critical White Studies, this study asks the question: what factors lead to an ideological shift?
Fifteen participants agreed to an in-depth, semi-structured qualitative interview. There were four main themes that emerged. Most participants experienced significant childhood challenges as well as segregated environments. Additionally, they possessed personality traits of curiosity and critical thinking which left them at odds with their family members; and finally, each experienced exposure to new environments and new people. Most notably, in an attempt to satisfy their curiosity and to remedy the disconnect between the imposed family values and their own internal inclinations, most actively sought out disorienting dilemmas that would facilitate an ideological shift. This journey typically included copious reading, critically analyzing information and, mostly importantly, immersion in new environments.
The goal of this study was to understand which factors precipitate an ideological shift in the hope of using the data to create effective interventions that bridge ideological gaps. It was revealed that some of the initiative for this shift is innate, and therefore unreachable. However, exposure to disorienting dilemmas successfully caused an ideological shift. Critically, this research revealed that it is important to identify those individuals who possess this innate characteristic of curiosity and dissatisfaction with the status quo and create opportunities for them to be exposed to new people, information and environments. This will likely lead to a shift from White hegemonic adherent to an emerging advocate for social justice.