Matching Items (18)
Description
Methodological Reparations is a 2-study multi-methods inquiry aimed at illuminating important nuances for engaging counter hegemonic empirical inquiries for Black, gender expansive and Black LGBTQI+ communities. If Black gender expansive youth are studied, they are often studied within the larger LGBTQI+ umbrella. Unfortunately, this makes them vulnerable to compulsory heterogenderism which often obscures their unique experiences transgressing racialized gender norms and with racialized gender oppression. This study makes methodological considerations called methodological reparations that begin to address the ways empirical research often negates, misunderstands, and obscures students’ identities as singular, stable over time and aligned with their sex assignment. It is important for researchers, data scientists and educators to challenge these hegemonic assumptions to ensure that Black gender expansive communities are visible and to ensure that education policies are data-driven, inclusive and effective. The United States Transgender Survey and the Gay and Lesbian Students Education Network have begun to conduct surveys that begin to address the complexity of gender within LGBTQI+ populations. Their surveys reveal horrific school climates that LGBTQI+ youth of color experience especially Black LGBTQI+ youth. The first study in this dissertation is a mixed methods study that focuses on Black gender expansive students’ experiences. The second study responds to the first study by providing an example of inclusive Black LGBTQI+ curriculum taught through a Black queer pedagogical approach. Since the presence of LGBTQI+ inclusive curriculum in schools has been linked to increased feelings of safety in schools in Black LGBTQI+ student populations, this study showcases James Baldwin’s final novel Just Above My Head, as a piece of blues literature that discusses racialized homophobia in a culturally relevant way. Baldwin’s work can be an important tool for Black LGBTQI+ students who do not have access to Black queer curriculum taught through a Black queer pedagogical approach.
ContributorsClement, Valencia (Author) / McGuire, Keon (Thesis advisor) / Bertrand, Melanie (Committee member) / Bailey, Marlon M (Committee member) / Kim, Jeongeun (Committee member) / Durand, E. Sybil (Committee member) / Arizona State University (Publisher)
Created2022
Description
This seven-month critical performance ethnographic study explores the livedexperiences of Latinx youth artivist-researchers. The data collected through participant observations, arts-based elicitation and semi-structured interviews, artifacts, and analytic memos reveal how Latinx youth utilize artmaking towards transformational resistance. Their participation in an arts-based youth participatory action research project and intergenerational theatre ensemble I call Estrella Theatre (ET) company indicates how art and social justice-driven inquiry produce powerful benefits towards positive youth development; a transformational pedagogy that fosters critical consciousness, civic engagement, and identity construction. To illustrate these distinct yet intertwined processes, I composed an ethnodrama to show how Latinx youth in the U.S. embody transformational resistance in their lives as they traverse school, home, and community spaces. The purpose of the play is to utilize the experiences of the participants to spark critical dialogue and generate knowledge to help society understand the experiences of Latinx youth in K-12 schooling and challenge majoritarian narratives by showcasing how they combine art, research, and social justice towards educational leadership.
ContributorsDominguez, Ashley (Author) / Sampson, Carrie (Thesis advisor) / Bertrand, Melanie (Thesis advisor) / Caldas Chumbes, Blanca (Committee member) / Cammarota, Julio (Committee member) / Etheridge Woodson, Stephani (Committee member) / Arizona State University (Publisher)
Created2022
Description
This educational case study looked at student engagement and motivation in a collaborative environment, one that provided students the freedom to be critical thinkers and problem solvers. In order to create this collaborative environment, students in a third-grade elementary classroom participated in a Project-Based Learning unit. The unit culminated in hands-on projects. Sociocultural theory and Self Determination theory were used to guide the development of the innovation and the formulation of the research design. The qualitative data collection tools that were used in this study consisted of observations through video and audio recordings, researcher's field notes, student interviews, and artifacts. The artifacts gathered consisted of student journal entries reflecting on their experiences within the innovation and their learning process throughout. Data were collected, transcribed, and analyzed using multiple rounds of both deductive and inductive coding. This research suggests that a Project-Based Learning environment positively impacts student participation both within a single lesson and throughout the unit by increasing students’ background and competence. Additionally, within a Project-Based Learning environment, students co-construct new meaning through goal-oriented group work designed by the teacher. The teacher also supports student thinking through clarifying and questioning statements designed to support students’ learning and development of ideas. Finally, this educational case study suggests that students demonstrate an increase in intrinsic motivation over time as demonstrated by an eagerness to apply their new learning beyond the Project-Based Learning lessons. Students applied the learning within their classroom, school, and even their homes.
ContributorsLund, Stephanie (Author) / Bertrand, Melanie (Thesis advisor) / Imel, Breck (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2016
Description
The goal of higher education institutions is to provide access to quality education along with adequate support so students can achieve personal and academic success. At the same time, institutions are increasingly responsible for ensuring a safe and inclusive learning environment. To support this, universities respond to allegations of violations of the student code of conduct through a variety of conduct models. The use of restorative practices, an approach of responding to criminal or judicial violations with an emphasis on repairing relationships and reintegration into the community, has been implemented into existing university student conduct models across the nation with success. Student Rights and Responsibilities (SRR) conduct administrators at Arizona State University expressed feeling unprepared to engage in restorative conversations with students during conduct meetings. As a response, training modules on restorative justice theory and practices were created as a staff development engagement opportunity for SRR conduct administrators.
This mixed methods action research study was conducted to investigate the inclusion of restorative dialogue in conduct meetings, factors that influence the incorporation of restorative dialogue into professional practice, and conduct administrator satisfaction with staff development training modules. Qualitative and quantitative data were collected through pre-, post-, and follow-up training survey assessments, one-on-one interviews with conduct administrators, observation of student conduct meetings, and observation of staff development training sessions.
Findings suggested that conduct administrators responded positively to staff development training on restorative justice practices. Analysis of quantitative data suggests that conduct administrators increased their self-reported knowledge of training topics, including restorative justice philosophy and practices. Further, conduct administrators, to an extent, incorporated restorative practices into conduct meetings. The most frequently observed practice was the use of restorative questions during conduct meetings.
This mixed methods action research study was conducted to investigate the inclusion of restorative dialogue in conduct meetings, factors that influence the incorporation of restorative dialogue into professional practice, and conduct administrator satisfaction with staff development training modules. Qualitative and quantitative data were collected through pre-, post-, and follow-up training survey assessments, one-on-one interviews with conduct administrators, observation of student conduct meetings, and observation of staff development training sessions.
Findings suggested that conduct administrators responded positively to staff development training on restorative justice practices. Analysis of quantitative data suggests that conduct administrators increased their self-reported knowledge of training topics, including restorative justice philosophy and practices. Further, conduct administrators, to an extent, incorporated restorative practices into conduct meetings. The most frequently observed practice was the use of restorative questions during conduct meetings.
ContributorsMahnke, Carla (Author) / Bertrand, Melanie (Thesis advisor) / Mathur, Sarup (Committee member) / Hicks, Ronald (Committee member) / Arizona State University (Publisher)
Created2016
Description
This mixed methods action research study describes the benefits of a Team Leadership Community of Practice group for six early career special education teachers who supervised paraeducators. Problem-posing conversations with peers were a catalyst for professional learning and leadership transformation. The theoretical framework included Experiential Learning Theory, Transformational Leadership, and Communities of Practice—combined as a tri-theory lens. Data collection instruments included individual interviews, a focus group, content logs from audio recordings, a researcher journal, and two researcher-created instruments—the Intentional Leadership Actions and Paraeducator Outcomes Survey and the Teacher Group Reflection Survey. Findings indicated that team leaders favored collaborative partnerships with paraeducators rather than supervisory roles. Given perceived communication barriers as team leaders, participants spent time preparing for conversations with paraeducators. Together, they co-constructed understandings and stretched one another as a learning Community of Practice (CoP), as defined by Wenger (1998). The CoP was a framework for Experiential Learning when team leaders gathered together to share their concrete leadership experiences, reflect, conceptualize abstract meaning, and discuss possible strategies for future experimentation. Additionally, team leaders experienced individual reflection following CoP gatherings as they considered peer suggestions, fine-tuned ideas, and planned leadership actions. As team leaders implemented new leadership ideas and experienced positive outcomes, they reported increased efficacy and desire for additional leadership opportunities in their classrooms and beyond. A trilogy of poems complements the discussion of findings.
ContributorsLedbetter, Jessanne P (Author) / Bertrand, Melanie (Thesis advisor) / Foulger, Teresa (Committee member) / Hansen, Taryl (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this action research study was to implement and study a systematic
framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools.
The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping.
Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district.
framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools.
The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping.
Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district.
ContributorsCawthorne, Janine (Author) / Bertrand, Melanie (Thesis advisor) / Puckett, Kathleen (Committee member) / Alverson, Charlotte (Committee member) / Arizona State University (Publisher)
Created2016
Description
To meet the increasing demands for more STEM graduates, United States (U.S.) higher education institutions need to support the retention of minoritized populations, such as first-generation Latinas studying engineering. The theories influencing this study included critical race theory, the theory of validation, and community cultural wealth. Current advising practices, when viewed through a critical race theory lens, reinforce deficit viewpoints about students and reinforce color-blind ideologies. As such, current practices will fail to support first-generation Latina student persistence in engineering. A 10-week long study was conducted on validating advising practices. The advisors for the study were purposefully selected while the students were selected via a stratified sampling approach. Validating advising practices were designed to elicit student stories and explored the ways in which advisors validated or invalidated the students. Qualitative data were collected from interviews and reflections. Thematic analysis was conducted to study the influence of the validating advising practices. Results indicate each advisor acted as a different type of validating “agent” executing her practices described along a continuum of validating to invalidating practices. The students described their advisors’ practices along a continuum of prescriptive to developmental to transformational advising. While advisors began the study expressing deficit viewpoints of first-generation Latinas, the students shared multiple forms of navigational, social, aspirational, and informational capital. Those advisors who employed developmental and transformational practices recognized and drew upon those assets during their deployment of validating advising practices, thus leading to validation within the advising interactions.
ContributorsCoronella, Tamara (Author) / Liou, Daniel D (Thesis advisor) / Bertrand, Melanie (Committee member) / Ganesh, Tirupalavanam G. (Committee member) / Arizona State University (Publisher)
Created2018
Description
Much research has been conducted regarding the current state of public education within the United States. Very little of that research bodes well for the system’s current circumstances or for the direction our system is headed. The debate stems around two opposing ideologies. One believes that there needs to be more accountability via high-stakes testing and the continuum of the status quo that the country has maintained for centuries, regardless of the effect it may be having on the students’ well-being. While the opposing view sees high-stakes testing as a contributing factor to the seemingly unproductive, chaotic, and even harmful conundrum of bias and hegemony that shows a positive correlation of deleterious effects to student well-being. Although this paper references the research of highly esteemed scholars, it asserts that the voices of those that are most relegated to that of undervalued and ignored are precisely the voices that need to be gleaned most relevant. This paper’s purpose is to hear what the ‘experts’ in the field of education, the students themselves, have to say.
ContributorsKhaleesi, Casey (Author) / Swadener, Elizabeth (Thesis advisor) / Bertrand, Melanie (Committee member) / Broberg, Gregory (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study assessed ways that culture influences our communication and the development of both professional and personal relationships with people from different cultural backgrounds. My goal was to provide the theoretical base and practical application of concepts that will improve overall effectiveness in communicating with members of different cultural groups across the globe. The action research involved in this project will ultimately guide my community of practice toward a critical understanding of the importance of increasing student’s social awareness through intercultural communication, awareness, discourse and action. This increased awareness will ultimately guide them to becoming architects of social change. The data analysis assessed the experiences of undergraduates at a major four-year University (ASU). The study also gathered responses to a questionnaire that measure perceptions and experiences of the campus cultural climate. The participants were students of various ages from Arizona State University. Results revealed significant differences between racial and ethnic groups on multiple dimensions of the campus cultural climate.
The outcome was an intercultural communication class that advanced innovative intercultural communication curriculum that also provides students an opportunity to discuss cultural issues related to race, culture and social injustices. The research was aimed at finding ways to encourage student’s civic participation, activism, enlightenment, and inspiration to speak out, and be heard. Research Design: Mixed-methods research design involving the following data from one section of quantitative analyses (analysis of covariance) of pre-post surveys, qualitative analyses of semi-structured interviews, and analysis of student assignments. The innovation, as a whole, focuses on the improvement of diversity, activism, and increasing sociocultural learning and participation, with particular interest in understanding how academic programs are engaged in this activity.
The outcome was an intercultural communication class that advanced innovative intercultural communication curriculum that also provides students an opportunity to discuss cultural issues related to race, culture and social injustices. The research was aimed at finding ways to encourage student’s civic participation, activism, enlightenment, and inspiration to speak out, and be heard. Research Design: Mixed-methods research design involving the following data from one section of quantitative analyses (analysis of covariance) of pre-post surveys, qualitative analyses of semi-structured interviews, and analysis of student assignments. The innovation, as a whole, focuses on the improvement of diversity, activism, and increasing sociocultural learning and participation, with particular interest in understanding how academic programs are engaged in this activity.
ContributorsBrown, Kermit Austin (Author) / Jordan, Michelle (Thesis advisor) / Bertrand, Melanie (Committee member) / City-Carroll, Raquel (Committee member) / Arizona State University (Publisher)
Created2017
Description
There is tremendous value in bringing fresh voices and perspectives to theory and practice, as it is through these novel lenses that research advances in rich and more equitable ways. However, the importance of first-generation college students being involved in this process has been vastly underestimated and undervalued by researchers and practitioners alike. Extrapolating from interdisciplinary research on counterstorytelling and networked counterpublics, the aim of this study was to explore how the proposed theoretical model of networked counterstorytelling—as presented through a grassroots digital storytelling campaign—could create space for first-generation student voice and leadership to help inform current theoretical understandings of social capital and community cultural wealth. Using a multimethodological approach—combining large-scale network analytics with qualitative netnographic analysis (Kozinets, 2015)—this study (1) produced novel methods for measuring and analyzing social capital within social media communities and (2) demonstrated how grassroots digital storytelling campaigns, facilitated by the affordances of social media platforms such as Instagram, can function as means for inviting the leadership, voice, and perspectives of first-generation college students into the design of higher education research and practice.
ContributorsJohns, Kristi (Author) / Bertrand, Melanie (Thesis advisor) / Dippold, Lindsey (Committee member) / Foucault Welles, Brooke (Committee member) / Arizona State University (Publisher)
Created2020