Index Catalog // ScholarsArchive@OSU

“We Don’t Stop ‘til We Get There”: Reframing the Hip Hop Ill-literacies of Latinx Youth

Creator:: Cole, Matthew C.
Abstract:: The experiences of Latinx youth are well-studied in U.S. schools, yet, few studies have focused on their experiences in Community Based Educational Spaces (CBES). CBES continue to be on the periphery of Education research despite the potential affordances of youth-led work in such out-of-school spaces (Baldridge, 2020). At the same...
Resource Type:: Dissertation
Full Text:: Oregon State University in partial fulfillment of the requirements for the degree of Doctor of

International Latin American Voices: Students' Experiences as Student Employees in a U.S. University

Creator:: Ojeda Bernal, Belén A.
Abstract:: This thesis examines the experiences of international Latin American graduate students when taking on the role of graduate assistants while completing their academic program. Using phenomenology, a qualitative research approach, and relying on two main theories, Challenge and Support by Sanford (1966) and the Community Cultural Wealth Model, this study...
Resource Type:: Masters Thesis

Exploring Personal Narratives: Undergraduates Studying Gender Oppression and Sexism with Critical Feminist Praxis as Part of Social Justice Teacher Education

Creator:: Viveros Cespedes, Marcos
Abstract:: This dissertation examines college students' reflections on gender-related topics within a social justice course of a teacher preparation program. Using critical and feminist approaches, this study explores how a strategically designed curriculum focused on the study of gender enhances students' understanding of sexism, gender oppression, and masculinity. The curriculum employs...
Resource Type:: Dissertation
Full Text:: Viveros Cespedes A DISSERTATION submitted to Oregon State University in partial fulfillment of the

The Promise and Unfinished Business of Title IX

Creator:: Mannen, Noelle
Abstract:: The law commonly referred to as Title IX, which was passed in 1972, called for an end to sex-based discrimination in educational and federally-funded settings. Before long, it became particularly associated with the quest for equality for women’s sports. As Title IX was a major catalyst in advancing and even...
Resource Type:: Masters Thesis
Full Text:: submitted to Oregon State University in partial fulfillment of the

Transforming STEM Education and Empowering STEM Educators Through Collaborative Learning: Co-creating Critical Identities through Social Justice and Culturally Sustaining Pedagogies

Creator:: Hale, Karla M.
Abstract:: Despite ongoing initiatives and research efforts, the persistent underrepresentation of marginalized groups in Science, Technology, Engineering, and Math (STEM) disciplines in the U.S. has seen little improvement. This study posits that a fundamental change in teacher preparation can lead to more inclusive STEM learning environments. It centers on the development...
Resource Type:: Dissertation
Full Text:: by Karla M. Hale A DISSERTATION submitted to Oregon State University

Play as a Classroom Teaching Strategy: An Analysis of Malawi Third-Grade Teachers’ Perspectives

Creator:: Kumwamba, Mickie J.
Abstract:: The Malawi public education system uses Chichewa as a language of instruction and content, with English as an independent subject for the first four years of primary school (Malawi Institute of Education, 2017). From fifth grade, English becomes a language of instruction and content in all subjects except for Chichewa,...
Resource Type:: Dissertation
Full Text:: A DISSERTATION submitted to Oregon State University in partial fulfillment of

A systematic review and phenomenological analysis of university supervisors’ feedback processes with school based agricultural education teacher candidates through a framework of positive psychology

Creator:: Schmidt, Kirby
Abstract:: University supervisors are critical to improvement in K-12 teaching and learning due to their roles in designing field experiences, managing relationships, mentoring, and supervising teacher candidates. The encouragement, support, and feedback shared by university supervisors in respect to the teaching performance of teacher candidates is especially powerful, and is a...
Resource Type:: Dissertation
Full Text:: A DISSERTATION submitted to Oregon State University in partial

A Sense of “Shared Responsibility” for Teaching English Learners: Connections Between Teacher Experience, Administrator Support, Co-planning and Co-teaching

Creator:: Woodruff, Karrie S.
Abstract:: Co-teaching and collaboration are an increasingly popular service model for English as a second language (ESL). In this model, the language specialist, sometimes called the ESL teacher, works together with a content teacher, each using their respective expertise to meet the needs of students who are identified as English learners...
Resource Type:: Dissertation
Full Text:: Co-teaching by Karrie S. Woodruff A DISSERTATION Submitted to Oregon State University In partial

An exploration of linguistic responsiveness of SBAE teachers when teaching linguistically diverse students

Creator:: González Morales, Amy M.
Abstract:: The purpose of this study was to explore and describe how the orientations and knowledge of linguistically responsive teaching, as well as personal characteristics of school-based agriculture education (SBAE) teachers, influence the frequency of their implementation of linguistically responsive practices. Grounded in the Linguistically Responsive Teaching framework by Lucas and...
Resource Type:: Dissertation
Full Text:: permanent collection of Oregon State University libraries. My signature below authorizes release of my

Transformative Pedagogies of Voice: Creating the Conditions for Voice in Bilingual Students' Writing

Creator:: Sandstead, Martha Garrett
Abstract:: For many young bilingual students in school settings, demands of curricula and standardized assessments take precedence over writing pedagogies that invite and welcome students’ identities and languages into their writing. Pedagogies of voice are a means of providing culturally and linguistically responsive instruction that support bilingual students learning to write...
Resource Type:: Dissertation
Full Text:: Martha Garrett Sandstead A DISSERTATION submitted to Oregon State University

ScholarsArchive@OSU

“We Don’t Stop ‘til We Get There”: Reframing the Hip Hop Ill-literacies of Latinx Youth

International Latin American Voices: Students' Experiences as Student Employees in a U.S. University

Exploring Personal Narratives: Undergraduates Studying Gender Oppression and Sexism with Critical Feminist Praxis as Part of Social Justice Teacher Education

The Promise and Unfinished Business of Title IX

Transforming STEM Education and Empowering STEM Educators Through Collaborative Learning: Co-creating Critical Identities through Social Justice and Culturally Sustaining Pedagogies

Play as a Classroom Teaching Strategy: An Analysis of Malawi Third-Grade Teachers’ Perspectives

A systematic review and phenomenological analysis of university supervisors’ feedback processes with school based agricultural education teacher candidates through a framework of positive psychology

A Sense of “Shared Responsibility” for Teaching English Learners: Connections Between Teacher Experience, Administrator Support, Co-planning and Co-teaching

An exploration of linguistic responsiveness of SBAE teachers when teaching linguistically diverse students

Transformative Pedagogies of Voice: Creating the Conditions for Voice in Bilingual Students' Writing

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