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:: with Founders of PLG………………………….173 Appendix B: Interview Guide: First Interview With Promotorxs

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:: ......................................................................................................... 71 Sub-theme (b): Facing Oppression for not Fitting into the Gender Binary

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

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:: ............................................................................................ 244 Appendix B – Research Instruments

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:: .............................................................................................. 155 Appendix B – Study Context Authorization Letter

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:: ................................................................... 169 Appendix B: Contemporary Literature in JAE 2000-2022 .................................... 170

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:: Director of Multilingual Programs Interview Questions 137 Appendix B: School-Level Administrator Interview

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:: .........................................................................................................153 Appendix B: Solicitation Email

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:: .......................................................................................................... 248 Appendix B: Research Consent Form – Teacher

A Critical Policy Analysis of Dyslexia Policy in One Oregon School District

Creator:: Wiger, Sara L.
Abstract:: Persistent reading difficulties are prevalent in U.S. schools and can lead to lower student performance across all subjects as well as distress, anxiety, and depression. In 2022, only 32% of fourth graders in the United States tested as proficient in reading. While there are many factors which affect reading progress...
Resource Type:: Dissertation
Full Text:: .......................................................................137 B. Study Information: Policymakers

ScholarsArchive@OSU

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

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

A Critical Policy Analysis of Dyslexia Policy in One Oregon School District

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