This dissertation is a multi-part inquiry into the question, what could liberatory mathematics teaching and learning be? It works from an understanding of liberation as plural, collective, sociohistorically situated, radically imaginative, and practicable in the here and now (Combahee River Collective, in Taylor, 2017; Escobar, 2015; G. Gutiérrez, 1973/1988; Kelley, 2002; Walcott, 2021). Rather than pursue final or totalizing answers, the dissertation engages a question that holds infinite multiplicities (Martin et al., 2019). It includes three studies, two of which foreground the perspectives of K–12 educators; the third is an analysis of extant scholarship. All three center educational research and practice with explicit commitments to justice and liberation. The first study profiles an elementary educator’s reflections on teaching across school disciplines. Drawing on ethnographic data from a year-long collaboration, including observations, interviews, and video-based reflection conversations, the analysis explores a rift (Booker & Goldman, 2016) that this teacher experienced between liberatory pedagogy and school mathematics. The paper describes key facets of her liberatory praxis, which developed largely in the humanities, and considers challenges and possibilities of liberatory teaching and learning in mathematics. The second study is an integrative analysis (Torraco, 2016) of scholarship that takes critical perspectives on mathematics education. The paper brings extant literature from mathematics education and the learning sciences into conversation with ideas from Warren, Vossoughi, Rosebery, Bang, and Taylor’s (2020) chapter, “Multiple Ways of Knowing: Re-imagining Disciplinary Learning.” Warren and colleagues call educators and researchers across fields to pursue disciplinary learning that liberates from the EuroWestern normativity of academic disciplines and K–12 schooling. The paper highlights contributions, limitations, and future possibilities of critical mathematics education scholarship in light of this call. The third study is an analysis of conversations with six mathematics educators—spanning grade levels, roles, and institutional settings—who centered commitments to justice and liberation in their teaching. In one-on-one conversations, we discussed the educational histories, teaching experiences, and political values that shaped their praxis. The paper synthesizes themes across their accounts of liberatory mathematics teaching and learning, highlighting the prefigurative orientation these educators brought to pedagogy as they visioned and practiced freedom within systems that were far from liberatory (Bang & Vossoughi, 2016; Boggs, 1977; Givens, 2021a). Across the studies, educators and researchers offer incisive critiques of mathematics education as a force for sociohistorical injustice and point toward its liberatory potential. Common themes from the three analyses include: a multi-scale political perspective on mathematics education; harm, healing, and social connection in mathematics; learning from life beyond school; and creative inspiration in mathematics. Themes unique to individual studies are: the microrelational work of liberatory pedagogy (Paper 1), turning a critical eye on mathematics as a discipline (Paper 2), and educators examining their own relationships with mathematics (Paper 3). Taken together, the studies suggest that mathematics pedagogy as the practice of freedom (Freire, 1973; hooks, 1994) can—and perhaps must—take multiple forms. These include critically navigating normative systems and seeking radical departures from them. The dissertation concludes with directions for future inquiry in mathematics education and teacher professional learning, highlighting possibilities for critical collaborative study with educators. / 2025-01-12T00:00:00Z

Hazards and risks are currently identified in generic risk silos using top-down tools and methods which are incorporated into whole system risk management frameworks such as enterprise risk management. The current methods of identification and documentation are linear in approach and presentation. However, the world is multi-dimensional requiring a method of identification which responds to complex non-linear relationships. A method is required to identify cross- disciplinary hazards and formulate a register method to evidence the identified hazards. This study uses expert elicitation, web, survey and case studies to develop a method for cross-disciplinary hazard identification by application of the dimensions of generic, interface, causation and accumulation. The results of the study found many of the tools and methods used for hazard and risk identification such as hazard and operability studies took a top down approach commencing with a known failure and establishing cause and effect. The starting position of a known failure or event precludes identification of new types of failure or events and perpetuates a linear approach to hazard identification. Additionally the linear design of a risk register does not facilitate the presentation of multidimensional hazards. The current methods do not accommodate multiple lifecycles and components within cross discipline relationships. The method was applied to three case studies. The first case study had an existing risk register of 50 risks, post method application an additional 531 hazards were identified; case study (2) a register of 49 hazards and post method application additional hazards of 261; case study (3) an initial register of 45 hazards and an additional 384 hazards after method application. The impact of the method application highlights inconsistencies in the initial risk register and provides a tool which will aid the identification understanding and communication of hazards. Additionally it documents previously unidentified cross-disciplinary hazards and provides a proactive register method for identification and documentation by application of the dimensions of interface, causation and accumulation.

LIVE ART is a program for students with special needs and students who are typically developed. They work collaboratively, with integrated forms of performance and visual art, culminating in a live performance. LIVE ART sought to use innovative methods of pedagogy, peer support and artistic influence to create a new curriculum where all students, regardless of ability, could grow. Along with this account, this thesis illustrates the experience of one teaching artist and his growth and journey through the program. His personal struggles with previous educational systems are mirrored in the struggles of the students, with their successes leading to his own. The thesis culminates in the revelation of teaching as a necessary mode for his own growth.

During this course, upper-level VCUArts students are invited to join forces to become a part of a cross-disciplinary, ensemble-based exploration. Powered by Tectonic Theatre Project’s Moment Work, students will create new works and gain insight into the philosophies, purposes, and processes of Moment Work and other devised theatre techniques. The class will culminate in short, devised pieces, created and performed by the students. The focus of the class is on the creation of a harmonious ensemble amongst a varied group of young artists. I believe that in order to create a generation of innovative and forward-thinking artists, the segregation of the arts disciplines within academia must halt. Cross-disciplinary collaboration will invite varying perspectives to exist in a single setting, and hopefully lead to new forms of art.

Geography education has been relegated to a subset of social studies standards in most of the United States and has been overshadowed by a history-centered curriculum. Student achievement in geography has not improved for several decades due to the focus on history content in the social studies curriculum. Rooted in a conceptual framework encompassing elements of self-efficacy and the whole teacher approach, the purpose of this case study was to examine the impact of the West Virginia Geographic Alliance (WVGA) professional development workshop on teachers' practices in delivering cross-disciplinary geography education. The research questions addressed teachers' perceived self-efficacy in delivering cross-disciplinary geography and literature instruction and the long-term changes they made to their classroom pedagogy. Data collection involved open-ended, semistructured interviews with 6 teachers (3 geography and 3 literature) who attended the WVGA training. Analysis of interview transcripts with open and axial coding revealed that teachers perceived geography as an important discipline and an effective means of enhancing literature instruction. Perceived obstacles to cross-disciplinary geography instruction included rigid content standards, scheduling conflicts, and time constraints. Findings indicated that future geography professional development should be relevant to teachers' needs and based on state standards for geography instruction. Findings may be used to promote cross-disciplinary geography instruction through professional development.

This research attempts to integrate the combined perspectives of PAM (Public Affairs Management) framework and SJT (Social Judgment Theory) that entails foundational and group analysis of Penghu County, as well as personal objective judgment and value-based subjective judgment. The Township Police Station Joint Services model of civic governance is conceived through cross-disciplinary construct. Through literature review and interviews with experts, as well as analysis of background information, ¡§factual judgment¡¨ (objective) and ¡§value-based judgment¡¨ (subjective) are formulated. Next, discussions are made on the factor of ¡§relationship judgment¡¨, which is based on analysis of interactive management (IM). The resulting findings are summarized in 12 proactive strategies that encompass all stakeholders. Furthermore, interviews provide possible suggestions to decision-makers and management in an attempt to include opinions of all parties involved. The question that begs answering is: do the two sides have more in common, or more in differences; do the people concerned have more prudent ideas, or that the public management possess more experiences and are circumspect in their thinking? Through actual case study of the police department and stakeholders, the process of transforming policy into mechanism of the public sector is analyzed. Finally, key strategies serve as referential variables in SJT, which is used as acknowledgement level of group decisions from a micro-subjective psychological cognition view. Through various deliberations, 12 proactive strategies are conceived that subsequently compare strategic differences between stakeholders and policy-makers through the V-C-S model. The results suggest that cross-disciplinary studies can strengthen execution capabilities of decision-makers in the formulation and implementation of public management policies. Finally, three key strategies were concluded: 1. Determination of leader to strengthen cooperation between police and community; 2. Integration of police resources and implementation in phases; 3. Reach consensus. SJT questionnaires were used to investigate personal understanding and values of decision-makers, and the results indicate that they emphasized the first strategy ¡§Determination of leader¡¨, whereas advisors are inclined toward ¡§Reaching consensus¡¨, showing differences among them. Through cross-disciplinary analysis experimentation, we found that it helps in the definition of problem, formulation of group strategy and consolidation of possible solutions. The results of this research hence recommends interactive management (IM) in all agencies because it aids in the implementation of public policies, encompasses ideas from all angles and aid in the realization of a civil society.

none

abstract: Health science students like students in many disciplines exhibit difficulty with transferring content from one course to another. For example, the problem explored in this study occurred when overlapping concepts were presented in introductory biology and chemistry courses, but students could not transfer the concepts to the other disciplinary course. In this mixed method action research study, the author served as facilitator/leader of a group of colleagues tasked with investigating and taking steps to resolve this student learning transfer problem. This study outlines the details of how an interdisciplinary community of practice (CoP) formed between chemistry and biology faculty members at a community college to address the problem and the benefits resulting from the CoP. Quantitative and qualitative data were obtained from transcripts of meetings of the faculty members, notes from other formal and informal meetings, classroom visits, a questionnaire containing Likert and open-ended items and interviews. Transcripts, notes, and interviews were coded to determine common themes. Findings suggested the CoP was an effective means to deal with the matter of student transfer of content across courses. In particular, the CoP agreed to use similar terminology, created materials to be used consistently across the courses, and explored other transfer specific approaches that allowed for transfer of course content. Finally, the benefits of the CoP were due in large part to the collaboration that took place among participants. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

Research has shown that many of the disciplines typically included on early intervention/early childhood special education (EI/ECSE) teams receive minimal to no specialized training or coursework in EI/ECSE, and/or little emphasis or opportunity for interdisciplinary collaboration and instruction (Campbell, Chiarello, Wilcox, & Milbourne, 2009; Bruder & Dunst, 2005). As such, graduate students across IDEA related disciplines need more specific instruction and supervised experiences in collaborative service delivery, and evidenced-based social- communication interventions. The primary objective of this study was to examine the effectiveness of the Language and Play Everyday (LAPE) program as a model of cross-disciplinary training for graduate students in the Communication Disorders and Sciences (CDS) and Early Intervention/ Early Childhood Special Education (EIP) programs at the University of Oregon. Participants included four first-term graduate students (i.e., two from CDS; two from EIP) enrolled in the LAPE practicum during Fall 2016. Multiple outcome measures, including a pre-post competency/self-efficacy questionnaire as well as analysis of student-child interaction videos, were used to evaluate the degree to which students’ knowledge and use of child language development principles, language-enhancing strategies, and overall confidence changed throughout the 11-week practicum experience. Analysis of student-child interaction samples revealed that all students increased their use of language-enhancing strategies in group and/or individual play contexts directly following an initial LAPE training workshop, and again after an individualized coaching session. Pre-post competency and self-efficacy questionnaires indicated students made growth in both their overall confidence and knowledge of child language development and language-enhancing strategies across the 11-week practicum placement. Future recommendations include increasing opportunities for collaboration and sharing of discipline-related knowledge during training activities as well as providing continued opportunities for individualized coaching.

This research is based on empirical, embodied studies aimed to generate and regenerate aesthetic reasoning through three approaches: an educational approach concerned with developing an aesthetic discipline, supporting a formgiving process aimed to create tangible artifacts. an art-based approach supporting an open exploration of distortion and formlessness a multi-disciplinary exploratory approach concerned with aesthetic experiences shared in laborations demonstrating complexity and transformation.   The overall aim of the thesis is to explore different types of aesthetic abstractions that elaborate aesthetic reasoning about form and formlessness. The thesis develops methods and models for aesthetic investigation that support, challenge and go beyond the normative conceptions of beauty, with high relevance for teaching 3-D formgiving aesthetics and research by design methodologies. A central method applied throughout the entire research project is a cooperative inquiry method engaging students and experienced professionals as co-researchers in embodied/ interactive physical form studies and laborations.   The content of the thesis is presented in three parts relating to the approaches above:  -Part 1 defines an aesthetic nomenclature organized within a taxonomy of form in space. This aesthetic taxonomy is outlined in five levels based on essential aesthetic abstractions, emphasizing structure and inner movement in relation to the intention for the development of a gestalt. It originates from the educational program of Alexander Kostellow and Rowena Reed and has been further developed through an iterative educational process using a Concept-translation-form method, resulting in the Evolution of Form (EoF)-model. This EoF-model reciprocally weaves together geometric structures and organic principles into a sequence of seven-stages. To question the normative principles of beauty inherent in the EoF-model, a bipolar +/- spectrum was introduced at each stage to expand the model, aiming for a more inclusive approach to aesthetics.   -Part 2, both challenges and expands the aesthetic reasoning in part 1 through i) solo sculptural exhibitions exploring properties of distortion and transparency in a constructivist art community ii) collaborative projects with physicists concerning infinity and studies of continuous complex curvatures and iii) explorative studies of material breakdown and non-visual studies with ID masters students at Konstfack.  - Part 3 problematizes the taxonomy of form by applying methods and results from a cross-disciplinary study of complexity and transformation involving artists, physicists, designers and architects. The three year study explored temporal events of changing phenomena and formlessness that did not comply with any traditional aesthetic norms. Based on the experience from 12 laborations, three models were developed: The Transformation-model and Framing the dialogue-model were developed to physically interact with as well as to document and discuss change and transformation through bipolar reasoning. The Aesthetic phase transition-model was developed to capture the particular properties expressed in a transformation and unify stable objects with changing events.     In conclusion, the thesis claims the value of an inclusive aesthetic mode of abstract reasoning in the scientific and design communities.  A provisional 3 modes of abstraction-model is presented placing numeric, linguistic and aesthetic modes of abstraction as interdependent within a spectrum from separation to contextualization. / <p>S. 1-77: sammanfattning, s. 78-255: 10 uppsatser</p>