<p>The purpose of this study was to understand how urban entrepreneurship exposure programs can enable minoritized students to leverage their cultural capital and create an environment that affirms their inherent strengths and cultural identity. More specifically, this study sought to answer the following questions: (1) how, and in what ways, do minoritized youth (ages 14-18) leverage their cultural capital in entrepreneurial experiences and (2) how, and in what ways, can entrepreneurial experiences create an environment that affirms minoritized youth’s (ages 14-18) inherent strengths and cultural identity? To answer these questions, a qualitative descriptive approach was used and the lenses of the <i>Community Cultural Wealth Framework</i> were leveraged to conceptualize the findings. Purposeful sampling was employed to recruit participants for this investigation. Observations of the program implementation and in-depth semi-structured interviews with two high school-aged minoritized students and one program administrator at an urban entrepreneurship exposure program in a large Midwestern city were conducted. The findings from this study suggest that cultural capital is worthy of considerable attention as it is leveraged by minoritized youth and may contribute to affirming their cultural identity and inherent strengths. Therefore, the results obtained from this study can assist entrepreneurship exposure programs in the development and enhancement of programs specifically geared toward addressing the needs of this minoritized population segment. For example, recommendations include employing Critical Race Theory in research studies, utilizing counter-storytelling for the experiences of minoritized youth, and investigating culturally sustaining innovations created by minoritized youth. The results of this study, are important as it has significant implications for developing better methods to train and nurture talents of youth in becoming confident in their cultural identities and necessitating success in becoming entrepreneurially-minded which in turn may help to further diversify, fortify the STEM workforce, and break systemic barriers. As such, this study can contribute and supplement existing literature on minoritized youth in STEM educational contexts, specifically in entrepreneurship focused STEM learning environments. </p>

<p><a>This dissertation explored South Korea’s efforts in implementing multicultural education through examining how various stakeholders interpreted and applied multicultural education in relation to creating alternative schools for international marriage migrant women </a>and children of multicultural families. In this research, I discussed multicultural education in South Korea through the lens of US multicultural education theories applied to the South Korean context. I employed the methodology of narrative inquiry to examine (1) two models of alternative multicultural schools for diverse learners, (2) four Korean educators’ perspectives on multicultural education and diverse learners (two of educators were additional participants whose insights were included), and (3) the learning experiences of two marriage migrant women who are mothers.</p> <p><br></p><p>I applied narrative inquiry by creating narrative as stories <a>(Polkinghorne, 1995). </a>I interviewed six participants over two and half months. The data was transcribed, translated and read iteratively in order to recount rich stories <a>(Clandinin & Connelly, 2000). </a>I created profiles of four participants and narratives of their varied experiences to understand the experience of Korean teachers and international marriage migrant women. Other forms of data included field-notes, document collection (e.g., the alternative school’s curriculum, a Korean government proposal for funding alternative schools, flyers/brochures of two alternative schools), physical artifacts (e.g., photos of events and activities and the text messages of interactions with students and teachers via Korean messenger applications), research journal reflections, and observations of schools and classrooms.</p> <p><br></p><p>From my analysis, I identified challenges in the implementation of multicultural education in South Korea. First, the current state of the Korean education system is in the process of integrating ideas of multicultural education in its implementation. This ongoing process has culminated in various challenges, frustrations, opportunities, and hopes<i>.</i> Some of the challenges and frustrations for Korean teachers were insufficient teaching resources and the lack of awareness of multicultural education in both alternative and public schools. I also found that marriage migrant women utilized educational opportunities gained through alternative schooling to navigate and reposition themselves to fulfill what they deem as their role as women in Korean society. This research provides insights into multicultural education building a deeper understanding of educational approaches to alternative education for diverse populations in South Korea and around the globe.<br></p><div><div> </div> </div>

<p>The decline in Americans’ civic knowledge and engagement is alarming and concerning for U.S. democracy. Over the years, there has been an increasing concern about the amount of civic knowledge and content taught in schools, students’ civic scores, equipping classrooms with civic learning opportunities, and federal funding for students in civics and civic programs. Thus, extant literature shows four critical gaps of concern: 1) curriculum gap, 2) knowledge gap, 3) research gap, and 4) funding gap. As a result, studies on civic readiness have become essential due to the growing concern for reinforcing civic readiness in U.S. classrooms. However, despite the National Council for the Social Studies (NCSS) advocacy for inquiry as the best practice for social studies teaching and using the Inquiry Design Model (IDM) in teaching inquiry across all social studies disciplines [history, civics, geography, economics], few studies examine the civic readiness of middle-graders using inquiry-based approaches, such as the IDM. Likewise, research examining how different schools are equipped with civic learning opportunities, practices, and access to resources for students is limited. This study employed a multiple-case design to investigate how inquiry-based instructional approaches, such as IDM, foster the civic readiness of middle graders in seven middle-grade social studies classrooms in a midwestern school. Multiple datasets were used, including 14 teacher interviews with seven middle-level social studies teachers, 162 class observation hours, and 246 documents/content analyses. This study argues that there are barriers to middle graders’ civic readiness, and teachers employ different strategies in diagnosing and addressing the barriers; however, inquiry teaching, using the IDM, is an effective instructional approach and plays a pivotal role in fostering civic readiness of middle graders. The findings highlight seven barriers for middle graders in their preparation for civic readiness. Participants shared five strategic ways to diagnose those barriers and five approaches to address them. The study further highlights practical implications for teachers and students, teacher preparation programs, policymakers and teacher educators, and future research. </p>

<p><strong>ABSTRACT</strong></p> <p>This dissertation is a philosophical inquiry into the pragmatics of emotion as an inherent dimension of the learning self (Ellsworth, 2005). This inquiry first establishes the socio-political context regarding emotional responses to critical forms of pedagogy currently rising across the United States. Secondly, this inquiry explores philosophical conceptualizations of emotions as pedagogical within the fields of public pedagogy, affect theory, and arts-based educational research, as well as the paradigmatic contexts underlying these philosophies. Finally, this inquiry “thinks-with” (Jackson & Mezzei, 2017) these conceptualizations by enacting an affective pragmatic inquiry, centering emotions and embodied experiences of learning through my own neurotypicality as pedagogical inquiry via an arts-based empirical component, consisting of my enrollment in a community pottery class over the course of 40 weeks. I advocate for the need to reconsider the current paradigm around critical forms of pedagogy toward a pragmatist paradigm that uses emotions and value systems of learners to facilitate ethical pedagogical <em>response</em>-abilities (Haraway, 2016) for what to do, pragmatically, with complicated knowledge about social problems that result in ideological and axiological impasses. </p>

<p>This dissertation consists of three interrelated articles about supporting instructors to develop their facilitation skills both on the instructional and emotional sides during online case-based discussions. In the first study, we examined the influence of instructors with varying levels of experience on student participation and interaction in online case discussions. Findings showed that while both expert and novice instructors utilized facilitation strategies in clusters to facilitate discussions, the novice instructor displayed less flexibility as a facilitator, and these differences impacted student activeness. Our second study explored experts’ teaching practices, such as structuring, facilitating, and assessing online case discussions, and the reasons behind their decisions. We found that the experts clustered strategies during online case discussions while maintaining differences in how they implemented them. There was practical guidance provided for novice instructors that could be adapted to meet their own needs. Using a learning experience design lens, the last paper conceptually discussed opportunities for facilitating students’ emotions during online case discussions and offered suggestions that instructors can incorporate into the planning, implementation, and evaluation phases.</p>

<p>The writing centers created to serve predominately white institutions (PWIs) are not designed to meet the needs of Indigenous writers. Despite ostensible moves towards equity and social justice, Indigenous peoples often remained overlooked in writing center studies, partly due to the lack of attention paid to centers in Indigenous-serving institutions. <em>Weaving Centers of Resistance</em> responds to this gap by mapping the writing centers and tutoring centers at Indigenous serving institutions, investigating how tutoring pedagogy for writing is adapted in these contexts, and developing recommendations for culturally relevant writing center pedagogy. The research was conducted in three stages: A survey designed to collect basic demographic information was sent to 33 Tribal Colleges and Universities (TCUs),  35 Native American-serving, Non-Tribal Institutions (NASNTIs), and 13 Native Hawaiian-serving Institutions (NHSIs). From participants in the survey, 10 writing and tutoring center practitioners were recruited for two rounds of virtual interviews. Finally, two interview participants were recruited for virtual case study interviews. This dissertation is divided into seven chapters. The first chapter contextualizes this project in Indigenous movements towards rhetorical sovereignty set against composition’s implication in racist ideologies. The second chapter lays out the history of western colonial education, surveys Indigenous topics in writing center studies, and argues for decolonizing the writing center movement towards just pedagogies. The third chapter troubles empirical methodologies within writing center studies and discusses the methodologies and methods used for this study. The fourth chapter offers findings from the survey sent to Indigenous-serving institutions. The fifth chapter introduces the ten writing and tutoring center practitioners interviewed for this study. The sixth chapter reports on themes developed in qualitative coding of interviews. The final chapter synthesizes the findings, discusses limitations, and offers a path forward for writing center practitioners working with Indigenous peoples. A few of the key findings of this project are the prevalence of learning centers in Indigenous-serving institutions, the deeply intersectional challenges faced by Indigenous writers, and the importance of relationship for tutoring in Indigenous contexts. This work attempts to offer practitioners in Native educational contexts better tools to teach writing from Indigenous perspectives and provides scholars across humanities strategies for rethinking resistance to linguistic colonialism.</p>

No description available.

<p dir="ltr">Creativity is often discussed as the representation of the highest human creation. It is essential to human development, innovation, and societal progress. It has been conceptualized as essential in various disciplines, from engineering to design. However, due to its complexity, creativity has been approached differently by different authors in different disciplines.</p><p dir="ltr">Instructional design is the systematic process of creating learning experiences that are effective and appropriate. Limited research has been conducted to describe what creativity means in instructional design and how to include creativity in instructional design education, in addition to which learning techniques or activities use instructional designers that can foster creative thinking. This dissertation consists of three research studies that explore the meaning and perception of creativity in instructional design and instructional designers and how they include creativity in their everyday practice.</p><p dir="ltr">The first study of this dissertation examines the extent to which creativity has been intentionally addressed in instructional design core courses. This multiple case study examines the degree to which one online instructional design master's degree program and its course designers incorporate elements (intentionally or unintentionally) that could foster students' creativity and creative thinking. Results indicated that core courses included learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were scarce.</p><p dir="ltr">The second study explores the perception of creativity and creativity in instructional design through the lens of six academic experts in the field of instructional design, using a phenomenographic approach. Results showed four distinctive categories of experiencing creativity and creativity in instructional design. These categories of descriptions formed an outcome space with two main approaches: “Understanding of Creativity,” in which 1) <i>Creativity is a human skill that requires intentionality, </i>and “Perceptions of Creativity in instructional design” where 2) <i>Creativity is a fundamental element in instructional design but is not acknowledged</i>, 3) <i>Creativity is related to the development of the designer's character </i>and, 4) <i>Creativity as a pedagogical and conceptual challenge to include ID education. </i>Additionally, participants discussed their approaches to including creativity in their teaching.</p><p dir="ltr">The third study used a participatory design approach to co-create what creativity means and looks like for instructional designers. Participants included instructional designers and faculty from instructional design programs. No single definition resulted from the activities; rather, multiple themes arose throughout, adding to what is known about instructional designers' competencies related to creativity and adding a new dimension to the research about creativity in the instructional design field. Findings evidence the need for instructional designers to acknowledge the creative process better rather than focus exclusively or primarily on processes and products. Additionally, it highlights the intricated relationship between creativity and instructional design and the importance of adding creativity into instructional design education, developing creative self-efficacy in instructional designers, and exploring the role of creative thinking in the work of instructional designers.</p><p dir="ltr">Taken together, these three qualitative studies explored and described creativity in instructional design in different phases. The results revealed that creativity is a complex concept for instructional designers to conceptualize and define. However, it is beneficial to discuss it in different contexts, such as academia and the workplace.</p>

<p>In an era of widespread automation—from grocery store self-checkout machines to self-driving cars—it is not outrageous to wonder: can teachers be automated? And more specifically, can automated computer teachers instruct students how to write? Automated computer programs have long been used in summative writing evaluation efforts, such as scoring standardized essay exams, ranking placement essays, or facilitating programmatic outcomes assessments. However, new claims about automated writing evaluation’s (AWE) formative educational potential mark a significant shift. My project questions the effectiveness of using AWE technology for formative educational efforts such as improving and teaching writing. Taken seriously, these efforts portend a future embrace of semi, or even fully, automated writing classes, an unprecedented development in writing pedagogy.</p><p>Supported by a summer-long grant from the Purdue Research Foundation, I conducted a small-<i>n </i>quasi-experiment to test claims by online college tutoring site Chegg.com that its EasyBib Plus AWE tool can improve both writing and writers. The experiment involved four college English instructors reading pairs of essays comprising one AWE-treated and untreated version per pair. Using a comparative judgment model, a rubric-free method of writing assessment based on Thurstone’s law, raters read and designated one of each pair “better.” Across four raters and 160 essays, I found that AWE-treated essays were designated better only 30% of the time (95% confidence interval: 20-40%), a statistically significant difference from the null hypothesis of 50%. The results suggest that Chegg’s EasyBib Plus tool offers no discernible improvement to student writing, and potentially even worsens it.</p><p>Finally, I analyze Chegg’s recent partnership with the Purdue Writing Lab and Online Writing Lab (OWL). The Purdue-Chegg partnership offers a useful test case for anticipating the effects of higher education’s embrace of automated educational technology going forward. Drawing on the history of writing assessment and the results of the experiment, I argue against using AWE for formative writing instruction. In an era of growing automation, I maintain that a human-centered pedagogy remains one of the most durable, important, effective, and transformative ingredients of a quality education.</p>

<p> </p> <p>Issues of social justice continue to permeate all aspects of life in the United States. Acknowledging recent calls for racial justice, as well as efforts to restrict what is taught in mathematics classrooms, researchers and practitioners are increasingly exploring the promises of teaching mathematics for social justice in secondary mathematics classrooms. This dissertation contributes to research about how a social justice mathematics course can be utilized in teacher education programs to support prospective mathematics teachers’ (PMTs’) development of their mathematics identities, as well as how PMTs translate social justice mathematics theory into</p> <p>practice with their secondary mathematics students. This research complexifies the role of primarily white mathematics teachers and teacher educators working toward teaching</p> <p>mathematics for social justice by foregrounding some of the ways in which social justice mathematics curricula and instruction may continue to center whiteness. </p> <p><br></p> <p>This dissertation includes three studies focused on the design and delivery of a social justice mathematics course offered to undergraduate students, as well as the learning outcomes</p> <p>for 11 PMTs enrolled in the first iteration. As such, each study is formatted for submission to a research journal and contains its own questions, methods, findings, discussion, and conclusion. </p> <p><br></p> <p>The first and second studies detail the experiences of PMTs in a social justice mathematics course. In the first study, I explored how engaging in such a course contributed to PMTs’ mathematics identities. Findings in this case study suggest that sustained engagement with social justice mathematics can contribute to PMTs’ conceptions of mathematics and encourage them to address issues of social justice in their mathematics classrooms. Building on this, three of the PMTs enrolled in the course and I engaged in a critical participatory action research study to investigate their experiences working toward teaching mathematics for social justice in their secondary mathematics field placements. Prior to engaging their students with social justice mathematics tasks, the PMTs focused on developing relationships and trust with students and also maintained a commitment to engaging students with dominant mathematics. </p> <p><br></p> <p>Informed by a finding in the first study (i.e., PMTs continued to view mathematics as objective and neutral), in the third study, I investigated the prominence of whiteness in the development and facilitation of the course. Using action research and critical whiteness studies, I detail areas in which I perpetuated whiteness, as well as areas in which I began to make progress.</p>