The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.

On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy Christopher C Lazzaro The primary purpose of this research is to understand how and why members at each of the three levels of the education system within a local-control state made the decisions they did in supporting or hindering the adoption and implementation of the Next Generation Science Standards. This research concentrates on three levels of the education system in a local-control state; 1) the state level 2) the district level, and 3) the school/teacher level, while investigating the following questions: 1. To what extent, and in what ways, do members in each of the three levels of the state education system advocate for adoption and implementation of the Next Generation Science Standards? 2. Are the members in each of the three levels motivated or compelled to consider adoption and implementation of the Next Generation Science Standards, why or why not? 3. To what extent, and in what ways, do the members in each of the three levels take into account science epistemology in their overall consideration of adoption/implementation of the NGSS? The data drew from a series of interviews from a prior study, "Challenges of Implementing the Next Generation Science Standards in Local-Control States in the U.S." (Sevian, Foster, and Scheff, 2012). After these data were coded and analyzed around the three research questions, this phenomenographic research study identified four key findings: Key Finding 1 - As the District Coordinators are uniquely situated within the state education system to be able to see both the on-the-ground practical implications and the high-level policy pressures of adopting and implementing the NGSS, they reflect the deepest level of awareness of how to best advocate for adoption and implementation of the NGSS. Key Finding 2 - Motivation to adopt and implement the NGSS is highly nuanced. The most significant factor influencing motivation to adopt or implement the NGSS at each level is related to assessment. The reasons assessment affects motivation is different at each level. Key Finding 3 - Each interviewee at each level demonstrated awareness that the NGSS are significantly different from prior standards in some way. While teachers and SSCs sometimes cited the science practices as the critical difference, they were not able to meaningfully elaborate on what "science practices" are. Conversely, the District Coordinators demonstrated a deeper level of awareness and were able to comment more specifically on the practices and how they would affect science education in their state. Key Finding 4 - Regardless of level, the better a participant reflected an awareness of epistemology, the more likely they were to advocate for adoption and implementation of the NGSS. Similarly, the better a participant reflected an awareness of epistemology, the more likely they were motivated to consider adoption and implementation of the NGSS. The implications of the findings in this current study can; inform the supplemental materials and dissemination of information by standards writers, help policy makers engage stakeholders appropriately at each level by illustrating how national reform efforts play out in local-control states, and aid school based employees by identifying how and where they can participate in state level policy discussion and where their input could be valuable.

The implementation of inquiry learning in American science classrooms remains a challenge. Teachers’ perceptions of inquiry learning are predicated on their past educational experiences, which means outdated methods of learning may influence teachers’ instructional approaches. In order to enhance their understanding and ultimately their implementation of inquiry learning, teachers need new and more relevant models. This study takes a preliminary step exploring the potential of game play as a valuable experience for science teachers. It has been proposed that game play and inquiry experiences can embody constructivist processes of learning, however there has been little work done with science teachers to systematically explore the relationship between the two. Game play may be an effective new model for teacher education and it is important to understand if and how teachers relate game playing experience and knowledge to inquiry. This study examined science teachers’ game playing experiences and their perceptions of inquiry experiences and evaluated teacher's recognition of learning in both contexts. Data was collected through an online survey (N=246) and a series of follow-up interviews (N=29). Research questions guiding the study were: (1) What is the nature of the relationship between science teachers’ game experience and their perceptions of inquiry? (2) How do teachers describe learning in and from game playing as compared with inquiry science learning? and (3) What is the range of similarities and differences teachers articulate between game play and inquiry experiences? Results showed weak quantitative links between science teachers’ game experiences and their perceptions of inquiry, but identified promising game variables such as belief in games as learning tools, game experiences, and playing a diverse set of games for future study. The qualitative data suggests that teachers made broad linkages in terms of parallels of both teaching and learning. Teachers mostly articulated learning connections in terms of the active or participatory nature of the experiences. Additionally, a majority of teachers discussed inquiry learning in concert with inquiry teaching which led to a wider range of comparisons made based on the teacher’s interpretation of inquiry as a pedagogical approach instead of focusing solely on inquiry learning. This study has implications for both research and practice. Results demonstrate that teachers are interested in game play as it relates to learning and the linkages teachers made between the domains suggests it may yet prove to be a fruitful analogical device that could be leveraged for teacher development. However, further study is needed to test these claims and ultimately, research that further aligns the benefits of game play experiences to teacher practice is encouraged in order to build on the propositions and findings of this thesis.

This dissertation reports on an ethnographic study to examine and detail emerging practices in a community of practice comprised of an elementary teacher and a scientist (microbiologist). The study was conducted in order to design a model for professional development. It also aimed to contribute to the limited research involving elementary educators and their work with scientists. Furthermore, extra attention was given to understanding how both the elementary teacher and the scientist benefitted from their participation in the community of practice created from working together in teaching and learning science as a form of professional development. This was in accordance with a community of practice framework, which details that a healthy community is one without a perception of hierarchy among members (Wenger, 1998). The elementary teacher and scientist as participants collaborated in the creation of a science unit for an afterschool program. A wide variety of data was collected, including: interviews, transcribed meetings, and online journals from both participants. The data was coded for reoccurring themes surrounding practices and shifts in perception about science teaching and learning that emerged from this community of practice as professional development. The findings have implications for practices that could be used as a foundational structure in future collaborations involving elementary teachers and scientists for elementary science professional development.

The purpose of this study is to analyze the patterns of classroom discourse when high school students move from performing prescribed algorithms in order to solve problems for which the process and solution are well-defined to spoken proof, in which ideas are discussed and arguments are formulated and formalized. The study uses a modified version of discourse analysis developed by Arno Bellack and refined for usage in a mathematics classroom by James T. Fey. The analysis framework is supplemented by codes borrowed from Maria Blanton, Despina Stylianou, and M. Manuela David (2009), which is in turn a modified version of a coding system developed by Kruger (1993) and Goos, Galbraith and Renshaw (2002). Twelve mathematics lessons involving two mathematics teachers were recorded, transcribed and coded. Eight of the lessons were classified as “proof-related” and four were designated “non-proof-related.” A lesson designated “proof-related” contained more than half activity that was actively concerned with the construction of proof; whereas a lesson in which no proofs were formulated was designated “non-proof.” Using the codes described above and a variety of qualitative and quantitative measures, the transcripts were examined for constructivist behavior on the part of the teachers and modes of participation on the students’ part. The findings suggest a relationship between a teacher’s beliefs in constructivist principles and the way in which that teacher instructs proof vs. non-proof. More specifically, a teacher who views her/himself as informed by constructivist pedagogical principles may not evince a sharp distinction between her/his teaching of proof vs. non-proof; but a teacher who does not attempt to incorporate constructivist principles on a daily basis may exhibit more constructivist tendencies when teaching proof.

Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students’ learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students’ subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities. To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or ameliorate differences in achievement, participation and feelings towards physics. Findings show how students (dis)connect with physics in both stereotypical and atypical ways; for example, one student drew from a classed identity to reject physics (e.g. “working was always in my DNA, but school is never really for me”) and another student related his classed and gendered work as a mechanic to learn physics. Traditional aspects of the physics curriculum privileged discourse, performances, and epistemology associated with middle class white masculinity. The statement “I might nit pick it because I did it my way” is characteristic of competitive, assertive, self-interested discourse during problem presentations, taken up by male and female students. However, students engaged in other ways of doing physics that were personal, emotional, caring, inclusive and collaborative. A male student wrote, “Everyone is engaging and I feel that this class is like a family.” Some students developed positive physics identities as they redefined physics: “When I experience physics on my own in anytime in a day or week, I feel like a physics person.” Implications include interrogating beliefs about physics and students, and examining one’s own practices such that the “smog of bias” (Kost-Smith, Pollock, & Finkelstein, 2010) may be demystified.

I investigate stakeholder experiences in five New York City secondary classes associated with the low end of the civic opportunity gap. Classroom stakeholders are students, teachers, and college mentors participating in the Generation Citizen program. Generation Citizen is a push-in program meant to promote civic engagement opportunities in middle and high schools associated with the civic opportunity gap. The civic opportunity gap refers to observations that opportunities for civic engagement differ based on racial and socioeconomic markers. A conceptual framework based on situated learning theory (Lave & Wenger, 1991) guides data collection and analysis. The framework draws attention to the experiences of individuals and groups in specific contexts, called communities of practice. Successful learning in a community of practice begins with legitimate peripheral participation, a process similar to apprenticeship. Situated learning theory considers the ways that people engage with each other around important issues, imagine realities in other communities, and try to align their efforts with existing processes. I present data collected through observations of classroom interactions and interviews with students, teachers, and program mentors. I find that legitimate peripheral participation required classroom stakeholders to engage the root causes of their chosen issues and put their knowledge into practice through actions aligned with the locus of their issue. This finding emerged through three themes, which address the role of classroom pedagogies in supporting or complicating the process of legitimate peripheral participation. Themes allow a discussion of the role that classroom interactions play in framing civic engagement experiences. Opportunities for civic engagement in school can positively address the problems of civic gaps when youth can name and enact legitimate efforts on their own terms.

Thesis (Ed.D.)--Boston University

Li Toi-wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 105-113). / Abstracts and appendices in English and Chinese. / Table of Contents --- p.1-2 / List of Tables --- p.3 / List of Figures --- p.4 / Chapter Chapter 1 --- Introduction --- p.5-8 / Chapter Chapter 2 --- Literature Review --- p.9-41 / Chapter 2.1. --- Historical Views of Empathy --- p.9-10 / Chapter 2.2. --- Contemporary Views of Empathy --- p.11-14 / Chapter 2.3 --- Historical Thinking and Historical Understanding --- p.15-19 / Chapter 2.4. --- Historical Empathy --- p.20-36 / Chapter 2.5 --- Assessment of Empathy and Historical Empathy --- p.37-41 / Chapter Chapter 3 --- Method --- p.42-55 / Chapter 3.1 --- Hypotheses --- p.42-45 / Chapter 3.2 --- Participants --- p.45 / Chapter 3.3 --- Material and Procedure --- p.46-53 / Chapter ´Ø --- Preliminary Considerations of the Research --- p.46-49 / Chapter ´Ø --- The Actual Research Design --- p.50-53 / Chapter 3.4 --- Analysis --- p.54-55 / Chapter Chapter 4 --- Results --- p.56-84 / Chapter 4.1 --- "Samples of Memoirs that Scored ""2"", ""1"" and ""0"" in Each of the Three Aspects of Historical Empathy" --- p.56-65 / Chapter 4.2 --- Assessment of Inter-rater Agreement and Inter-rater Reliability on the Historical Empathy Score --- p.66-67 / Chapter 4.3 --- Descriptive Statistics --- p.67-71 / Chapter 4.4 --- Correlational Analysis of the Three Categories of Historical Empathy --- p.71-73 / Chapter 4.5 --- Results of Hypothesis One --- p.73-75 / Chapter 4.6 --- Results of Hypothesis Two --- p.75-77 / Chapter 4.7 --- Interview Results --- p.77-84 / Chapter Chapter 5 --- Discussion --- p.85-100 / Chapter 5.1 --- Discussion of the General Findings --- p.85-88 / Chapter 5.2 --- Discussion of Hypothesis One --- p.89-95 / Chapter 5.3 --- Discussion of Hypothesis Two --- p.95-97 / Chapter 5.4 --- The Follow-up Interview --- p.98-99 / Chapter Chapter 6 --- Conclusion --- p.100-104 / References --- p.105-113 / Appendix / Chapter A. --- Multiple source documents for Case 1: Chang Hsueh-liang --- p.114-115 / Multiple source documents for Case 2: Shang Yang --- p.116-117 / Chapter B. --- Textbook Materials for Case 1: Chang Hsueh-liang --- p.118-119 / Textbook Materials for Case 2: Shang Yang --- p.120-121 / Chapter C. --- Guided questions for the cases of Chang Hsueh-liang and Shang Yang --- p.122 / Chapter D. --- Remarks of Table 3.1 to 3.3 --- p.123-132 / Chapter E. --- "Excerpts of memoirs which obtained the highest score (i.e., “2´ح）in the three aspects of historical empathy respectively" --- p.133-136 / Chapter F. --- Excerpts of students' original writings --- p.137-142 / Chapter G. --- "Full original version of the written memoirs that got the highest score (i.e., ""2"") in all the three aspects of historical empathy (i.e., total score=6)" --- p.143-145

This research focuses on the ways in which teaching assistants are deployed to support learning in secondary schools and investigates the effect of the different deployment approaches used. Much of the previous policy and research literature conceptualises the relationship between the teacher, teaching assistant and learner as tripartite and hierarchical - a three-way relationship in which the teacher has the major responsibility for promoting learning. Key debates in the literature include whether teaching assistants make a positive contribution to learning, represent good value for money or have an impact on educational attainment. The lack of consensus provided the impetus for this case study which contributes further to the debate. In this case study, the theorisation of the teaching assistant's role is grounded in the constructivist theories of Vygotsky and Bruner and, to a lesser extent, of Piaget. The role is also considered in the light of the theories of Bandura, Malaguzzi, Black & William and James et al. In the classroom this means that the learning is not only focused on what the teaching assistant does to support learners but also how learning is supported through the use of specific approaches. The study suggests that some models of deployment allow teaching assistants more scope to work in particular ways which offer more opportunities for learning. Methodologically, the research takes the form of an exploratory case study. The study was completed within the defined boundaries of three schools and seven lessons. Unlike previous studies which have taken predominantly quantitative approaches and provide a focus on the measurement of learners' attainment, this case study takes a wholly qualitative approach in order to focus closely on the interaction between teachers, teaching assistants and supported learners and how particular models of deployment support learning. The case study involved six teachers, seven teaching assistants and fourteen learners from three state comprehensive schools, located in one local authority. Different deployment models were observed. These included the more typical model where teaching assistants were deployed to support individuals, pairs or groups of learners within the classroom or to work in a different location with a small group of learners withdrawn from the class. Also observed was a higher level teaching assistant team teaching with a teacher in the classroom and a ordinary level teaching assistant deployed in managing a learning support facility and working independently from the teacher. Data were collected through a four stage approach that began with joint semi-structured interviews with pairs of teaching assistants and teachers. Joint interviews were followed by lesson observations. Following this, teachers and teaching assistants were interviewed separately in order to obtain their individual perceptions of the learning of supported learners in the lesson. Lastly, group interviews were conducted with supported learners to obtain their views on the support they had received. The different data sources were examined using four perspectives to identify the various ways in which teaching assistants were being deployed and how these supported learning. The case study provided a range of qualitative data from which it was possible to explore the complexities of the relationships between teachers, teaching assistants, and learners and to identify models of teaching assistant deployment which allow them to contribute more fully to learning. The study also highlighted the importance of building professional relationships. It concluded that the lack of planning between teachers and teaching assistants, the unavailability of training for teachers on managing the work of teaching assistants and for teaching assistants on supporting learners, all have a negative effect on support for learning. The learners suggested that they appreciated the academic and pastoral help they were given while also being able to provide examples where learning was over-supported and, therefore, detrimental to intellectual independence. The study, therefore, has implications at different levels - for example, for policy makers and institutions who determine roles, models of deployment and the training and management of teaching assistants when they are working both inside and outside of the classroom.