The current way of “doing” inclusive education in many US public schools includes re-imagining the spaces where a young person is receiving their educational services. Still, many schools and programs are set up to provide specialized educational services in a specific place. Most often, this place is outside of the general education classroom and deemed to have rehabilitative properties. Therefore, research that draws on the lived experiences of people in restricted educational programs is needed to understand more clearly how policies of inclusion and exclusion are not only enacted, but lived by the people inhabiting those spaces. By designing a qualitative study that is an ethnographic narrative inquiry, this project describes restricted educational programs from the perspectives of the people who occupy them. This study draws on the words and experiences of participants within restricted educational programs to explore what a concerted focus on the spatial dimension illuminates about these spaces and youth learning. Taking an iterative approach this study used ethnographic methods such as, participant observation and open-ended and semi-structured interviewing to inquire alongside educators who work with young people with disabilities and young people who are court involved in restrictive educational programs. The methodological choice to collect data at two separate restricted educational programs, one in-school and one after school was intentional to investigate the nature of the label “restrictive” and its spatial properties. The research demonstrates that spaces are dynamic and fluid but often limited by the socio-spatial location such as, during or after school. Often it is the adults within each respective space who engage in practices of teaching and learning which either limit youth or provide youth with more expansive curricular possibilities. More consistently youth engage in practices, which add to the dynamic nature of how spaces are socially produced. From this an understanding of the project of inclusive education emerges which demands concerted attention be paid to the spatial dimension of inquiry, one that requires educators, more broadly, to participate in reflexive practices related to understanding their own socio-spatial position along with the socio-spatial position of the youth with whom they are constructing spaces.

This thesis presents findings of a study conducted to determine the levels of cooperation that are manifested when disciplinary issues arise in the classroom.

No description available.

I återkommande skolenkäter (Skolenkäten,2020) framkommer att många elever saknar studiero i klassrummet. Studien syftar därför till att undersöka elevernas uppfattningar kring studiero. För att undersöka detta har en fenomenografisk ansats (Marton & Booth, 2000) tillämpats. Tio elever från två klasser i årskurs fem har intervjuats. Elevernas uttalanden ligger till grund för två beskrivningskategorier i studiens utfallsrum. Resultatet tolkades och analyserades utifrån en fenomenografisk analysmetod (Marton & Booth, 2000). I resultatet framgick det att eleverna anser att lärare behöver ha goda ledar- och didaktiska kompetenser för att skapa studiero. Eleverna upplevde en stress när de inte hann med och förstod sina lektionsuppgifter och resultatet visar att elever upplever att de inte får den hjälp som de behöver vilket påverkar studieron i klassrummet.

京都大学 / 0048 / 新制・課程博士 / 博士(人間･環境学) / 甲第20774号 / 人博第836号 / 新制||人||201(附属図書館) / 29||人博||836(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 田地野 彰, 教授 桂山 康司, 准教授 高橋 幸, 教授 柳瀬 陽介 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

Philosophiae Doctor - PhD / It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswtiching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. / 2024

The purpose of this qualitative study was to use grounded theory and case study methodology to identify and describe the ways that an upper elementary school teacher makes students feel known and respected for who they are by creating a relationship-driven classroom community. Analyzing how a teacher uses a relationship-driven classroom community has the potential to improve upon existing classroom community models. Data were collected from a teacher questionnaire, student questionnaire, samples of student work, document collection, two formal interviews with ten students, two formal interviews the teacher, and descriptive field notes from observations. Results indicated creating teacher-student relationships that make students feel known and important has the potential to offset the issues resulting from the disconnect between teachers and students and could lead to greatly improved student achievement. The results also provide new directions in the following areas: (a) teacher-student relationships, i.e., making students feel known and important; (b) creating classroom communities that are formed around teacher-student relationships; and (c) accounting for the mismatch between teachers and students.

This study reports middle school astronomy classes that implemented photographs and classroom response systems (CRSs) in a discussion-oriented pedagogy with a curriculum unit for the topics of day-night and cause of seasons. In the new pedagogy, a teacher presented conceptual questions with photographs, her 6th grade students responded using the CRSs, and the teacher facilitated classroom discussion based on the student responses. I collected various data: classroom observation with field-note taking and videotaping, student pre- and post-conception tests, student attitude survey and classroom short surveys, and teacher interviews. Classroom video recordings and teacher interviews were transcribed verbatim and analyzed with the grounded theory approach. This approach was used to analyze the open responses of the student attitude survey as well. Pre- and post- conception tests consisted of open-ended questions and they were scored based upon rubrics. Numerical data were analyzed with descriptive statistics and simple t-tests. In this study, I answered three research questions: 1) student-teacher discourses and interaction patterns while learning and teaching with the photographs and CRSs in the new pedagogy; 2) 6th grade students’ misconceptions about the concepts of day-night and cause of seasons, and their knowledge gains after they had the intervention; and 3) the students’ and the teacher’s attitude toward the new curriculum and the new pedagogy. Finally, I discuss the student-teacher interaction model and three important teacher-questionings in this pedagogy; levels of misconceptions; and the pedagogical roles of the photographs and CRSs.

No description available.

No description available.