This dissertation is an examination of the ways English teachers may be complicit in reproducing an abstinence-based sex education discourse in their own classroom practices and discussions of literature. Working from disciplinary research in sex education, sociology, English education, anthropology, and public health, I explore English teachers\' experiences in negotiating the effects of, reactions to, and expectations for discussing sexuality, intimacy, and gender in a school community. Using feminist positioning theory and Bakhtin\'s concepts of dialogism and ventriloquism, I explore how teachers approach, grapple with, contribute to, and leverage dominant institutional discourses in their practices, thereby mediating knowledge, possibilities for conversations, and institutional norms. An amalgam of teaching philosophies, methodologies, and political ideologies underscores teachers\' voicing patterns and discursive positions, helping to further inform an understanding of how contentious social issues are negotiated in the classroom. The agentic discursive positions teachers take up provide insights into teachers as mediating agents within institutional discourses, but not necessarily as change agents of institutional norms. / Ph. D.

Thesis advisor: Audrey Friedman / Evidence suggests that college preparation programs successfully support students through college preparation and application process. However, most research into college preparation programs does not attend to students' collegiate experiences once they leave college preparation programs. This dissertation explored the long-term influence of Small College's College Preparation Program (CPP) on students' collegiate academic, cultural, and social experiences, following college preparation program graduation. This research is a multiple-case study that used phenomenologically oriented interviews. The source of participants was students who completed CPP in 2006 and 2007 and who were enrolled in a university. Using purposeful sampling to achieve maximum variation among CPP graduates, I conducted three tape-recorded interviews of seven participants. Interactive interviews followed Seidman's (1998) recommendations for interview content. Positioning theory was used, in conjunction with social and cultural capital, to analyze data throughout data collection. Positioning theory served as a useful lens for examining the first year college experiences of CPP graduates because it allowed the researcher to explore participant experiences with their agency in mind. Much of the literature on university outreach college preparation programs places students at the center of the research. Often, though, within the research, students are positioned as passive recipients of college preparation services. Viewing the college admissions process as a discourse, participants reflexively self-positioned, but they were also engaged in interactive positioning. In either role, participants assumed an active role, rather than the passive role that most research positions assigns to students. This dissertation finds that participants actively self-positioned as they applied both dominant and non-dominant social and cultural capital during their college preparation and after matriculation. The ability to navigate complex and exclusionary contexts speaks to participants' strengths, perseverance, and motivation. Supportive relationships mitigated the impact of stereotype threat, interpersonal and institutional microaggressions. Moreover, participants self-positioned in ways that built on participants' wealth of insights, experiences, relationships, and capital, leading to academic success. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.

The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.

The purpose of this study was to explore the tensions that existed between my co-teaching partner and me while working together during the last four years. Additionally, I studied how my partner, the special educator, and I, the general educator, negotiated the tensions that came up during our collaboration. Using a narrative approach to share our stories about our teaching, I investigated how we worked together and contributed to our co-teaching relationship. I analyzed the stories and storylines that we shared using a theoretical lens called positioning. Positioning theory looks at how people interact with each other and the positions that they take up and give away. Positioning helped me to understand better how we were negotiating the tensions we were experiencing while co-teaching together. The findings suggested that the tensions that existed between us stemmed from our confusion about our roles and our lack of planning. It was also strained because of the ways in which the institution positioned us. Because we were confused about our roles and were not planning, our co-teaching was not as excellent as it could have been. Both of us negotiated our tensions by (a) remaining positive about our relationship, and (b) continuing to value teaching together even though there were tensions in our partnership. Our "friendship" persisted even after professional tensions came up and, many times, in spite of the tensions. In conclusion, this study revealed that my co-teaching partner and I needed more training about how to be co-teachers so that we could negotiate the tensions that came up. We did not plan regularly and did not understand how our roles co-existed because we had no training about how these things would help us in our relationship. This study also reveals that co-teachers need to be more committed to co-teaching. Despite our lack of training and preparation, we remained positive about our relationship and this is the reason why our partnership endured.

The purpose of this thesis is to describe and analyse the role of logistics in the strategy of the firm. Leading to this purpose are empirical observations of firms that manage to grow under sustained profitability, by the means of logistics. The clothing retailers H&M and Inditex manage to pursue strategies of growth under sustained profitability. Both H&M and Inditex acknowledge that logistics is used in achieving these strategic goals. The competitive environments are similar for the two retailers. However, the strategy content, i.e. the what of strategy, differs greatly between H&M and its Spanish competitor. H&M focuses on economies of scale in their operations to allow for low logistics costs and a cost-efficient geographical expansion. Inditex focuses on flexibility and speed, being able to quickly respond to changes in demand, which calls for a more agile logistics platform. From this background, two cases are studied as regards the role of logistics in the strategy. The case companies Ahlsell and Bergman & Beving, two wholesalers of industrial goods, display growth under sustained profitability and have an outspoken focus on logistics in their strategies. The cases are described in terms of the content and the context of logistics in the strategy of the firm. The content is the what of strategy whereas the context is the where of strategy. The context is further divided into inner and outer context, where inner context is the firm and outer context is its environment. The theoretical basis of this research is found in logistics and in strategy: Logistics research on the relation between logistics and strategy from a logistics perspective, and strategy theory ranging from the resource-based view of the firm, or the inside-out perspective, to positioning theory, or the outside-in perspective. A pattern-matching methodology is used to establish an appropriate description of the logistics content and context in the strategy of the firm. In the content-dimension, the opposing views of the resource-based view and positioning theory are tested on the cases. In the context-dimension, the cases and their environment are described with a stance taken in the contingency approach to the organisation of logistics. The research shows that the role of logistics in the strategy of the firms in the scope of this study is most appropriately described using a resource-based view of the firm. Further, the two firms under study serve as examples of two different ways to use logistics in the strategy: - Bergman & Beving manages to integrate a decentralised group of product companies in one logistics platform. - Ahlsell achieves synergies in acquisitions by moving logistics and administration of the acquired firms into their centralised logistics platform. The cases also serve as examples of that the logistics solutions need not be optimal in terms of the lowest cost and the highest service level to be used successfully in the strategy of the firm to reach growth under sustained profitability. The firms in the scope of this research act in similar outer contexts but interpret these contexts in different ways depending on their manner to use logistics in the strategy. The research shows that similar outer contexts can be approached successfully with strategies with different logistics content. The logistics organisations in the firms in the scope of this thesis display robustness towards changes in the outer context of the firm, i.e. the logistics organisations can encounter considerable changes in the environment without altering their position in the firm. It is concluded that in order to make the role of logistics in the strategy more comprehensible, a bridge between the abstract strategy theory and the role of logistics needs to be established. A possibility to attain this can be found in the application of a business model framework to the relation between logistics and strategy, which is suggested as an area for further research. / ISRN/Report code: LiU-Tek-Lic 2005:34

The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.

The present inquiry sets out to explore the self as an expatriate eacher working in international schools, through the lens of ositioning. To better understand complex phenomena such as the self and its episodic encounters in the social arena, this study uses positioning theory as an analytical framework. The self is followed as it moves from its private sphere to the social milieu where it takes on its multiplicity, as a social being. The dynamics of positioning is illustrated by the mutually determined triad. Hence, the self is looked at in one of its main social engagements: the recruitment where the social episode is mutually framed by the storylines of the participants, the social force and the position taken on. Illustrations are given to exemplify and extend the use of positioning theory in an international school context. The implications brought up by the results of the present inquiry are applicable not only to the expatriate teacher but also to the wider expatriate community.

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Mathematics students often define themselves by their grades, test scores, how they compare to other people, how comfortable they feel in mathematics class, and so on. These experiences are all part of a student's mathematical life story. Students assume positions with particular rights and duties for themselves and for the actors in the stories they tell. Those positions reflect certain types and levels of status. Those types and levels of status have been shown to either inhibit or open a student's access to learning mathematics. Thus, a student's status in mathematics education is an issue of equity. Mathematics educators and mathematics education researchers alike have argued that equity is a critical issue to their field. This serious issue has motivated me to study status and associated positions from a student's perspective. Thus, I have analyzed students' mathematical life stories of two high school students for positions with concomitant rights and duties and associated these with types of status. Positions, which are situated in storylines (or larger narratives about interactions), have been identified which add to the field's definitions and understanding of status. Both student participants focused on different types of status in sharing their experiences, one focusing on academic status and the other focusing on peer status. Therefore, the positions for each student illuminate the relationship between positions and types of status. Contributions to the research which reflect this relationship are discussed as well as what teachers can learn from these stories to shape access to mathematics learning and to students' mathematical socialization.