Scholarly Works, School of Education

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https://hdl.handle.net/10919/23745
Research articles, presentations, and other scholarship

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Browsing Scholarly Works, School of Education by Subject "1303 Specialist Studies in Education"

Now showing 1 - 5 of 5
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    Beyond Virtual Equality: Liberatory Consciousness as a Path to Achieve Trans* Inclusion in Higher Education
    Catalano, D. Chase J. (Routledge, 2015-07-03)
    Trans∗ men have not, as yet, received specific research attention in higher education. Based on intensive interviews with 25 trans∗ men enrolled in colleges or universities in New England, I explore their experiences in higher education. I analyze participants’ descriptions of supports and challenges in their collegiate environments, as well as advice they offer to other trans∗ men in college. I offer liberatory consciousness as a model that higher education staff and faculty can use to attend to the needs for trans∗ men’s inclusion in higher education.
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    The impact of AVID tutoring on developing a teacher identity
    Bowen, Bradley D.; Duffield, Stacy (Informa, 2020-05-26)
    There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher’s development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors’ development of their teacher identity, implications of the findings, and areas for future research and practice.
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    Measuring how the degree of content knowledge determines performance outcomes in an engineering design-based simulation environment for middle school students
    Bowen, Bradley D.; DeLuca, V. William; Franzen, Marissa Marie S. (Pergamon-Elsevier, 2016-01-01)
    Many secondary schools offer STEM-based technology and engineering courses that use simulation modeling to teach engineering design. However, the performance of the final design is usually dependent upon the student's ability for knowledge application. When a student reaches the limit of this content knowledge, they may resort to other problem solving processes, such as a trial and error approach, to improve their design. This study measures the outcomes of students with varying levels of content knowledge to determine how the level of knowledge determines their performance within a virtual design simulation. The results show that students with a greater content knowledge initially have significantly better performance outcomes. However, if given enough opportunities to engage in the simulation activity, students with less content knowledge perform equally well.
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    Resisting coherence: trans men’s experiences and the use of grounded theory methods
    Catalano, D. Chase J. (Routledge, 2017-03-16)
    In this methodological reflective manuscript, I explore my decision to use a grounded theoretical approach to my dissertation study on trans* men in higher education. Specifically, I question whether grounded theory as a methodology is capable of capturing the complexity and capaciousness of trans*-masculine experiences. Through the lenses of social justice and Critical Trans Politics I question whether theory generation with so little published about trans* men in research puts limitations on the possibilities of liberation for trans* men. I suggest researchers consider utilizing exploratory research to understand the experiences of trans* men instead of theorizing about their lived experiences.
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    Underrepresented High Schoolers’ Interests, Engagement, and Experiences in an Information and Communications Technology Summer Workshop: A Three-Year Study
    Johnson, Marcus Lee; Said, Hazem; Hedges, Sarai; Gibbons, Scott; Meyer, Helen; Li, Chengcheng; Michael, Rebekah (Springer, 2021-04-11)
    In this paper we describe our investigation of underrepresented high school students’ interests, engagement, and experiences in design-based Information & Communications Technology (ICT) summer workshop activities; with the goal of identifying activities, aspects, and/or elements of the program that can be tailored or improved upon to attract, engage, educate, and retain high schoolers who have historically been underrepresented in ICT. Our primary research question is “which activities are most engaging for students typically underrepresented in ICT careers and programs,” and we additionally report on underrepresented students’ experiences and psychosocial changes across the summer workshops. A total of 139 high school students (of which 98 identified as being underrepresented female and/or racially minoritized students) participated in the ICT workshops hosted across three consecutive summers at a large, public, urban university in the Midwestern region of the United States. Employing a mixed methods design, our quantitative results and qualitative findings suggest that underrepresented students in our sample found the summer workshops’ group projects and hands-on courses to be the most engaging activities. Implications of our results/findings are further discussed.