dc.contributor.author	Jones, Jameson Harris	en
dc.contributor.committeechair	Tilley-Lubbs, Gresilda A.	en
dc.contributor.committeemember	Kreye, Bettibel Carson	en
dc.contributor.committeemember	Druggish, Richard	en
dc.contributor.committeemember	Garrison, James W.	en
dc.contributor.department	Education, Vocational-Technical	en
dc.date.accessioned	2020-09-26T08:00:19Z	en
dc.date.available	2020-09-26T08:00:19Z	en
dc.date.issued	2020-09-25	en
dc.description.abstract	In this study, I investigate the concept of insider/outsider teacher identity, focusing on its relationship to teacher education. Having extensive experience as a student and teacher in rural Appalachia, I emphasize the regional perspective. To introduce the study, I present the research questions that guide the study, I explain my decision to present the study in two manuscripts, and I position my relationship within the research. In the first manuscript, "Teaching Inside Out: Exploring Insider and Outsider Status Among Teachers," I explain how I developed interest in this topic and I review academic literature about insider/outsider teacher identity. In the second manuscript, "Teaching Inside Out: A Qualitative Study of Teachers' Experiences as Insiders and Outsiders in Appalachia," I use qualitative research methods (Mayan, 2016) to delve into the experiences of teachers who have come to communities in Appalachia from outside the region, and I interrogate the implications of their experiences. This study can serve as a guide to teachers preparing for or continuing in the profession, to explore the development of their own insider/outsider identities in the communities where they work or will be working.	en
dc.description.abstractgeneral	In this study, which I present in two manuscripts, I explore insider/outsider teacher identity in Appalachia. In the first manuscript, I narrate my personal experiences and look to the academic body of literature to inform the topic. In the second manuscript, I present and interpret the experiences of three insider/outsider teachers who have worked in rural Appalachian communities.	en
dc.description.degree	Doctor of Philosophy	en
dc.format.medium	ETD	en
dc.identifier.other	vt_gsexam:27343	en
dc.identifier.uri	http://hdl.handle.net/10919/100063	en
dc.language.iso	en	en
dc.publisher	Virginia Tech	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	teacher education	en
dc.subject	insider	en
dc.subject	outsider	en
dc.subject	Appalachia	en
dc.title	Teaching Inside Out in Appalachia: Identity Development of Insider/Outsider Teachers	en
dc.type	Dissertation	en
thesis.degree.discipline	Curriculum and Instruction	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Philosophy	en

Teaching Inside Out in Appalachia: Identity Development of Insider/Outsider Teachers

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