STEM and Literacy Integration as a Locus for Restorative Practices Professional Learning: A Mixed Methods Study

Autor/in	Blankmann, Dearing
Titel	STEM and Literacy Integration as a Locus for Restorative Practices Professional Learning: A Mixed Methods Study
Quelle	(2023), (218 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2718-5
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Literacy Education; Integrated Curriculum; Restorative Practices; Faculty Development; Curriculum Development; Culturally Relevant Education; Social Justice; Communities of Practice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Gerechtigkeit; Community
Abstract	The aim of this mixed methods study was to examine how restorative practices might be explored by teachers in the context of self-designed and embedded integrated STEM and literacy professional learning to promote utilization of these practices as tools for orchestrating and nurturing strong and equitable learning communities within their classrooms. Through exploration of integrated STEM and literacy curriculum design, teachers built on their understanding of culturally relevant, culturally responsive, and restorative practices. This work was a complex application of a convergent mixed methods research design utilizing a participatory-social justice approach. The quantitative data explored: In what ways do teachers understand Social Justice in Education and restorative practices? The qualitative data investigated: In what ways does fostering a STEM focused teacher community of practice center equity? At the point of integration this study pursued the questions: In what ways does participation in a teacher community of practice focused on science and literacy integration serve as a mechanism to disrupt the wider racialized school system? In what ways do teachers' implementation of restorative practices contribute to or trouble the reproduction of inequity? The findings of this study suggest teachers understood that Social Justice in Education addresses a racialized educational system through the facilitation of learning communities which nurture the well-being of all their students. Although the use of the word "restorative" was associated with reactive enactments, restorative practices were used by teachers in equal measure to repair harm and build community. This research found that a teacher community of practice focused on STEM and literacy integration can become a space/place for candid discussions centering equity and has the potential to be a proactive enactment of restorative practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01