Page 1 |
Save page Remove page | Previous | 1 of 120 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
A CASE STUDY OF ONE TEACH FOR AMERICA CORPS MEMBER’S
USE OF EQUITY PEDAGOGY
by
Lindsay Anne Kwock Hu
________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2009
Copyright 2009 Lindsay Anne Kwock Hu
Object Description
| Title | A case study of one Teach For America corps member's use of equity pedagogy |
| Author | Hu, Lindsay Anne Kwock |
| Author email | lindsay.k.hu@gmail.com; lhu@buildingexcellentschools.org |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-06-15 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-09-25 |
| Advisor (committee chair) | Hollins, Etta R. |
| Advisor (committee member) |
Collatos, Anthony Jun, Alexander |
| Abstract | This study investigates equitable practices used by a Teach For America (TFA) corps member (CM) in her second year of teaching low income, minority students. This study’s conceptual framework is based on a contemporary conceptualization of equity pedagogy that includes: (a) tools of power and access (Delpit, 1988); (b) culturally relevant instructional practices (Hollins, 2008); (c) supportive learning environments (Hollins, 2008); and (d) critical pedagogy (McLaren, 1989). In this study, equity pedagogy refers to the application of knowledge about the learner, learning, and subject matter in ways that connect with and build upon the students’ personal experiences and prior academic and informal learning, thus providing equitable access to classroom learning for previously underserved students.; This study investigates the instructional and curricular practices of one second year Teach For America corps member. Using a case study design, data from participant interviews, classroom observations, and planning session observations were analyzed and coded for instances of contemporary conceptualizations of equity pedagogy and for school site factors impeding the full implementation of equity pedagogy.; Recommendations for teacher education and support programs are based on a sociocultural perspective of learning and include mentoring, peer collaboration, and developing a cultural knowledge base. This study raises critical questions about the recruitment, selection, and training practice of the Teach For America program and introduces recommendations for further research. |
| Keyword | equity pedagogy; culturally relevant pedagogy; Teach For America |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2617 |
| Rights | Hu, Lindsay Anne Kwock |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Kwock-3287 |
| Archival file | uscthesesreloadpub_Volume23/etd-Kwock-3287.pdf |
Description
| Title | Page 1 |
| Full text | A CASE STUDY OF ONE TEACH FOR AMERICA CORPS MEMBER’S USE OF EQUITY PEDAGOGY by Lindsay Anne Kwock Hu ________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2009 Copyright 2009 Lindsay Anne Kwock Hu |
Comments
Post a Comment for Page 1
