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REMEDIATING ARTIFACTS: FACILITATING A CULTURE OF INQUIRY
AMONG COMMUNITY COLLEGE FACULTY TO ADDRESS ISSUES OF
STUDENT EQUITY AND ACCESS
by
Cristina Salazar-Romo
____________________________________________________________________
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
August 2009
Copyright 2009 Cristina Salazar-Romo
Object Description
| Title | Remediating artifacts: facilitating a culture of inquiry among community college faculty to address issues of student equity and access |
| Author | Salazar-Romo, Cristina |
| Author email | cristinasalazar@mac.com; cxsalazar@pasadena.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-04-29 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-07-14 |
| Advisor (committee chair) | Dowd, Alicia C. |
| Advisor (committee member) |
Bensimon, Estela M. Klein, Brock |
| Abstract | This study explores the experiences of three faculty members from English as a Second Language, English, and Reading departments who were involved in an action inquiry project at an urban community college. Participants in the study, along with the action inquiry group, engaged in a series of self-assessment activities to examine the inequitable educational outcomes in basic skills coursework in their institution. The purpose of this study was to understand the ways in which faculty members who engaged in an action research project learned about cultural responsiveness through their discussions about a key pedagogical tool: course syllabi. The learning that took place influenced the participants to change their beliefs, practices, and attitudes toward basic skills students and motivated them to become advocates of their students’ success. |
| Keyword | inquiry; cultural historical activity theory; equity; access; institutional agency; cultural responsive teaching |
| 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-m2361 |
| Contributing entity | University of Southern California |
| Rights | Salazar-Romo, Cristina |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-SalazarRomo-3135 |
| Archival file | uscthesesreloadpub_Volume26/etd-SalazarRomo-3135.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | REMEDIATING ARTIFACTS: FACILITATING A CULTURE OF INQUIRY AMONG COMMUNITY COLLEGE FACULTY TO ADDRESS ISSUES OF STUDENT EQUITY AND ACCESS by Cristina Salazar-Romo ____________________________________________________________________ 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 August 2009 Copyright 2009 Cristina Salazar-Romo |
