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MATH FACULTY AS INSTITUTIONAL AGENTS:
ROLE REFLECTION THROUGH INQUIRY-BASED ACTIVITIES
by
Mary Grace Javier
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 Mary Grace Javier
Object Description
| Title | Math faculty as institutional agents: role reflection through inquiry-based activities |
| Author | Javier, Mary Grace |
| Author email | emjavier@hotmail.com; mgjavier@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-04-20 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-07-27 |
| Advisor (committee chair) | Dowd, Alicia |
| Advisor (committee member) |
Bensimon, Estela Watford, Tara |
| Abstract | This qualitative study examined the self-assessment process of faculty and administrative team members from an urban community college who participated in a one and a half year long inquiry project aimed at addressing success outcomes for "minoritized" students. Through inquiry-based activities, participants examined institutional student data from students enrolled in basic skills courses and formed teams to address issues surrounding institutional performance in mathematics and developmental communications. A math department faculty participating in the project was the focus of the study because student success in math has been inequitably low on national, state, and local levels. Over the course of the project, participants were observed in various college settings and interviewed as a way to gauge what they were learning about their role to impact student success. Specifically through structured inquiry, participants acquired new knowledge to facilitate action steps in both the classroom and within the department to better support outcomes for students beginning in basic skills courses. The findings of this study suggest that there are different levels of readiness for a practitioner driven inquiry project in higher education - readiness for participation in a project, readiness to engage in the process of inquiry, and readiness to change both individual and institutional practices. Through the process of reflection, participants developed varying levels of problem solving knowledge, based on their readiness. While many were able to accurately assess the problem, some developed knowledge about resources to address the problem, and a select few learned how to take action on a student's behalf. |
| Keyword | inquiry-based; institutional agents; math faculty; reflection; reflective cycle |
| 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-m2390 |
| Rights | Javier, Mary Grace |
| 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-Javier-3140 |
| Archival file | uscthesesreloadpub_Volume40/etd-Javier-3140.pdf |
Description
| Title | Page 1 |
| Full text | MATH FACULTY AS INSTITUTIONAL AGENTS: ROLE REFLECTION THROUGH INQUIRY-BASED ACTIVITIES by Mary Grace Javier 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 Mary Grace Javier |
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