Contradictions, transformative agency, and collective design:facilitating inclusive problem-solving and systemic design at an urban middle school for addressing racial disparities in school discipline
Başlık çevirisi mevcut değil.
- Tez No: 717271
- Danışmanlar: YRD. DOÇ. DR. AYDIN BAL
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2020
- Dil: İngilizce
- Üniversite: University of Wisconsin-Madison
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 145
Özet
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Özet (Çeviri)
During the last two decades, there has been an increase in implementation of school-wide Positive Behavioral Intervention and Supports (PBIS). Schools implement this multi-tiered system of support to organize the school environment by creating improved tools and procedures for improved behavioral outcomes. With the implementation of PBIS, schools aim to support positive student behaviors and to decrease problem behaviors. However, PBIS has not been effective in addressing racial disproportionality. Students from diverse backgrounds continue to be overrepresented in exclusionary disciplinary actions such as suspension. The present study examined how an inclusive school-based team, Learning Lab, worked as collective knowledge producing and the problem-solving team. The Learning Lab focused on addressing behavior challenges and racial disparities in school discipline at one urban middle school named Rogoff Middle School in the state of Wisconsin. The study provides a comprehensive analysis of how the Learning Lab was formed and the team worked with local stakeholders to articulate, examine, and resolve the systemic contradictions. This study takes the approach of a qualitative case study that utilizes the analysis of the discursive manifestations of contradictions. Data were generated through video recordings of 14 consecutive Learning Lab meetings and document analyses. As a result of analysis, 194 discursive manifestations of contradictions were identified, and three main contradiction categories emerged including classroom management, schoolcommunity partnership, and behavioral support tools. Implications of the study are discussed. Recommendations for future research are provided. Keyword: School Discipline, Racial Disproportionality, Cultural-Historical Activity Theory, Learning Lab, Formative interventions, Discursive Manifestations of Contradictions
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