Date of Award

11-6-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Robyn Seglem

Abstract

The research for this dissertation is presented in manuscript format with an introduction, an in-depth outline of three manuscripts related to this study, and a conclusion that follows. As design-based research serving as the foundation to this work, the first manuscript used networked inquiry to uncover what teachers need in order to transform their classroom instruction to infuse socially just practices. The second manuscript used the figured worlds theoretical framework (Holland et. al 1998) to examine the identity transformations of experienced teachers. And, the third manuscript explored the connection between novice teachers and socially just innovative mentor teachers and its impact on newly developed classroom structures. Finally, the work concludes with implications for classroom teachers, teacher education, and administrators along with suggestions toward further research.

Comments

Imported from Bonner_ilstu_0092E_12282.pdf

DOI

https://doi.org/10.30707/ETD2023.20230711063200696213.999996

Page Count

181

Download

Share

COinS