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Beyond learning (in)opportunities in mathematics education : advocating and curating in a rural school community
(University of Missouri--Columbia, 2023)
more about how stratification occurs, I conducted a year-long ethnography in one public elementary school in a rural community. Through iterations of observation, analysis, and reading, I examined the opportunities students and parents encountered...
Elementary students' understanding of fractions with dynamic technology
(University of Missouri--Columbia, 2020)
This study examines students' mathematical strategies within a novel technological environment designed to support understanding of relationships between quantities and adjustable measuring units. In particular, 30 elementary students (grades 3...
"I can't believe I just said that" : discursive filters and beginning mathematics teachers' enactment of ambitious practice
(University of Missouri--Columbia, 2020)
After being introduced to "ambitious" teaching methods during teacher education, only some beginning teachers attempt to enact those methods, as others gravitate toward the conventional practices that overwhelm K-12 settings. ...
Whole-class read-alouds with diverse children's literature: primary teachers' perspectives and practices
(University of Missouri--Columbia, 2022)
The purpose of this qualitative research study was to investigate primary teachers' perspectives about whole-class read-alouds with diverse children's literature (DCL) and their practices for implementing and conducting ...
Educative features of upper elementary Eureka math curriculum
(University of Missouri--Columbia, 2020)
This two-phase study examined the educative features of upper elementary Eureka Math curriculum as well as examined take-up of those educative features in two classrooms at each grade level. Using an analytical framework ...
The impact of place-based pedagogy on teachers' professional identities, instructional decisions, and collaborations
(University of Missouri--Columbia, 2020)
This design study uses a design-based, formative approach to consider teachers' understanding and use of place-based pedagogical practices. The study focuses on teachers' awareness, understanding and use of place as they ...
Reclaiming relations : embodied practices of visual arts educators knowing, being and doing evaluation
(University of Missouri--Columbia, 2021)
as the resistances of art educators reverberate beyond current systemic boundaries and offer a possibility to think differently about evaluation. Utilizing the practices of quilting, the work charts a new coursnowledge and think and perform research and teacher...
Rethinking PD as participatory development : engaging in collaboration toward racial literacies development
(University of Missouri--Columbia, 2023)
, and support. These findings are explained through a closer examination of the role that our goals, background experiences, resources, focus, sharing and vulnerability, and classroom application played in our collaborative and individual development...
Iraqi graduate students' perceptions of academic writing in the STEM fields
(University of Missouri--Columbia, 2023)
The purpose of this study is to examine Iraqi multilingual graduate PhD STEM students' experiences and perceptions of their academic writing. In this study I explore the following areas: a) Experiences that shaped multilingual ...
Examining secondary teachers' practical rationality of mathematical modeling
(University of Missouri--Columbia, 2020)
to increase awareness about complex and often conflicting teacher obligations related to mathematical modeling. To support teachers in enacting modeling, the field might consider qualified professional development, viable modeling tasks and tools, and a...