How Participatory Action Research as Pedagogy Helped Transform the Identities of Students Enrolled in a Developmental Mathematics Classroom

Autor/inn/en	Moreno, German Alonso; Rutledge, David
Titel	How Participatory Action Research as Pedagogy Helped Transform the Identities of Students Enrolled in a Developmental Mathematics Classroom
Quelle	In: Educational Action Research, 28 (2020) 5, S.775-790 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2019.1682630
Schlagwörter	Action Research; Participatory Research; Instructional Effectiveness; Developmental Studies Programs; Mathematics Education; Educational Experience; Adult Students; Community Colleges; Transformative Learning; Reflection; Critical Theory; Self Efficacy; Minority Group Students; Race; Poverty; Stereotypes + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Unterrichtserfolg; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Mathematische Bildung; Bildungserfahrung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Community college; Community College; Pädagogische Transformation; Kritische Theorie; Self-efficacy; Selbstwirksamkeit; Rasse; Abstammung; Armut; Klischee
Abstract	This study explores the use of participatory action research (PAR) as pedagogy with adults to create dialog about their educational experiences connected with learning mathematics. The dialog, largely centered on race and poverty and how those aspects factored into their learning, produced the opportunity for critical reflection. This dialog gave students a context for investigating mathematical concepts. The novel pedagogy allowed students to re-evaluate assumptions they had about their ability to learn mathematics, hence affecting a change in their identity. The data presented here is viewed through the lens of transformative learning and its relation to identity. The ultimate goal of this paper is to provide evidence that participatory educational environments provide adults with effective opportunities to develop a greater sense of self within the academic environment, thereby enhancing their chances to succeed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01