Representation Is Not Enough: Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment

Autor/inn/en	Darling-Aduana, Jennifer; Hemingway, Kristin
Titel	Representation Is Not Enough: Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment
Quelle	In: Teachers College Record, 124 (2022) 9, S.91-121 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681221132384
Schlagwörter	Teacher Attitudes; Teacher Behavior; Professional Identity; Student Experience; Electronic Learning; Professional Autonomy; Equal Education; Asynchronous Communication; Online Courses; Discourse Analysis; Academic Achievement; African American Teachers; Teaching Methods; Educational Practices; Minority Group Students; Educational Experience; Hidden Curriculum; White Teachers + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher behaviour; Studienerfahrung; Berufsfreiheit; Online course; Online-Kurs; Diskursanalyse; Schulleistung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Bildungserfahrung; Heimlicher Lehrplan
Abstract	Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student--teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students' educational experiences online. Research Design: Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings: Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions: Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01