Literaturnachweis - Detailanzeige
| Autor/in | Signorini, Adriana |
|---|---|
| Titel | Design Study of a Student-Faculty Partnership Program Implementing Assessment as an Equitable Pedagogical Practice at a Research-Intensive MSI |
| Quelle | (2023), (267 Seiten)
PDF als Volltext Ed.D. Dissertation, California State University, Stanislaus |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-1185-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Research Universities; Partnerships in Education; College Faculty; College Students; Teacher Student Relationship; Program Evaluation; Program Implementation; Equal Education; Educational Practices; Minority Serving Institutions |
| Abstract | This design study investigated how the Students Assessing Teaching and Learning (SATAL), a student-faculty partnership program implementing assessment as a pedagogical practice, traces and enacts equity in its regular operations. I utilized two frameworks, Montenegro and Jankowski's (2020) and de Bie et al.'s (2021), to analyze pre-existing data collected from 7 faculty and 13 student partners through surveys during the academic year 2021-2022. Findings indicated that the SATAL program supports faculty in becoming knowledgeable about the student populations served, as they respond to identified needs in pursuit of an equitable learning environment. A variety of faculty's self-described pedagogical changes were noted as being equitable, such as reflection opportunities, authentic ongoing assessment, nurturing trusting relationships, and data disaggregation. In addition, SATAL's efforts adhered to practices pursuing all three states of de Bie et al.'s, 2021 framework: epistemic, affective, and ontological justice. The SATAL program design furnished student partners from equity-seeking groups and their peers in their courses with practices to advocate for their own learning. Some of the implications of the SATAL program study are that cultivating relationships and communication should be prioritized in the student-faculty partnership educational experience. A primary limitation of this study is its scope, as it is important to understand the needs of MSI institutions and their students for everyone to flourish, participate and have influence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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