Leveraging text analytics and large-scale collections of identity artifacts for the culturally-informed classroom : creating teacher resources, gaining student insights, and designing learning experiences
Abstract/Contents
- Abstract
- Despite widespread consensus in education research that incorporating students' lived experiences in the classroom can improve teaching and learning outcomes, opportunities for students to benefit from such instruction remain scarce. Constraints on teachers, such as lack of time, resources, and peer support, often hinder teachers' ability to design learning environments that are responsive to students' lived experiences. This dissertation proposes and investigates a novel approach to addressing these limitations. Drawing from theoretical and pedagogical frameworks such as Funds of Knowledge and Funds of Identity, a 21-hour online workshop for teachers was developed and piloted. The workshop leverages the analysis of large-scale textual data from a culturally-relevant corpus of student productions to identify recurrent issues that matter to students. This dissertation contends that outputs of such analyses, including lists of topics and associated essays, can serve as an accessible source for teachers to incorporate students' experiences in the classroom. This dissertation further explores how teachers learn from these cultural artifacts and the ways in which they make connections to learners' lived experiences in curriculum units and lesson plans after engaging with them during the workshop. Twelve Brazilian public-school teachers participated in the study, providing valuable insights into the applicability of the proposed approach. The results highlight the potential of such an innovative approach for enhancing culturally-informed teaching and learning environments and justify further research in this direction.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2023; ©2023 |
| Publication date | 2023; 2023 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Coelho, Raquel Melo Antunes |
|---|---|
| Degree supervisor | Pea, Roy D |
| Thesis advisor | Pea, Roy D |
| Thesis advisor | Banks, Adam J. (Adam Joel) |
| Thesis advisor | Blikstein, Paulo, 1972- |
| Thesis advisor | Loyalka, Prashant |
| Degree committee member | Banks, Adam J. (Adam Joel) |
| Degree committee member | Blikstein, Paulo, 1972- |
| Degree committee member | Loyalka, Prashant |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Raquel Coelho. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2023. |
| Location | https://purl.stanford.edu/sv090fx0155 |
Access conditions
- Copyright
- © 2023 by Raquel Melo Antunes Coelho
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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