Date of Award

2022

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Maria del Carmen Salazar

Second Advisor

Nicholas J. Cutforth

Third Advisor

Kimberly Schmidt

Fourth Advisor

Tom Romero

Keywords

Critical dispositions, Curriculum and instruction, Experienced educators, Social justice pedagogy, Teaching for social justice

Abstract

Much research has been done on novice teachers’ dispositions and how their beliefs contribute to the enactment of equitable or inequitable teaching practices. Ways that deficit-based beliefs and inequitable pedagogical choices have negatively impacted students of color and low-income students have also been well documented. However, there is a dearth of literature that explores the connection between dispositions and experienced teachers’ social justice practices that lead to equitable social and academic outcomes for elementary students. The purpose of this multiple case study is to understand and examine the perceptions, enactment, and challenges of four experienced and effective elementary teachers who are committed to teaching for social justice (TFSJ) in standards-based environments. The study’s findings will inform practitioners’ and scholars’ understanding of the social justice dispositions of effective teachers and their socially just practices in elementary classrooms.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Brianna Mestas

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

292 pgs

Discipline

Elementary education, Pedagogy, Curriculum development

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