Institutional Scholarship

The Hidden Gems of 218: The importance of contextualized learning for student and teacher's growth

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dc.contributor.advisor Charlton, Joy
dc.contributor.advisor Liu, Roseann
dc.contributor.author Medel, Joshua
dc.date.accessioned 2018-12-03T16:13:12Z
dc.date.available 2018-12-03T16:13:12Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10066/20473
dc.description.abstract This research study was conducted in a suburban, public high school located south of the city of Chicago. Dwight High School is a school that houses a primarily Latino and Black population in their student body. The school also has an 80% student population that is on free or reduced lunch. Dwight High School is part of a district that houses two other schools that are perceived to be superior to Dwight High School by members of the surrounding community. My research question was how do these teachers, working in school of marginalized students, approach teaching in this population? I also asked what influences their teaching pedagogy? The findings indicate that the teachers employ student-centered learning, ethics of care, and promote a growth mindset. In addition, the teachers develop their pedagogy through contextualized sources of influences that mirrors how they approach teaching their students. These findings indicate a parallel in how the teachers approach guiding their students and how they develop themselves as educators. en_US
dc.description.sponsorship Swarthmore College. Dept. of Educational Studies en_US
dc.description.sponsorship Swarthmore College. Dept. of Sociology & Anthropology en_US
dc.language.iso en en_US
dc.rights Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
dc.title The Hidden Gems of 218: The importance of contextualized learning for student and teacher's growth en_US
dc.rights.access No restrictions en_US


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