+publisher:"Harvard University" +contributor:("Brennan, Karen")

Harvard University

1. Liu, Pei Pei. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.

Degree: Doctor of Education (EdD), 2019, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

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Synthesizing a broad swath of motivational and psychosocial literature, the Consortium on Chicago School Research identifies four “academic mindsets” ("I belong in this academic community";… (more)

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Synthesizing a broad swath of motivational and psychosocial literature, the Consortium on Chicago School Research identifies four “academic mindsets” ("I belong in this academic community"; "My ability and competence grow with my effort"; "I can succeed at this"; and "This work has value for me") that predict positive academic and social outcomes for students. These mindsets and their analogous constructs increasingly appear in college readiness and success frameworks as critical factors for college attainment, academic performance, persistence, and completion. Yet student mindsets are particularly vulnerable at school transitions, and despite frequent calls for the expansive field of motivational research to be “translated” into practice, an understanding of how to foster and maintain students’ positive mindsets across the college transition remains surprisingly elusive. Specifically, inadequate attention has been paid to how secondary and postsecondary educators understand student mindsets and seek to influence them through intentional instructional design and pedagogical practices. To address this gap in the literature, I conducted a multi-case portraiture study of 12th-grade English teachers and instructors of first-year college writing (N=4). Through interviews, classroom observations, and document analysis, I explored these educators’ understandings of academic mindsets and their pedagogical enactment of those understandings. I find that the educators’ understandings and enactments of positive mindset development often converged with extant theory but were complex and sometimes contradictory, manifesting in pedagogical tensions and tradeoffs. I identify two main instructional growth edges for supporting student mindset development in secondary and postsecondary classrooms: greater transparency about instructional intent and more comprehensive metacognitive scaffolding to assist students with motivational meaning-making. Additionally, I discuss the emergence of parallel mindset processes in the focal classrooms: the educators’ approaches to promoting student mindsets often illuminated characteristics of their own mindsets toward teaching, particularly their growth and efficacy mindsets. I therefore conclude with recommendations for how institutional actors and researchers can support educators’ teaching mindsets and mastery of motivating instructional strategies, paralleling the supports we want educators to provide to students across the critical college transition.

Human Development and Education

Advisors/Committee Members: Savitz-Romer, Mandy (advisor), Brennan, Karen (committee member), Lawrence-Lightfoot, Sara (committee member).

Subjects/Keywords: teacher beliefs; student motivation; pedagogy; learning environments; college transition; classroom-based research; portraiture; secondary education; higher education; writing instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Liu, P. P. (2019). Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

Chicago Manual of Style (16^th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

MLA Handbook (7^th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Web. 06 Mar 2021.

Vancouver:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

Council of Science Editors:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

Harvard University

2. Schanzer, Emmanuel Tanenbaum. Algebraic Functions, Computer Programming, and the Challenge of Transfer.

Degree: Doctor of Education (EdD), 2015, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037

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Students' struggles with algebra are well documented. Prior to the introduction of functions, mathematics is typically focused on applying a set of arithmetic operations to compute… (more)

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Students' struggles with algebra are well documented. Prior to the introduction of functions, mathematics is typically focused on applying a set of arithmetic operations to compute an answer. The introduction of functions, however, marks the point at which mathematics begins to focus on building up abstractions as a way to solve complex problems. A common refrain about word problems is that “the equations are easy to solve - the hard part is setting them up!” A student of algebra is asked to identify functional relationships in the world around them - to set up the equations that describe a system- and to reason about these relationships. Functions, in essence, mark the shift from computing answers to solving problems. Researchers have called for this shift to accompany a change in pedagogy, and have looked to computer programming and game design as a means to combine mathematical rigor with creative inquiry. Many studies have explored the impact of teaching students to program, with the goal of having them transfer what they have learned back into traditional mathematics. While some of these studies have shown positive outcomes for concepts like geometry and fractions, transfer between programming and algebra has remained elusive. The literature identifies a number of conditions that must be met to facilitate transfer, including careful attention to content, software, and pedagogy. This dissertation is a feasibility study of Bootstrap, a curricular intervention based on best practices from the transfer and math-education literature. Bootstrap teaches students to build a video game by applying algebraic concepts and a problem solving technique in the programming domain, with the goal of transferring what they learn back into traditional algebra tasks. The study employed a mixed-methods analysis of six Bootstrap classes taught by math and computer science teachers, pairing pre- and post-tests with classroom observations and teacher interviews. Despite the use of a CS-derived problem solving technique, a programming language and a series of programming challenges, students were able to transfer what they learned into traditional algebra tasks and math teachers were found to be more successful at facilitating this transfer than their CS counterparts.

Education Policy, Leadership, and Instructional Practice

Advisors/Committee Members: Star, Jon R. xmlui.authority.confidence.description.cf_uncertain (advisor), Brennan, Karen (committee member), Fisler, Kathi (committee member).

Subjects/Keywords: Education, Mathematics; Computer Science; Education, Technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Schanzer, E. T. (2015). Algebraic Functions, Computer Programming, and the Challenge of Transfer. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037

Chicago Manual of Style (16^th Edition):

Schanzer, Emmanuel Tanenbaum. “Algebraic Functions, Computer Programming, and the Challenge of Transfer.” 2015. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037.

MLA Handbook (7^th Edition):

Schanzer, Emmanuel Tanenbaum. “Algebraic Functions, Computer Programming, and the Challenge of Transfer.” 2015. Web. 06 Mar 2021.

Vancouver:

Schanzer ET. Algebraic Functions, Computer Programming, and the Challenge of Transfer. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037.

Council of Science Editors:

Schanzer ET. Algebraic Functions, Computer Programming, and the Challenge of Transfer. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461037

3. Buttimer, Christopher John. What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research.

Degree: 2018, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841

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Youth Participatory Action Research (YPAR) is an epistemological stance premised on the belief that young people can and should participate as researchers in an inquiry-based… (more)

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Youth Participatory Action Research (YPAR) is an epistemological stance premised on the belief that young people can and should participate as researchers in an inquiry-based process designed to critique and take action against oppression. Over the past two decades, university-based researchers working largely outside of school settings have documented inspiring YPAR work. As a result, YPAR is gaining the attention of U.S. public school teachers, an increasing number of whom are implementing YPAR in core academic subjects with students. To date, however, few studies have examined the beliefs and experiences of teachers who implement YPAR as pedagogy with students in classrooms, and no study has done so across a wide range of contexts. In my study, I interviewed 28 current or former U.S. public school teachers who have experience implementing YPAR with students in core academic classes in order to determine how they think about the work. The teachers taught in grade levels ranging from fourth to twelfth grade, across multiple subjects (e.g., English, history, science), and in 24 different schools located in nine large urban districts across the United States. In my analysis, I examined how the teachers converged with and diverged from each other in their understanding and enactment of the epistemology of YPAR. Further, I compared teachers’ beliefs and experiences to what leading university-based researchers have written about the epistemology of YPAR in academic texts. Most teachers in my study, like virtually all university researchers, believe that YPAR must be critical in nature, centering issues of power and oppression in the work. Additionally, the teachers believe that action is an epistemological requirement of YPAR; however, they diverge on the nature and priority of action, similar to university researchers. Further, the teachers gave substantially more control and choice to students in setting the research agenda and driving the process than university researchers. Finally, a third of teachers asked students to engage in individual YPAR projects – an approach which has yet to be captured in the academic literature. The findings from my study provide insight to adults engaging youth in YPAR inside and outside of classroom settings.

youth participatory action research; YPAR; teaching and learning; critical pedagogy; public schools; pedagogy; epistemology; critical research; youth activism

Advisors/Committee Members: Levinson, Meira, Brennan, Karen, Buras, Kristen, Patel, Leigh.

Subjects/Keywords: Education, Curriculum and Instruction; Education, Secondary; Education, Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Buttimer, C. J. (2018). What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Buttimer, Christopher John. “What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Buttimer, Christopher John. “What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research.” 2018. Web. 06 Mar 2021.

Vancouver:

Buttimer CJ. What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buttimer CJ. What Happens When YPAR Moves into the Classroom? A Study of Teachers’ Understanding of the Epistemology of Youth Participatory Action Research. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Elmore, Lauren Britt. “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688

► If we were to believe all the rhetoric around massive open online courses (MOOCs) just a few years ago, we were witnessing the revolution in… (more)

▼ If we were to believe all the rhetoric around massive open online courses (MOOCs) just a few years ago, we were witnessing the revolution in higher education. David Brooks of the New York Times described the arrival of MOOCs as a “tsunami” (2012). Though much of the excitement has died down, the number of MOOCs continues to grow, as does the debate about their purpose and their effect. Notably absent from this discussion is the voice of the arts in the academy. This dissertation explores the decisions of fine arts faculty as to whether or not to engage with massive open online courses (MOOCs). It examines the personal, pedagogical and political factors that influence their thinking about MOOCs. These include faculty opinions on technology in American culture, higher education, and in their own lives; the issue of time in their lives for this new work; their conceptions of arts learning and of MOOCs; and the institutional motivations that affect their choices. This study comes at a critical time, as the rapid growth and dramatic presence of MOOCs have sparked much discussion about their place in academia. They have also given rise to conversations about pedagogy, student access to education, and the role of technology in teaching and learning. Faculty who teach the fine arts – a group that already has a tradition of being marginalized within the academy – have been absent from these discussions. It is important to identify why this might be the case, since this absence may have major implications for the future of the fine arts on college campuses. Through semi-structured interviews with 16 faculty members from four colleges and universities, this study investigates how fine arts faculty are making meaning of their place in this new pedagogical landscape and what their choices might mean for the future of their discipline. Advisors/Committee Members: McLaughlin, Judith B. xmlui.authority.confidence.description.cf_uncertain (advisor), Seidel, Steven (committee member), Brennan, Karen (committee member).

Subjects/Keywords: Education; Higher

…started as a collaboration between just two universities (MIT and Harvard University)…

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APA (6^th Edition):

Elmore, L. B. (2016). “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688

Chicago Manual of Style (16^th Edition):

Elmore, Lauren Britt. ““Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688.

MLA Handbook (7^th Edition):

Elmore, Lauren Britt. ““Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses.” 2016. Web. 06 Mar 2021.

Vancouver:

Elmore LB. “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688.

Council of Science Editors:

Elmore LB. “Finding the Balance”: Motivating Factors Behind Arts Faculty’s Choices Regarding Massive Open Online Courses. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112688

5. Frumin, Kim M. Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238

Subjects/Keywords: Education, Technology; Education, Teacher Training

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APA (6^th Edition):

Frumin, K. M. (2016). Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238

Chicago Manual of Style (16^th Edition):

Frumin, Kim M. “Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238.

MLA Handbook (7^th Edition):

Frumin, Kim M. “Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities.” 2016. Web. 06 Mar 2021.

Vancouver:

Frumin KM. Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238.

Council of Science Editors:

Frumin KM. Adapting to Large-Scale Changes in Advanced Placement Biology and Chemistry Curricula and Tests: the Impact of Online Teacher Communities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797238

6. Buttimer, Christopher. Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students.

Degree: Doctor of Education (EdD), 2017, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219

Subjects/Keywords: Education; General

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Buttimer, C. (2017). Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219

Chicago Manual of Style (16^th Edition):

Buttimer, Christopher. “Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students.” 2017. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219.

MLA Handbook (7^th Edition):

Buttimer, Christopher. “Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students.” 2017. Web. 06 Mar 2021.

Vancouver:

Buttimer C. Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219.

Council of Science Editors:

Buttimer C. Youth Participatory Action Research (YPAR) in Schools: An Analysis of the Experiences of Two Public School Teachers Conducting YPAR With Their Students. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797219

Harvard University

7. Blum-Smith, Sarah. Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250

Subjects/Keywords: Education, Technology; Education, Curriculum and Instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Blum-Smith, S. (2016). Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250

Chicago Manual of Style (16^th Edition):

Blum-Smith, Sarah. “Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250.

MLA Handbook (7^th Edition):

Blum-Smith, Sarah. “Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse.” 2016. Web. 06 Mar 2021.

Vancouver:

Blum-Smith S. Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250.

Council of Science Editors:

Blum-Smith S. Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797250

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Open Access Theses and Dissertations