Author ORCID Identifier

https://orcid.org/0000-0001-6479-1399

Semester

Spring

Date of Graduation

2024

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Learning Sciences and Human Development

Committee Chair

Reagan Curtis

Committee Member

Sharon Hayes

Committee Member

Rawn Boulden

Committee Member

Cheyenne Luzynski

Abstract

This study employed design-based research to explore the efficacy of professional learning materials and approaches in developing social justice advocacy with rural elementary teachers in Appalachia. Bronfenbrenner’s (2005) bioecological theory and Boler’s (1999) pedagogy of discomfort formed the theoretical framework for the design, implementation, and analysis. Mid-way through the study, Allport’s (1954) contact hypothesis was included to inform the revision of intervention approaches. Four elementary teachers attended seven in-person informational discussion meetings over five months. During this time, these teachers also read two books and completed journal responses and surveys. The qualitative data was analyzed using Braun and Clark’s (2006) thematic analysis using a codebook created from the theoretical frameworks. The findings revealed several aspects of participants’ socialization and context that promoted or hindered their social justice advocacy development. One aspect of design-based research is evaluating the efficacy of interventions in situ. The results of this program evaluation provided many insights into best practices for designing and implementing professional learning in rural contexts with elementary teachers. The implications could foster more opportunities for educating elementary teachers on these topics so they can better support students from historically marginalized backgrounds.

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