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Both/And: The Relatedness of Educators? Diversity Ideologies and Perceptions of Educational Infrastructure on Equity-Focused Practice Implementation
Both/And: The Relatedness of Educators? Diversity Ideologies and Perceptions of Educational Infrastructure on Equity-Focused Practice Implementation
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152954
- ISBN
- 9798384042198
- DDC
- 150
- 저자명
- Morman, Kate M.
- 서명/저자
- Both/And: The Relatedness of Educators? Diversity Ideologies and Perceptions of Educational Infrastructure on Equity-Focused Practice Implementation
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 109 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
- 주기사항
- Advisor: Brady, Laura M.;Fryberg, Stephanie A.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약Why do some educators implement equity-focused practices while others do not? Educators use their experiences and their diversity ideologies (e.g., beliefs about social difference and hierarchy; Plaut, 2002) to make sense of educational infrastructure. Educational infrastructure (i.e., formal and social organizational routines, processes, and roles related to teaching and learning; Peurach et al., 2019) are intended to support educators during teaching and can predict their practice implementation (Leithwood, 2021). Using a multi-phase mixed methods approach, this study tested the relatedness of diversity ideologies to practice implementation, the relatedness of educators' diversity ideologies to their perception of educational infrastructure, and the relatedness of diversity ideologies and educational infrastructure to practice implementation. Results of this study indicate that, in support of prior literature, diversity ideologies predict practice implementation, and educators' perceptions of educational infrastructure. Novelly, results indicate diversity ideologies and educational infrastructure each predict equity-focused practice implementation. These findings suggest that to sustain educators' equity-focused practices, educational infrastructure can strategically plan to meet differences within educators' diversity ideologies.
- 일반주제명
- Psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Environmental philosophy
- 기타저자
- University of Michigan Education & Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■035 ▼a(MiAaPQ)umichrackham005728
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aMorman, Kate M.
■24510▼aBoth/And: The Relatedness of Educators? Diversity Ideologies and Perceptions of Educational Infrastructure on Equity-Focused Practice Implementation
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a109 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: B.
■500 ▼aAdvisor: Brady, Laura M.;Fryberg, Stephanie A.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aWhy do some educators implement equity-focused practices while others do not? Educators use their experiences and their diversity ideologies (e.g., beliefs about social difference and hierarchy; Plaut, 2002) to make sense of educational infrastructure. Educational infrastructure (i.e., formal and social organizational routines, processes, and roles related to teaching and learning; Peurach et al., 2019) are intended to support educators during teaching and can predict their practice implementation (Leithwood, 2021). Using a multi-phase mixed methods approach, this study tested the relatedness of diversity ideologies to practice implementation, the relatedness of educators' diversity ideologies to their perception of educational infrastructure, and the relatedness of diversity ideologies and educational infrastructure to practice implementation. Results of this study indicate that, in support of prior literature, diversity ideologies predict practice implementation, and educators' perceptions of educational infrastructure. Novelly, results indicate diversity ideologies and educational infrastructure each predict equity-focused practice implementation. These findings suggest that to sustain educators' equity-focused practices, educational infrastructure can strategically plan to meet differences within educators' diversity ideologies.
■590 ▼aSchool code: 0127.
■650 4▼aPsychology
■650 4▼aEducational psychology
■650 4▼aEnvironmental philosophy
■653 ▼aDiversity ideologies
■653 ▼aEducational infrastructure
■653 ▼aEquity-focused practices
■690 ▼a0525
■690 ▼a0621
■690 ▼a0392
■71020▼aUniversity of Michigan▼bEducation & Psychology.
■7730 ▼tDissertations Abstracts International▼g86-03B.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164370▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
