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Inclusion as Written, Delivered, and Received: Translating Policy and Programming into Inclusive Educational Practice
Inclusion as Written, Delivered, and Received: Translating Policy and Programming into Inclusive Educational Practice
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104731
- ISBN
- 9798290647005
- DDC
- 370
- 저자명
- Everett, Annie.
- 서명/저자
- Inclusion as Written, Delivered, and Received: Translating Policy and Programming into Inclusive Educational Practice
- 발행사항
- [Sl] : The Pennsylvania State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 165 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Rosinger, Kelly Ochs.
- 학위논문주기
- Thesis (Ph.D.)--The Pennsylvania State University, 2025.
- 초록/해제
- 요약This dissertation examines how inclusion is defined, operationalized, and experienced within the context of undergraduate education at a large public research university, referred to as Mid-Atlantic State University (MASU). Grounded in a theoretical framework that understands inclusion as written, delivered, and received, the study employs a three-phase qualitative research design to explore inclusion across institutional policies, instructional practices, and student experiences.Phase One analyzes 185 institutional documents to map the ecosystem of policies and programming related to inclusion, revealing broad institutional commitments alongside gaps in accountability, transparency, and targeted support for international students. Phase Two draws on interviews with 8 instructors to investigate how inclusion is interpreted and enacted in classroom settings, identifying both innovative practices and challenges in aligning instructional approaches with institutional priorities. Phase Three focuses on the perceptions of 7 international undergraduate students, using ethnographic interviews and field activities to understand how inclusion is perceived and experienced, emphasizing the importance of culturally responsive pedagogy and intersectional support systems.The findings highlight the need for greater alignment across institutional levels to ensure that inclusion efforts are comprehensive and impactful. This study contributes to scholarship on diversity, equity, and inclusion by centering the voices of international students and offering actionable insights for improving institutional effectiveness.
- 일반주제명
- Enrollments
- 일반주제명
- Ethnography
- 일반주제명
- Curricula
- 일반주제명
- COVID-19
- 일반주제명
- Translation studies
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798290647005
■035 ▼a(MiAaPQ)AAI32148945
■035 ▼a(MiAaPQ)PennState25106aee5260
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aEverett, Annie.
■24510▼aInclusion as Written, Delivered, and Received: Translating Policy and Programming into Inclusive Educational Practice
■260 ▼a[Sl]▼bThe Pennsylvania State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a165 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Rosinger, Kelly Ochs.
■5021 ▼aThesis (Ph.D.)--The Pennsylvania State University, 2025.
■520 ▼aThis dissertation examines how inclusion is defined, operationalized, and experienced within the context of undergraduate education at a large public research university, referred to as Mid-Atlantic State University (MASU). Grounded in a theoretical framework that understands inclusion as written, delivered, and received, the study employs a three-phase qualitative research design to explore inclusion across institutional policies, instructional practices, and student experiences.Phase One analyzes 185 institutional documents to map the ecosystem of policies and programming related to inclusion, revealing broad institutional commitments alongside gaps in accountability, transparency, and targeted support for international students. Phase Two draws on interviews with 8 instructors to investigate how inclusion is interpreted and enacted in classroom settings, identifying both innovative practices and challenges in aligning instructional approaches with institutional priorities. Phase Three focuses on the perceptions of 7 international undergraduate students, using ethnographic interviews and field activities to understand how inclusion is perceived and experienced, emphasizing the importance of culturally responsive pedagogy and intersectional support systems.The findings highlight the need for greater alignment across institutional levels to ensure that inclusion efforts are comprehensive and impactful. This study contributes to scholarship on diversity, equity, and inclusion by centering the voices of international students and offering actionable insights for improving institutional effectiveness.
■590 ▼aSchool code: 0176.
■650 4▼aEnrollments
■650 4▼aEthnography
■650 4▼aMulticulturalism & pluralism
■650 4▼aCurricula
■650 4▼aCOVID-19
■650 4▼aTranslation studies
■650 4▼aHigher education administration
■653 ▼aUndergraduate education
■653 ▼aInstitutional priorities
■690 ▼a0213
■690 ▼a0446
■71020▼aThe Pennsylvania State University.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0176
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358650▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
