東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Toward Critical Data-Scientific Lite...

Olivares Pasillas, Maria Concepcion.

FindBook

Google Book

Amazon

博客來

Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course./
作者:	Olivares Pasillas, Maria Concepcion.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	262 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10624885
ISBN:	9780355315790

Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course.
Olivares Pasillas, Maria Concepcion.

Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 262 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2017.

The national imperative to increase the presence of women and people of color in science, technology, engineering, and mathematics (STEM) coupled with the growing presence of Latinos in the United States has led to the dramatic rise of programs and initiatives aimed at improving access to and equity in STEM careers and education for Latino youth. Through the use of critical social theory and critical theory of education as guiding frameworks, the dissertation examines an instantiation of STEM reform efforts to analyze the classroom participation structure that emerged in a piloted introduction to data science course at a local high school in one of the largest school districts in the country. The study is particularly concerned with identifying emergent classroom norms and practices, and understanding whether and how they came to support and/or hinder students' opportunities to learn richly with data through an analysis of the development of student learning identities. This qualitative case study draws on audio-recorded student interviews, video-recorded classroom observations, and field notes collected during the second year of the curriculum's implementation. To identify classroom norms and practices as they relate to the development of student identities as data science doers, the study examines the classroom participation structure (Cobb and Hodge, 2002) and employs Cobb, Gresalfi, and Hodge's (2009) interpretive scheme for analyzing the development of mathematical student identity (also see Cobb & Hodge, 2010). While the multiperspectival approach of this study will provide innovatively insightful contributions to a number of fields including education, cultural studies, data and computer science, the study will also push how educators, learning science researchers, curriculum writers, and policymakers think about the pursuit of equity in STEM education in general and data science-oriented programs and initiatives in particular as they relate to STEM reform efforts.

ISBN: 9780355315790Subjects--Topical Terms:

519608
Educational sociology.

Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course.
LDR:03085nmm a2200313 4500 001 2154678
005 20180419104825.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355315790
035 $a (MiAaPQ)AAI10624885
035 $a (MiAaPQ)ucla:16070
035 $a AAI10624885
040 $a MiAaPQ $c MiAaPQ
100 1 $a Olivares Pasillas, Maria Concepcion. $3 3342409
245 1 0 $a Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 262 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Advisers: Thomas M. Philip; Douglas M. Kellner.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2017.
520 $a The national imperative to increase the presence of women and people of color in science, technology, engineering, and mathematics (STEM) coupled with the growing presence of Latinos in the United States has led to the dramatic rise of programs and initiatives aimed at improving access to and equity in STEM careers and education for Latino youth. Through the use of critical social theory and critical theory of education as guiding frameworks, the dissertation examines an instantiation of STEM reform efforts to analyze the classroom participation structure that emerged in a piloted introduction to data science course at a local high school in one of the largest school districts in the country. The study is particularly concerned with identifying emergent classroom norms and practices, and understanding whether and how they came to support and/or hinder students' opportunities to learn richly with data through an analysis of the development of student learning identities. This qualitative case study draws on audio-recorded student interviews, video-recorded classroom observations, and field notes collected during the second year of the curriculum's implementation. To identify classroom norms and practices as they relate to the development of student identities as data science doers, the study examines the classroom participation structure (Cobb and Hodge, 2002) and employs Cobb, Gresalfi, and Hodge's (2009) interpretive scheme for analyzing the development of mathematical student identity (also see Cobb & Hodge, 2010). While the multiperspectival approach of this study will provide innovatively insightful contributions to a number of fields including education, cultural studies, data and computer science, the study will also push how educators, learning science researchers, curriculum writers, and policymakers think about the pursuit of equity in STEM education in general and data science-oriented programs and initiatives in particular as they relate to STEM reform efforts.
590 $a School code: 0031.
650 4 $a Educational sociology. $3 519608
650 4 $a Science education. $3 521340
650 4 $a Pedagogy. $3 2122828
690 $a 0340
690 $a 0714
690 $a 0456
710 2 $a University of California, Los Angeles. $b Education. $3 2101790
773 0 $t Dissertation Abstracts International $g 79-01A(E).
790 $a 0031
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10624885