- Browse by Author
Browsing by Author "Maxcy, Brendan"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item From Compliance to Empowerment: Mediating Teacher Activity in Data Team Meetings Through Cultural Historical Activity Theory and Collaborative Inquiry in the Context of Neoliberal Education Reform(2024-07) Rusnak, Kathryn Noel; Thorius, Kathleen King; Maxcy, Brendan; Morton, Crystal; Murphy, Hardy; Scheurich, JimThis qualitative case study focuses on the impact of neoliberal education reform on an urban charter school serving students of Color. This study has two main objectives: to examine how neoliberal reform influences the goal-oriented actions of data meetings (DMs) in an urban elementary school and engages in a formative intervention methodology to collaborate with educators in addressing(mediating) our assumptions around the ways of measuring what students know and learn, paying particular attention to how teachers' language and decisions reflect neoliberal ideologies. Cultural Historical Activity Theory (CHAT) methodology and an expansive learning cycle provide a framework to collect and analyze data of teachers' goal-oriented actions in the context of neoliberal reform and standardized testing to aide in understanding and interpreting joint activity systems in educational institutions. The study's significance lies in the potential for intentional teacher learning activities that challenge and transform the marginalizing effects of neoliberal education reform, particularly in relation to standardized testing at the intersections of race and ability. Key findings of the study are the complex challenges educators face in balancing accountability policy requirements with the unique needs of their students. It emphasizes the importance of professional learning that moves away from individual performance toward collective agency.Item The Spaces Between Us: An Affective Examination of Individual and Collective Memory in Parental Decision Making(2023-02) Silverman, Elena Hatton; Nguyễn, Thu Sương Thị; Maxcy, Brendan; Scribner, Samantha; Schall, CarlyNo pseudonyms are used in this dissertation. I found it very difficult to write about my participants using names that aren’t theirs. These are people who I know, who I have relationships with, who have been with me in one way or another for much of my life and choosing random and unrelated names for them felt wrong. However, to protect their privacy, they will be referred to throughout by single initials. All city and school district names have been omitted from this work. In sentences that discuss the participant’s current location I insert (name of city). In sentences that reference where we grew up, I include (the city we grew up in). When removing names needed for contextualization, I include an italicized parenthetical note. Writing by hand and handwriting play a significant role in this dissertation. Central to method as well as theory and discussion, much of the early work done in the process was all handwritten as were the letters that were sent back and forth for data collection. While you will not see handwriting throughout this dissertation you will read about it and will be able to see images of original handwritten text in the appendices.Item Toward Gaining Knowledge of Young Adult Black Males' Perceptions of Political Activism(2019-10) Crayton, Troy A.; Maxcy, Brendan; Nguyen, Thu Suong; Blackmon, Sha' Kema; Seybold, PeterThere is a gap in our knowledge and understanding of perceptions of political activities, including the influence of education policies, by young adult Black males. There is a gap in our understanding of the formation of perceptions and attitudes. The purpose of this study is to gain a perspective of the perceptions of young adult Black male students regarding civic and political activism. By increasing our knowledge of Black students’ experiences and motivations, in relation to perception development, there could be lived experience-based pedagogy that encourages Black young adults to engage politically in a greater proportion. Additionally, such knowledge could provide insight toward being enabled to effectively react to perceived injustices and intolerant outcomes.