A Figured Worlds Perspective on Middle School Learners' Climate Literacy Development

The purpose of this study was to investigate the nature of the relationship between middle school science learners’ conditions and their developing understandings of climate change. I applied the anthropological theoretical perspective of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998) to examine learners’ views of themselves and their capacities to act in relation to climate change. My overarching research question was: How are middle school science learners’ figured worlds of climate change related to the conditions in which they are embedded? I used a descriptive single-case study design to examine the climate change ideas of eight purposefully selected 6th grade science learners. Data sources included: classroom observations, curriculum documents, interviews, focus groups, and written assessments and artifacts, including learners’ self- generated drawings. I identified six analytic lenses with which to explore the data. Insights from the application of these analytic lenses provided information about the elements of participants’ climate change stories, which I reported through the use of a storytelling heuristic. I then synthesized elements of participants’ collective climate change story, which provided an “entrance” (Kitchell, Hannan, & Kempton, 2000, p. 96) into their figured world of climate change. Aspects of learners’ conditions—such as their worlds of school, technology and media use, and family—appeared to shape their figured world of climate change. Within their figured world of climate change, learners saw themselves—individually and as members of groups—as inhabiting a variety of climate change identities, some of which were in conflict with each other. I posited that learners’ enactment of these identities – or the ways in which they expressed their climate change agency – had the potential to reshape or reinforce their conditions. Thus, learners’ figured worlds of climate change might be considered “spaces of authoring” (Holland et al., 1998, p. 45) with potential for inciting social and environmental change. The nature of such change would hinge on the extent to which these nascent climate change identities become salient for these early adolescent learners through their continued climate change learning experiences. Implications for policy, curriculum and instruction, and science education research related to climate change education are presented.

Cultivating Collaborative Relationships: A Case Study of Teacher Collaboration and Professional Development

Students often receive instruction from specialists, professionals other than their general educators, such as special educators, reading specialists, and ESOL (English Speakers of Other Languages) teachers. The purpose of this study was to examine how general educators and specialists develop collaborative relationships over time within the context of receiving professional development. While collaboration is considered essential to increasing student achievement, improving teachers’ practice, and creating comprehensive school reform, collaborative partnerships take time to develop and require multiple sources of support. Additionally, both practitioners and researchers often conflate collaboration with structural reforms such as co-teaching. This study used a retrospective single case study with a grounded theory approach to analysis. Data were collected through semi-structured interviews with thirteen teachers and an administrator after three workshops were conducted throughout the school year. The theory, Cultivating Interprofessional Collaboration, describes how interprofessional relationships grow as teachers engage in a cycle of learning, constructing partnership, and reflecting. As relationships deepen some partners experience a seamless dimension to their work. A variety of intrapersonal, interpersonal, and external factors work in concert to promote this growth, which is strengthened through professional development. In this theory, professional development provides a common ground for strengthening relationships, knowledge about the collaborative process, and a reflective space to create new collaborative practices. Effective collaborative practice can lead to aligned instruction and teachers’ own professional growth. This study has implications for school interventions, professional development, and future research on collaboration in schools.

Essays on Matching Markets and Their Equilibria

Matching theory and matching markets are a core component of modern economic theory and market design. This dissertation presents three original contributions to this area. The first essay constructs a matching mechanism in an incomplete information matching market in which the positive assortative match is the unique efficient and unique stable match. The mechanism asks each agent in the matching market to reveal her privately known type. Through its novel payment rule, truthful revelation forms an ex post Nash equilibrium in this setting. This mechanism works in one-, two- and many-sided matching markets, thus offering the first mechanism to unify these matching markets under a single mechanism design framework. The second essay confronts a problem of matching in an environment in which no efficient and incentive compatible matching mechanism exists due to matching externalities. I develop a two-stage matching game in which a contracting stage facilitates subsequent conditionally efficient and incentive compatible Vickrey auction stage. Infinite repetition of this two-stage matching game enforces the contract in every period. This mechanism produces inequitably distributed social improvement: parties to the contract receive all of the gains and then some. The final essay demonstrates the existence of prices which stably and efficiently partition a single set of agents into firms and workers, and match those two sets to each other. This pricing system extends Kelso and Crawford's general equilibrium results in a labor market matching model and links one- and two-sided matching markets as well.

Regenerative Stormwater Conveyance: Design Implications of an Urban Case Demonstration in Baltimore, Maryland

This research-design thesis explores the implementation of Regenerative Stormwater Conveyance (RSC) as a retrofit of an existing impervious drainage system in a small catchment in the degraded Jones Falls watershed in Baltimore City. An introduction to RSC is provided, placing its development within a theoretical context of novel ecosystems, biomimicry and Nassauer and Opdam’s (2008) model of landscape innovation. The case site is in Baltimore’s Hampden neighborhood on City-owned land adjacent to rowhomes, open space and an access point to a popular wooded trail along a local stream. The design proposal employs RSC to retrofit an ill-performing stormwater system, simultaneously providing a range of ecological, social and economic services; water quantity, water quality and economic performance of the proposed RSC are quantified. While the proposed design is site-specific the model is adaptable for retrofitting other small-scale impervious drainage systems, providing a strategic tool in addressing Baltimore City’s stormwater challenges.