Disjuncture, Design, and Disruption: Bridging the Gap Between Students' Everyday and Academic Knowledge through Historical Inquiry.

This dissertation presents my findings from the design study, Teen Empowerment through Reading, Research, and Action. In this study, I designed and implemented both an after-school and in-class historical research program on a local problem with students in one high school in a Midwestern city during the 2009-2010 school year. I used Constant Comparative Analysis with a range of data sources including field notes, student work, surveys, and student achievement data from the school, to explore the following research questions: •What decisions were made during the process of designing this program and what principles drove my design process? •What decisions and changes were made in the process of implementing this instructional design and why were they made? •What were the affordances and challenges provided by this particular instructional design and what did I learn from them? Analyzing data from the development and enactment of the design, I found that the instructional design introduced a different cultural model of learning into the classroom, one that did not always align with, and even disrupted, students’ deeply ingrained patterns of classroom learning. As a result, and despite the fact that I had considered factors such as student interest, student skill and knowledge, and text complexity, I still faced a range of instructional dilemmas during implementation. To resolve emerging problems, I made a range of interactive decisions which attempted to shift the structure of learning activities. These choices often targeted the interactive space between readers, texts, activity, and context (Rumelhart, 1984; Snow, 2002) and attempted to reframe their interaction. In particular, the instructional design challenged students at times with texts and activities which came into conflict with their past experiences of, and expectations for, history learning. Nevertheless, the design also offered students many important opportunities to engage with texts in a process of inquiry they found interesting and engaging. Through this analysis, I discuss the types of choices and dilemmas experienced teachers face when implementing innovative curricula and argue that new designs must actively seek to disrupt pre-existing cultural models and practices of learning with which they do not align.Ph.D.Education StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/89646/1/daristoc_2.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/89646/2/daristoc_3.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/89646/3/daristoc_1.pd

Enacting Disciplinary Literacy Instruction: Essential Practices in Action

In this paper, we will explore elements of the Essential Instructional Practices for Disciplinary Literacy: Grades 6-12 , a statewide initiative in Michigan designed to support exactly this kind of teaching. In particular, we will discuss key instructional implications of the Essential Practices for both social studies and ELA instruction and highlight important commonalities and distinctions across these two content areas. We provide concrete examples of these practices in action as we share activities and reflections from a curricular project we undertook with US History and ELA teachers called Equitable Futures. In this initiative, teachers engaged their students in inquiry-driven learning that involved the development of a range of disciplinary literacy practices and tools

Learning to Link Research, Practice, and Disciplinary Literacies: An Interview With Darin Stockdill

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88013/1/JAAL.54.8.7.pd

Stroke Quality Measures in Mexican Americans and Non-Hispanic Whites

Mexican Americans (MAs) have been shown to have worse outcomes after stroke than non-Hispanic Whites (NHWs), but it is unknown if ethnic differences in stroke quality of care may contribute to these worse outcomes. We investigated ethnic differences in the quality of inpatient stroke care between MAs and NHWs within the population-based prospective Brain Attack Surveillance in Corpus Christi (BASIC) Project (February 2009- June 2012). Quality measures for inpatient stroke care, based on the 2008 Joint Commission Primary Stroke Center definitions were assessed from the medical record by a trained abstractor. Two summary measure of overall quality were also created (binary measure of defect-free care and the proportion of measures achieved for which the patient was eligible). 757 individuals were included (480 MAs and 277 NHWs). MAs were younger, more likely to have hypertension and diabetes, and less likely to have atrial fibrillation than NHWs. MAs were less likely than NHWs to receive tPA (RR: 0.72, 95% confidence interval (CI) 0.52, 0.98), and MAs with atrial fibrillation were less likely to receive anticoagulant medications at discharge than NHWs (RR 0.73, 95% CI 0.58, 0.94). There were no ethnic differences in the other individual quality measures, or in the two summary measures assessing overall quality. In conclusion, there were no ethnic differences in the overall quality of stroke care between MAs and NHWs, though ethnic differences were seen in the proportion of patients who received tPA and anticoagulant at discharge for atrial fibrillation