Dissertations / Theses: 'Funds of knowledge'

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Williams, Julie J. "Supporting Mathematics Understanding Through Funds of Knowledge." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804889/.

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Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Five Hispanic parents from three households participated in a series of three home interviews. The semi--‐structured interviews addressed family, school, and educational history of the parents, routines of the household, and perceived roles parents played in their children’s mathematics learning. Participants contributed to their children’s mathematics learning through various funds of knowledge including time management, music, sports, construction, shopping, and cooking. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities. This study contributes to the existing funds of knowledge research by expanding the work on how Hispanic parents support mathematics learning.

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Butler, Ami R. "Funds of Knowledge and Early Literacy: A Case Study." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799487/.

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When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political, and economic contexts. The primary purpose of this study was to carefully examine Hispanic parents’ support of young children’s early literacy development in the home. The knowledge gleaned from an initial study of home support, by spending time in the home of a Hispanic family provided an avenue for action research in the classroom. A second purpose was to determine if the introduction of FoK ways of learning, when applied in the classroom, had an effect on early literacy skills. In addition, I maintained a journal that chronicled my experiences and led to an autoethnographic study of myself as a transforming white, female, prekindergarten teacher. The results indicated that the family possessed extensive FoK developed through historical, cultural, educational, and social experiences. Results further indicate that introduction of these familial FoK improved the oral language skills of prekindergarten students thus enhancing their early literacy development. Autoethnographic results indicate a personal progression toward not only understanding, but becoming an advocate, for the Hispanic population.

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Gonzalez-Angiulo, Hilda 1960. "Las Senoras: From funds of knowledge to self-discovery." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288787.

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Literacy as a critical tool for understanding the relationship among text, self, and world (Freire, 1987, p. 30) is vital in order for students to relate their own reality with that of the characters'; for students to read their world while they read the word, as Freire and Macedo (1987) would put it. For over three years, I have met with a group of women (Las Senoras1 to explore their views of themselves and how they relate to the school and society around them. Las Senoras are all Spanish-Speakers, some of them Spanish/English Bilinguals. The vehicle for our discussions was El Club de Literatura (the Literature Club) wherein we read such novels as Hasta no Verte Jesus Mio, Arrancame la Vida, Me Llamo Rigoberta Menchu, y asi me Nacio la Conciencia and short stories, for example, Detras de la Reja, Out of the Mirrored Garden) to explore our own lives as women, within our families, communities, and society at large. A goal of this phenomenological orientation is the rediscovery of self-knowledge through literature discussions infused with personal experience, through extensive dialogical conversations, interviews, letters, journals, and observations, facilitated by a researcher as "friend" role. These are among the methodological tools used to provide a panoramic of women's lives. This work analyzes the process of Las Senoras' personal transformation through the rediscovery of their own knowledge in El Club de Literatura. Why this focus on Las Senoras? Because as an educator of working-class, language minority students, I am aware of how mothers are generally the ones most intimately involved in the education of their children and how they serve as the primary connection to the schools, yet at the same time they are held at bay with respect to their rights as women, mothers and wives. Further, an important finding of this work has had to do with my own evolution from teacher to pedagogue. This evolution has encompassed my breaking from my earlier training as a teacher which strictly dictated the curriculum and prescribed my role as a teacher, to the joint creation of curriculum with my students and their families. The process has led me from reflecting upon my practice to understanding the implications of my actions in communion with my students. A communion where I am not always the teacher, but a lifelong learner. For those who ask, "Can I do this work?" The answer is, "If you are willing to learn and change, then you can be the teacher." Further, as commented by Patricia, one of Las Senoras, "It depends on what you are going to teach us." (1)Las Senoras: in Spanish one refers to a woman as a Senora as a gesture of respect, be it out of age, experiences, or legal status. In this study, Las Senoras, are women who are treated respectfully by me and others who know them through me. Age and legal status are not important in our group, life experiences are what give them the status of Senoras.

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Hudson, Nicholas. "Undocumented Latino Student Activists' Funds of Knowledge| Transforming Social Movements." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602620.

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There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their disposal and how the usage of said resources impacts policy formation on an institutional, state and national level.

The study seeks to uncover whether undocumented students utilize their available funds of knowledge to achieve their educational goals and navigate through the barriers they encounter. The study finds that undocumented Latino student activists utilize their funds of knowledge in agriculture, business, construction, mechanics, music, and religion to develop strategies to navigate through educational, financial, institutional, and intrapersonal barriers they encountered. This application of funds of knowledge and community cultural wealth to student activism moves the debate from a deficiency narrative that has long permeated higher education research to an agency narrative.

This study provides valuable insight into the increase of undocumented Latino students’ participation in activism and how one can best aid undocumented Latino student activists. Through the thematic narrative analysis, the lived history and stories of undocumented Latino student activists from Washington and Virginia are woven together to unveil individual and collective routes to educational attainment and activism on behalf of undocumented students.

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Garcia, Dalia Olvera. "A Portrait of Esperanza| Exploring Culturally Diverse Educators' Funds of Knowledge." Thesis, Barry University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930269.

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The present study focused on the pedagogical content knowledge of the classroom of three male culturally diverse educators (CDEs) instructing culturally and linguistically diverse students (CLDS) in North Las Vegas; focusing on teachers’ funds of knowledge. Funds of knowledge are historically accumulated and culturally developed bodies of knowledge and skills essential for individual functioning and well-being. The researcher employed a qualitative portraiture methodology to construct and illustrate five portraits. The study was guided by the following research question: How do culturally diverse educators' funds of knowledge shape their ideologies and teaching practices? CDEs’ data was supplied through interviews and classroom observations, this served to construct three portraits. The school setting and a brief snapshot from the perspective of the artist served to construct the remaining two portraits. Funds of knowledge was used as a macro lens, while Vygotsky’s sociocultural conceptual framework was used as a micro lens to analyze data. The sociocultural framework focused on CDEs’ perezhivanie, as Vygotsky defines the lived emotional experiences of these educators and obuchenie , Vygotsky’s term for the dialectical unity of school teaching and learning to teach. The conclusion holds that teachers’ perezhivanie shape the teachers’ funds of knowledge whereas CDEs’ family and community based funds of knowledge developed obuchenie, which drove curricular decisions in the classroom to meet CLDS’ needs. In addition, findings point to the fact that bridging the gap between academic research on funds of knowledge and classroom practices can serve to assist CLDS in their learning process.

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Osoria, Ruby. "Formation and Implementation of Funds of Knowledge among Mexican Immigrant Mothers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839625.

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Guided by the overarching theoretical and conceptual framework from Latina/o critical race theory (LatCrit), funds of knowledge (FOK), and pedagogies of the home, this qualitative study explores the experiences of eleven Mexican immigrant mothers as they raise their K-12 grade children in the United States. This study centers the experiences of the participants as they utilize their funds of knowledge, the pedagogies of the home, local resources, and networks to provide opportunities to advance their children academically. Drawing from an asset-based perspective, this study positions the mother as the primary source of transmitting cultural knowledge to her children. This research describes how Mexican immigrant mothers define their role within the family structure and explores mother-daughter relationships. Further, the study identifies the challenges participants endure while raising their first generation Mexican-American children, and the ways in which they use community resources and local networks as forms of support. The data reveals the participants use of FOK through consejos, respeto, and dialogue to promote higher education expectations and aspirations for their children. Lastly, based on data analysis, this study expands on the conceptual framework of strategic mothering by theorizing strategic (Mexican immigrant) mothering.

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Kiyama, Judy Marquez. "Funds of Knowledge and College Ideologies: Lived Experiences among Mexican-American Families." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193695.

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There are a number of factors that contribute to the differences in college access rates of under-represented students compared with their white and Asian American counterparts. Families play a role in whether students experience a college-going culture. In an effort to challenge the dominant literature which focuses primarily on familial deficits, the intent of this research is to understand families from a different model, that of funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Using a qualitative approach of embedded case studies and oral history interviews, this study explored the funds of knowledge present in six Mexican families in a university outreach program and sought to understand how those funds of knowledge contribute to the development of the college ideologies for their families. Participants are represented by the term household clusters, which includes extensions of families beyond the nuclear household (Vélez-Ibáñez & Greenberg, 2005). Three theoretical frameworks were used for this study. The primary framework utilized is funds of knowledge (Gonzalez, Moll & Amanti, 2005), with social capital (Bourdieu 1973, 1977) and cultural capital (Bourdieu, 1986; Bourdieu & Passerson, 1977) serving as supplemental frameworks. Findings illustrate that funds of knowledge in the form of daily educational practices were present in household clusters and influenced children’s academic experiences and college knowledge. Educational ideologies highlighted the ways in which beliefs around the college-going process were formed and manifested as both helpful and limiting. Finally, it was evident that parental involvement was valued; this also included examples of non-traditional involvement, particularly when mothers worked at their children’s schools.

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Agrawal, Mariela. "ETHNIC IDENTITY AND FUNDS OF KNOWLEDGE IN THE SCHOLARSHIP OF LATINA FACULTY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/935.

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Mariela Agrawal Administration and Higher Education Southern Illinois University Carbondale, IL 62901 Abstract The purpose of this qualitative study was to explore the self-identity and funds of knowledge (fok) of eight Latina faculty in relation to their understanding and conceptualization of academic scholarship. Two broad questions guided this research. First, how do Latina faculty understand and conceptualize academic scholarship, and second, how do perceptions of identity and life experiences influence this conceptualization? The underrepresentation of Latinas in faculty positions and the devaluation of the social capital of Latino communities prompted me to explore the relationship between the participants' ethnic identity, life experiences/funds of knowledge, and scholarship. I collected the data for this study through two interviews with each participant, a focus group, and written narratives. These methods allowed the women in this study to reflect upon their experiences growing up, their obstacles and opportunities in their journeys in higher education, the people who supported and guided them through their academic career, and their experiences with racism and discrimination as people of color. The major findings in this study include the conceptualization of scholarship as an act of intellectual engagement with a purpose and the influence of ethnic identity in faculty's academic scholarship based on discipline. The major implications of this study include the need to distinguish immigrant from non-immigrant Latina faculty in educational research, the importance of support systems outside the family, the importance of role models, and the influence of fok in the success of Latina faculty. As this research is not exhaustive, I recommend extending it to include academic socialization of Latino doctoral students, ethnic identity in relation to classroom pedagogies, and epistemologies of faculty of color that influence academic scholarship.

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Feild, Kelly A. "Funds of Knowledge in a Hispanic Household: a Case Study of Family Experiences, Values, and Connections to Education." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407772/.

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Traditionally, the field of education has often adopted a negative perspective in their views of minority families’ contributions to the educational progress of their children. However, research embodying the theoretical framework of ‘funds of knowledge’ attempts to counter that model through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, and cultural contexts. Teachers carry out studies of familial funds of knowledge in order to understand how family experiences shape the knowledge that a child brings to the classroom. There is then, the potential to use that body of knowledge to create meaningful learning experiences that connect prior understanding and experiences to classroom practice. This research served as a case study of the funds of knowledge existing in the home of a Hispanic family and the connections that existed between that knowledge and literacy. The results indicated that the family possessed extensive funds of knowledge that developed through their historical, cultural, and social experiences. They often used family networks, as well as formal and informal literacy experiences to share this knowledge with their children. A key component of the literacy value system that they communicated resulted from a desire to maintain aspects of their culture and heritage through maintaining and improving their children’s reading and linguistic abilities in Spanish. Furthermore, along with their emphasis on Spanish literacy, they held aspirations for their children related to familial and educational values that often stemmed from their expressed desire for their children to lead lives with greater opportunities and positive examples than they had experienced.

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Wrona, Karolina. "Structural funds and the knowledge-based economy : a regional case-study (1999-2009)." Thesis, Aston University, 2014. http://publications.aston.ac.uk/21412/.

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The research presented in this thesis investigates the nature of the relationship between the development of the Knowledge-Based Economy (KBE) and Structural Funds (SF) in European regions. A particular focus is placed on the West Midlands (UK) and Silesia (Poland). The time-frame taken into account in this research is the years 1999 to 2009. This is methodologically addressed by firstly establishing a new way of calculating the General Index of the KBE for all of the EU regions; secondly, applying a number of statistical methods to measure the influence of the Funds on the changes in the regional KBE over time; and finally, by conducting a series of semi-structured stakeholder interviews in the two key case study regions: the West Midlands and Silesia. The three main findings of the thesis are: first, over the examined time-frame, the values of the KBE General Index increased in over 66% of the EU regions; furthermore, the number of the “new” EU regions in which the KBE increased over time is far higher than in the “old” EU. Second, any impact of Structural Funds on the regional KBE occurs only in the minority of the European regions and any form of functional dependency between the two can be observed only in 30% of the regions. Third, although the pattern of development of the regional KBE and the correlation coefficients differ in the cases of Silesia and the West Midlands, the analysis of variance carried out yields identical results for both regions. Furthermore, the qualitative analysis’ results show similarities in the approach towards the Structural Funds in the two key case-study regions.

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Tapia, Javier Campos. "Cultural reproduction: Funds of knowledge as survival strategies in the Mexican-American community." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185619.

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The Mexican American population in the United States, as all other human groups, employ a number of strategies and practices in order to ensure the maintenance and continuation of its members. These strategies are culturally derived, and they have been created by the interaction of people's practices with the social, economic, and political forces of the larger environment. Mexican American culture is reproduced across generations through the enactment of historically constituted social practices or funds of knowledge. These practices are "acted out" by actors within the domain of the household or the family in its relation to the capitalist system. In order to understand cultural reproduction in the Mexican American community, the structure and operation of four households were examined. The practices used by people to meet household members' sustenance, shelter, education, household management, and emotional/psychological needs are explored. Household members practices were divided in three domains: economic, social/recreational, and ceremonial/religious. In a sense then, Mexican Americans are enculturated by carrying out activities appropriate to the immediate cultural setting. In this social setting, children learn appropriate ways of behaving by interacting with other people whom, through verbal and nonverbal ways, teach them the norms appropriate to their cultural group. In addition, children spend a great part of the day in another setting (the school). This setting, as part of the larger environment, influences household members practices, but the institution is affected in return. The interplay of these factors affects students' academic achievement.

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Uribe, Leon Marcela. "Re-Learning the Script of Parental Involvement in the United States; Three Case Studies of Mexican Parents in Southwest Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29333.

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Parental involvement is highly important for children's success at school. Research has shown that parental involvement leads to higher student achievement, better school attendance, and a reduction in dropout rates. However, what happens with those parents who do not speak English or have limited communication skills in this language? How can they become involved in their children's schooling when the children attend school in a language foreign to the parents? This study examines the experiences of three Mexican immigrant mothers and one father getting involved in their children's education in the United States. Helena was an active participant of a service-learning program hosted by a medium-sized Land Grand University. Sandra also attended the program but only for some time. Finally, the Hernandez parents, Mercedes and Jose Luis, were randomly selected in the community and did not participate in the service-learning program. This qualitative study relied mainly upon semi-structure interviews with the participants along with observations and field notes. The conclusions from this study provide insight as to how Mexican-immigrant parents with low-income develop an understanding of the school system in the United States. Analysis revealed two main strategies that parents use to communicate with the school: 1) using interpreters as affordance networks for communication, and 2) using their own knowledge of English to take actions and comply with school requirements. Data show that, contrary to common assumptions, parents do not prefer children as their first option for interpreting functions. In terms of learning about standard cultural practices of parental involvement parents accommodate to school demands by using various strategies and resources from their funds of knowledge. Parents learn about standard cultural practices of parental involvement and at the same time they support their children's education; in this process parents rely on their own cultural repertoires. Besides, parents seek places where they can develop community ties in order to learn about the how-tos of life in the United States. Finally, findings demonstrate that parents feel frustration and anxiety about their relationship with the schools, since they are facing with great resilience the every life challenges of living in a culture and language different from their own. The main findings of this study and discussing on the implications provided a discussion for policy changes in the context of the NCLB act, and suggestions for teacher preparation programs, and local school or service programs.
Ph. D.

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Pasto, James. "Funds of Knowledge that Support Teacher-Student Relationships| A Narrative Study of Effective Teachers." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642825.

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Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacher-student relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.

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Pasto, James Allan. "Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/200.

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Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacherstudent relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.

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Spanos, Renee G. "Learning about funds of knowledge: Using practitioner inquiry to implement a culturally relevant writing pedagogy." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397579678.

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Haas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.

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Riggirozzi, María Pía. "The World Bank as a norm-broker : knowledge, funds and power in governance reforms in Argentina." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/58326/.

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This study explores the role of the World Bank in the promotion of two governance reforms in Argentina, judicial reform and anti-corruption policies. It argues that when the World Bank is able to draw on both its financial and knowledge power to build and consolidate 'pro-reform networks' with local actors it is more likely to ensure the implementation of governance reforms in its client countries. This argument is built on the premise that whatever the leverage of the World Bank as a financial institution or as a Knowledge Bank, and despite this leverage, it cannot implement programmes by itself in developing countries. A loan and its conditions may be negotiated and approved with government officials, yet the materialisation of projects into policies and institutions is embedded in complex policy process in which the interplay between Bank staff and local actors (beyond government officials) can favour or inhibit policy change. In this context, it is argued that the dominance of a particular actor or paradigm vis-a-vis other contending actors or ideas is not reinforced simply by the coercive position of the lender over the borrower, but rather by its capacity to integrate contesting impulses into broader consensus for policy change. In this capacity, the World Bank is defined as a 'normbroker'. Through a framework that combines critical perspectives in International Political Economy and institutional analysis, this thesis explores different patterns of intervention of World Bank units that acted either as a mere 'conveyor' in the transfer of funds and knowledge or as a 'broker' by integrating the normative agenda grounded in Bank's knowledge with country-based knowledge for the design, negotiation and implementation of governance reforms in Argentina. The theoretical and empirical study of judicial reform and anti-corruption in Argentina contribute to the understanding of reform implementation in which the Bank only succeeds in achieving effective institutionalisation when it engages with local actors, in particular with local experts, in pro-reform networks. By analysing different patterns of involvement of Bank units, this thesis also identifies knowledge/policy dynamics as a critical aspect of policy-making. From this perspective, this thesis departs from traditional studies that focus on one-way coercive leverage of lending institutions and offers a critical approach to the analysis of power, knowledge and policy change in developing countries. It also sheds light on the complexities of international organisations as they expand their roles towards new areas of involvement that fall into the domain of domestic policy-making.

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Kinney, Angela. "An Investigation into the Funds of Knowledge of Culturally and Linguistically Diverse U.S. Elementary Students' Households." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1393235629.

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Wintoneak, Vanessa. "Children’s Knowledge, Identity and Right to Participation in Driving Curriculum Decision-Making." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2216.

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The research study investigated why and how educators make use of knowledge about children and their interests for the purpose of curriculum decision-making, and the subsequent influence on children’s involvement. The study took a Participatory Action Research approach and examined curriculum construction in childcare-based and school-based Kindergarten settings. Data were collected over a six-month period in 2018 from settings in the metropolitan area of Perth, Western Australia. Initial interviews were conducted with four Kindergarten educators to find out how they gathered and used information about children and their interests for curriculum purposes. These interviews were followed by a curriculum intervention that took place in one of the settings. Prior to the intervention, four children were selected to be in a focus group. The children’s pre-intervention involvement levels were measured using the Involvement Scale (South Australian Department of Education and Children’s Services, 2008) and through the analysis of video observations taken of the children during everyday classroom experiences. Then, two curriculum intervention activities were implemented with the children in the focus group in order to obtain information about their funds of knowledge and funds of identity. The Shoebox Activity required the children to place personally meaningful items inside of a shoebox and share these items with their teacher. The Photovoice Activity was where children took photographs of experiences in which they participated outside of Kindergarten and shared these photographs with their teacher. Following the curriculum intervention activities, the Kindergarten curriculum was constructed using children’s funds of knowledge and funds of identity. Children’s involvement levels were again measured for the post-intervention ratings, which occurred during the period of time when the adjusted curriculum experiences were offered. Results from the study indicate that children’s level of involvement significantly increases when educators know more about and prioritise children’s knowledge and identity in the curriculum. The study provides an Australian perspective in the areas of research focusing on children’s interests, curriculum construction, and children’s right to participation. This research study can be used to inform policy and build on early childhood educator practices to promote the provision of high-quality curriculum experiences for young children.

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Cota, Carla Patricia. "Representation of Iranian-American Identity and Finding the Funds of Knowledge in the Resilience of Cultural Heritage." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10809461.

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This dissertation assembles a case study of Iranian immigrant families in the United States conducted in the northeast. This work addresses the transnational diasporic global identity of second-generation Iranian-Americans. The literature reflects on the exile experience, concluding that Iranian identity is a disputed problematic issue. I argue hybridity pens the migratory process, building links and relationships at the material and cultural levels from the sending and receiving countries. To reveal these connections, I use the funds of knowledge/identity approach to demonstrate how families reach self-understanding and communicate that understanding to others. By examining Persian culture and traditions, this approach sheds new light on the cultural transformations and cultural preservations valued among the second generation. The study shows that complex webs of factors continue to be at work in the shaping of the sociocultural dynamics of Iranian-Americas.

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Ewing, Bronwyn. "Meeting under the "Omei" Tree in the Torres Strait Islands: Networks and Funds of Knowledge of Mathematical Ideas." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82480.

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Stout, Lance D. "Seeking Funds of Knowledge: perceptions of Latino families in a rural school district in the Midwest United States." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/5154.

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The Latino population represents the fastest growing ethnic population in the United States (U.S. Census Bureau, 2007). Schools across the U.S. are experiencing growing numbers of Latino and mixed ethnicities. School districts are being challenged to provide English language resources to assist all children in obtaining quality learning experiences. In addition, the need for cultural support and advocacy from their public schools is necessary. By learning how to better understand Latinos, school districts can strengthen their relationships with this culture by considering how these families interact with the schools. In an attempt to better comprehend the worlds that Latino families negotiate daily, the Funds of Knowledge framework served as a lens to understand every day practices and ways of knowing what occurs in Latino family homes. Social Capital was the second theoretical lens used in order to view and understand the social networks utilized by Latino families on a regular basis. This study indicated how schools have a unique vantage point and obligation in understanding children and families that they serve. The findings clearly showed the significant funds of knowledge and social capital needs found within three Latino households in southwestern Kansas. First, Las Familias was the most impressive factor; these families possessed an intense attitude of togetherness. Second, the Latino parents understood English quite well but were too embarrassed to speak it. And last, the young people from these families navigate two worlds every day. At home, the Mexican culture is present; outside the home, American values and customs are everywhere.
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership

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Mejia, Joel Alejandro. "A Sociocultural Analysis of Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3969.

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The purpose of this study was to investigate the funds of knowledge of Latino and Latina high school adolescents, and how they used their funds of knowledge to solve engineering design problems in their communities. This study was based on the assumption that creating a bridge between different formal resources (e.g., engineering design processes) and informal resources (e.g., funds of knowledge) is an important step toward encouraging Latino and Latina high school adolescents to enter and remain in the field of engineering. The intent of this study was to generate a framework of funds of knowledge that teachers can draw from in order to create culturally responsive high school engineering instruction that connects adolescents’ out-of-school practices to the formal practices of engineering. An ethnographic approach was used to investigate the funds of knowledge of fourteen Latino and Latina high school adolescents. The participants were selected from a rural community located in the Western United States. They were divided into four different groups and each group selected a problem in their community that was of interest to them. Each group met twice per month and every student was interviewed every month individually. For this study, data sources included participant responses to individual interviews, observations of group discussions, retrospective and concurrent protocols, and participant-generated products. A constant comparative analysis showed that the participants possessed an understanding of societal, environmental, technical, and other engineering-related practices, dispositions, and habits of mind, which helped them to engage in engineering design in a holistic way. The study suggested that Latino and Latina adolescents, although profoundly underrepresented in engineering, bring a wealth of knowledge and experiences that are relevant to engineering design thinking and practice.

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Goodman, Morgan. "Teachers Make the Difference: Accessing a Black Woman's Specific Funds of Knowledge to make a Difference in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/126.

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The purpose of this ethnography was to examine the elements of my personal goals and aspirations of being an elementary school teacher with the real experience of teaching students within my classroom. Through the lens of an ethnography, and grounded in the research components of culturally inclusive education and, this thesis provides a critical and needed pedagogical approach to how teachers can make a difference in the lives of their students, and in the process learn that they are really the ones being taught.

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Johnstun, Kevin Landon. "Spanish for Lunch: Engaging Young Interpreters in Teacher Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7404.

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Across the United States, schools are largely segregated by race and ethnicity, resulting in schools that are densely Latino and teaching staff who are overwhelming monolingual English speakers, as most teachers are white women. This has created difficulty in home communication in these schools. Given the positive impacts of personal and frequent home communication, a greater capacity of teachers to communicate with parents may be an important asset in school improvement efforts. This study looks at ongoing design-based research efforts to engage bilingual students in helping their teachers become more capable of communicating in Spanish. Through online-delivered challenges, teachers and students work together to complete a series of tasks that help teachers learn about communicating across cultures and preparing several communication aids to help them reach out to Latino immigrant parents more frequently. Through a narrative profile analysis, we uncover the influences the five-week intervention had on teachers' home communication efforts, beliefs in their own ability to develop stronger language skills, and relationships with students. The findings inform a set of preliminary procedures for a new method of research into understandings skills they use outside of school. We call this new method Integrating Funds of Knowledge. The findings also inform a set of core conjectures on how this method can help educators partner with their students to work toward solving a problem in their school.

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Bibic, Sasa. "An Ethnographic Approach to Education: Learning Through Relationships." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/118.

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The purpose of the ethnographic narrative project was to understand ourselves and our students in a more in-depth manner. The ethnographic narrative project has allowed me to explore myself, my students, my classroom, the community I teach in, and the link each of these has to social justice. In order to best serve our students as educators, we must comprehend all of the funds of knowledge our students possess and utilize these facets to aid their learning. I have found that understanding my students cultural, social, academic assets is critical to fulfilling their needs both as students and individuals. I have also explored my own strengths and areas of growth as an educator and solidified my teaching identity. As educators we must not only teach our students academic skills teach social and emotional assets as well.

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Gutiérrez, Rodrigo Jorge. "Building "Consciousness and Legacies": Integrating Community, Critical, and Classical Knowledge Bases in a Precalculus Class." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/305882.

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Grounded in Freire's (1970) notion that the purpose of education in an unjust society is to bring about equality and justice, Critical Mathematics (CM) scholars consider mathematics to be a tool to understand, critique, and change the world by deconstructing power structures that marginalize certain groups. In particular, Gutstein's (2006) framework for integrating students' Community, Critical, and Classical mathematics knowledge bases (3 Cs) advocates for mathematics instruction that incorporates students' informal and everyday experiences. This involves investigations into social phenomena that draw on students' perspectives and experiences to inform critical analysis, while developing mathematical power. This dissertation presents the findings from a critical ethnographic study of a veteran teacher of color's approach to integrating the 3 Cs in his Precalculus class. In addition to discussing the creation and implementation of CM activities, this study examined the perspectives and participation of students of color during these curricular units. Data from 12 students of color, including interviews, focus groups, classroom observations, and student work, were collected over the course of a school year. Detailed descriptions are presented of three CM activities (i.e., Local Poverty Unit, AIDS Lab, Gini Coefficient Unit).Analysis of student participation found that students engaged most fully when units integrated transparent mathematical concepts into non-traditional social investigations. CM activities that lacked mathematical activity and/or reproduced traditional instructional norms resulted in high levels of open and passive resistance. Analysis of student perspectives found that repeated opportunities to integrate the 3 Cs promoted shifts in students' orientation toward mathematics. Some students came to see new ways of learning and using mathematics that included various means of participation and connections to one's personal life. In the end, students recognized that mathematics could be relevant and powerful for making sense of the world (reading the world), and acknowledged its potential for bringing about change (writing the world). Findings point to the essential role personalization plays in helping students develop a sense of social agency. That is, by prioritizing Community knowledge and inviting students to incorporate personal and family stories, teachers promote students' integration of their personal perspectives and experiences into their critical analyses.

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Eičaitė, Erika. "Galimybės plėtoti Lietuvos žinių ekonomiką panaudojant ES struktūrinius fondus." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060524_171156-81266.

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The master‘s paper provides the analysis of Lithuanian and foreign scientific literature on the knowledge economics development opportunities in Lithuania while using EU structural funds. Here are analysed theoretical knowledge economics development trends, presumptions of creation, help of EU structural funds to develop Lithuanian knowledge economics. Taking into account Common Program Document of Lithuania and the structure of Lithuanian EU structural funds here was evaluated an opportunity to develop Lithuanian knowledge economics. On May 4th, 2006 the author took part in the 6th conference for Junior Researchers “Urgent Issues of Economics and Management” organized by Šiauliai University, Faculty of Social Sciences, and read the article: “The Possibility of Knowledge Economics in Lithuania by EU Structural Funds”.

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Pacifici, Linda C. III. "Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30463.

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Educators often face a problem of the lack of ongoing contact between the school and students' homes (Delpit, 1995; Delgado-Gaitan, 1991; McCaleb, 1994). Literacy development at school is facilitated by teachers' knowledge of students' home-based discourses (Auerbach, 1989; McCaleb, 1994; Voss, 1996). This dissertation research responded to the question: What do educators need to understand and appreciate about their students' home or living context in order to create partnerships with parents and young students that will nurture literacy growth? This research is an ethnographic study. I spent one school year as a participant observer in a family literacy program. Young mothers who never finished high school and had children under the age of eight attended this program twice weekly. I observed during the family literacy sessions, recorded field notes, and conducted formal and informal interviews with nine family literacy program participants. I visited four women in their homes and conducted interviews. All interviews were tape recorded which were then transcribed. I collected copies of women's written pieces produced during the family literacy program. Data analysis and interpretation (Coffey & Atkinson, 1996) revealed themes and issues consistent within each of six women's stories. The deficiency model (Auerbach, 1989; Purcell-Gates, 1995; Sleeter, 1996) was challenged as each women demonstrated resourcefulness, articulated goals, the use of multiple literacies, commitment to their families' welfare, support and initiative in their children's schooling and a keen awareness of social class barriers. Repositioning our perspectives (Sleeter, 1996) enables educators to discover the strengths in students' home discourses that include multiple literacies (Voss, 1996) and other funds of knowledge (Moll & Greenberg, 1990). We need to move our lens from that of critique and judgement to that of discovery. Each student comes to school with an abundance of family and home experiences that need opportunities for expressions and learning. The pressures of negotiating home discourses with the dominant discourse (Gee, 1990; Sleeter, 1996) create reservoirs of strength for many families that is often masked by non-middle class appearances.
Ph. D.

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Telles, Maria Aguayo. "Fuerte Como Acero, Tierno Como un Ángel: A Study of Social/Cultural Capital and Three First-Generation Immigrant Women From Guanajuato Mexico." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145740.

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The purpose of this study is to review the lives of three immigrant women from the town of Doctor Mora, Guanajuato, Mexico. The following questions were used to gather and analyze the data: 1) How were their lives prior to migrating to the U.S.? 2) What was their experience crossing the border? 3) What are their life experiences in the U.S.? This study is intended to analyze the history and path of acculturation of these three immigrant women. This study analyzes Alejandro Portes's theory of selective acculturation, concept of funds of knowledge, Gordon's classical theory of assimilation, and the concepts of cultural and social capital. Selective acculturation theory is applied as a basis for analysis of the case studies. These studies were conducted using observational, audio-taped and open ended interviews. This study took place in Tucson, Arizona. Interviews took place in Spanish, the interviews were transcribed, translated, verified and analyzed. Findings show the persistence of these participants to become part of American society through education and involvement in the host society, utilizing their inherent cultural and social capital and supporting the theory of selective acculturation path. The next section gives a more detailed introduction of this study.

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Raimbekova, Lolagul. "PARENTS’ VOICE: INTERNATIONAL RELOCATEE PARENTS’ PERSPECTIVES ON PARENTAL INVOLVEMENT PRACTICES UTILIZED IN THEIR YOUNG CHILDREN’S EARLY LEARNING AND DEVELOPMENT." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626881390555884.

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Molera, Joan Elizabeth. "Intended and Received Language Arts Curricula in a Standardized Era: Misalignments and Negotiations in Border Community Schools." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/565833.

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This dissertation is about curriculum and leadership in Arizona-Mexico border community schools. Specifically, I examine intended and received language arts curricula (i.e., what content is taught, to whom, and with what pedagogy) (Porter, 2004), the misalignments between these curriculum types, and the misalignments in leadership approaches in border community schools. My dissertation draws on both classic and critical curriculum leadership studies (e.g., Hallinger, 2008; Johnson, 2006) with an emphasis on Funds of Knowledge (e.g., Moll, Amanti, Neff, & Gonzalez, 1992), cultural capital (e.g., Yosso, 2005), and habitus (e.g., Bourdieu & Passeron, 1990). I utilize ethnographic and phenomenological approaches to my study of four elementary and three middle schools located in two Arizona-Mexico border communities 120 miles apart from each other. Findings suggest that children living in border communities exhibit cultural capital (Yosso, 2005) and Funds of Knowledge (Moll et al., 1992), but these strengths are not considered in the intended curricula. Participants see the culture of the border and the culture of the school as two very separate constructs, particularly in relation to curriculum. The children in the study consider this reality commonsensical. Culturally responsive curriculum leaders, though positioned to change the status quo, are compliant and helpless against the dominant standardized regime. External forces silence everything these leaders know about research and practice. My dissertation concludes with implications for research, practice, and policy to blend culturally responsive structures, pedagogy, and behaviors to the standardization movement.

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Marzi, Isabel, and Anne Kerstin Reimers. "Children’s Independent Mobility: Current Knowledge, Future Directions, and Public Health Implications." MDPI AG, 2018. https://monarch.qucosa.de/id/qucosa%3A33155.

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Environmental changes significantly impact health behavior. Active travel behavior is mostly affected by increasing motorization, urban sprawl, and traffic safety. Especially for children, active and independent travel can contribute to physical activity, social and motor development, and other health-related outcomes. A reduced number of children engaging in independent mobility over the last 20 years demanded researchers to further examine the construct of children’s independent mobility. By examining relevant literature, this narrative review aims to provide the current state of knowledge on children’s independent mobility, and identify future directions in research, as well as practical implications. From a public health perspective, considering children’s independent mobility in intervention programs is recommended, since it is associated with numerous health and environmental benefits. To develop interventions, multilevel socio-ecological influences on children’s independent mobility are widely examined; however, evidence is limited due to heterogeneous measurements and a lack of high-quality prospective studies. To oppose the decline in children’s independent mobility, further analysis using comparable measures is needed to understand the determinants of children’s independent mobility and to enable international comparison.

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Connolly, Stephen Robert. "Students' cultural capital : a study of assessment for learning as a field of exchange." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64434/1/Stephen_Connolly_Thesis.pdf.

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This study was conducted within the context of a flexible education institution where conventional educational assessment practices and tests fail to recognise and assess the creativity and cultural capital of a cohort of marginalised young people. A new assessment model which included an electronic-portfolio-social-networking system (EPS) was developed and trialled to identify and exhibit evidence of students' learning. The study aimed to discern unique forms of cultural capital (Bourdieu, 1986) possessed by students who attend the Edmund Rice Education Australia Flexible Learning Centre Network (EREAFLCN). The EPS was trialled at the case study schools in an intervention and developed a space where students could make evident culturally specific forms of capital and funds of knowledge (Gonzalez, Moll, & Amanti, 2005). These resources were evaluated, modified and developed through dialogic processes utilising assessment for learning approaches (Qualifications and Curriculum Development Agency, 2009) in online and classroom settings. Students, peers and staff engaged in the recognition, judgement, revision and evaluation of students' cultural capital in a subfield of exchange (Bourdieu, 1990). The study developed the theory of assessment for learning as a field of exchange incorporating an online system as a teaching and assessment model. The term efield has been coined to describe this particular capital exchange model. A quasi-ethnographic approach was used to develop a collective case study (Stake, 1995). This case study involved an in-depth exploration of five students' forms of cultural capital and the ways in which this capital could be assessed and exchanged using the efield model. A comparative analysis of the five cases was conducted to identify the emergent issues of students' recognisable cultural capital resources and the processes of exchange that can be facilitated to acquire legitimate credentials for these students in the Australian field of education. The participants in the study were young people at two EREAFLC schools aged between 12 and 18 years. Data was collected through interviews, observations and examination of documents made available by the EREAFLCN. The data was coded and analysed using a theoretical framework based on Bourdieu's analytical tools and a sociocultural psychology theoretical perspective. Findings suggest that processes based on dialogic relationships can identify and recognise students' forms of cultural capital that are frequently misrecognised in mainstream school environments. The theory of assessment for learning as a field of exchange was developed into praxis and integrated in an intervention. The efield model was found to be an effective sociocultural tool in converting and exchanging students' capital resources for legitimated cultural and symbolic capital in the field of education.

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Hoy, Sarida Peguero. "To Iron or to do Science: A Storied Life of a Latina from Scientist to Science Teacher." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/58.

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Reform initiatives such as Science for All Americans (AAA, 1989) and National Science Education Standards (NRC, 1996) argue for making science accessible to all children regardless of age, sex, cultural and/or ethic background, and disabilities. One of the most popular and prevailing phrases highlighting science education reform in the last decade has been science for all. In terms of making science accessible to all, science educators argue that one role of science teachers ought to be to embrace students’ experiences outside of the science classroom by becoming aware and inclusive of the cultural resources that student’s households contain. Moll, González and Amanti (1992) termed these cultural resources as funds of knowledge which refer to culturally developed bodies of knowledge and skills essential for household well being. This study examined the career transition of a former Latina scientist from a research scientist to a high school science teacher. Her lived experiences that influenced her career transition were examined using interpretive biography through a feminist theory lens. The following question guided the study: How have the lived experiences of the participant as engaged through cultural, historical, and social interactions influenced a transition in career from a research scientist to a classroom teacher? A former Latina scientist and her family participated in this study to facilitate the documentation, narration, and interpretation of her career transition. The researcher immersed herself in the field for five months and data collection included in-depth interviews with the participant and her family. In addition, the researcher kept a reflexive journal. Data were analyzed using socio-cultural thematic approach to identify snapshots and to develop emergent themes. Data analysis revealed that the participant’s cultural socialization conflicted with the Eurocentric/Androcentric culture of science found in both the university and research laboratories. Consequently the participant’s strong need to have a family was a powerful contributor to her selection of teaching as a second career. The participant’s lived experiences emphasized a need to explore the impact and interaction of ethnicity and gender in the myopic science culture that has left women and people of other cultures at the doorsteps of the scientific enterprise.

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Roe, Katherine L. "Cultural Relevance in an English Language Learners' Classroom: A Qualitative Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2877.

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Colleges and universities typically provide remedial reading coursework for English language learners (ELL) to develop academic reading proficiency. However, a disproportionate number of ELLs fail to exit remedial classes. Prior research has indicated cultural relevance can motivate and stimulate learning; however, the extent to which a culturally relevant classroom curriculum makes a difference in the ELL classroom experience has not been fully explored. This study describes the experience of cultural relevance in an academic reading ELL college class. Moll's funds of knowledge was used as the conceptual framework in a qualitative case study to examine how cultural strengths and knowledge can be embedded into instruction for enhanced learning. Data were collected from one teacher and 10 ELL student interviews, lesson observations, and the course syllabus with instructional materials. The results from an inductive analysis revealed four major themes: cultural relevance, student characteristics, reading English, and social learning, which aligned with the funds of knowledge framework. Further, it was found that a teacher's role can serve as the cultural bridge to enhance ELL's cognition. Recommendations for future research include a larger and more culturally diverse group of participants to (a) explore if a consistency occurred that was informed by cultural experience, and (b) investigate the experience of culturally relevant pedagogy for ELL students. Social change implications include culturally relevant pedagogical practices, a cost effective instructional model, and successful academic English acquisition for ELLs.

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Fish, Jo Anna. "Teachers Implementing Literacy Instruction in a Performance-Standards Environment: A Collective Case Study in Second Grade." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/31.

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Literacy expectations on elementary classrooms are intensifying with each outcry for accountability by the public and by educational policy makers (Hoffman & Pearson, 2001). Many states, including Georgia, have developed new performance-based curricula in response to expectations for academic performance (Georgia Performance Standards, 2005). However, few researchers have focused on how teachers interpret these performance standards in their local classroom settings. This collective case study research, established within a social constructivist theoretical frame (Vygotsky, 1978), provided an in-depth examination of how the mandated language arts policy of the Georgia Performance Standards (GPS) influenced teachers’ thoughts and decisions about daily literacy instruction. Specific guiding questions for the study were: (1) What literacy expectations do three second-grade teachers have for their students’ literacy development? (2) Where do these expectations originate? (3) How do these three teachers craft and implement instruction in light of their expectations? (4) How do the state mandates constrain or provide opportunities for these three teachers to develop their expectations and implement instruction for their students’ literacy development? Multiple data sources included interviews, classroom observations and field notes, verbal protocols, classroom artifacts and documents, and the researcher’s journal. Data analysis utilized constant comparison and grounded theory analysis within and across cases (Strauss & Corbin, 1990). Trustworthiness and rigor were established through credibility, transferability, dependability, and confirmability (Guba & Lincoln, 1985). This study was designed to give voice to the teachers at the forefront of increasing accountability measures in Georgia’s public elementary school classrooms. Findings revealed that study participants used different funds of knowledge in complex ways to establish literacy expectations and implement instruction and that a fund of knowledge related to mandated accountability measures was influential in the participants’ instructional decision-making processes. When the delivery model of training for the GPS included opportunities to discuss student learning outcomes and reflect on instructional practices, the GPS directly influenced writing instruction. Implications for action from this study are grounded in the study’s key findings and conclusions and hold relevance for the fields of preservice teacher education, professional learning for teachers, school and county administration, and state and federal educational policy making.

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Brown, Brian Christopher. "Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417729271.

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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.

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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.

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McCray, Stephen Howard. "Children are the Messengers: A Case Study of Academic Success Through the Voices of High-Achieving Low-Income Elementary Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/180.

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For low-income minority and marginalized communities, American democracy’s educational mission remains unfulfilled. Student voices have provided insight into ways that schools disserve and serve students and how schools can improve in promoting academic achievement; however, academically successful low-income students’ voices—particularly those at the elementary school level—are largely excluded from the literature. Providing a platform for student voices, this qualitative, intrinsic critical case study explored six high achieving low-income students’ views of their academic success and how that success was achieved. Participants were six fifthgrade students, their parents, and teacher, in a school-wide Title I urban public school. Data were collected over a 12-week period through individual interviews, observation, participation, and semiformal conversations. Using an immersive pattern analysis, four main categories emerged from the student interview data: student beliefs about their role; classroom structures; teacher practices; and family support. The study found four principal success factors: a dynamic effort-driven view of success and intelligence; a rigorous dialogic classroom that prioritized student voice, critical thinking, collaboration, and social imagination; an accountable classroom culture of high expectations and mastery learning; and the richly diverse experiences and teachings of parents and families as valuable funds of knowledge. Implications and recommendations are included for policy, practice, and future research.

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Subero, Tomás David. "La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/663808.

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The main challenge of this thesis, presented as a compendium of publications, is to address the phenomenon of school failure and the lack of meaning of formal learning, from the perspective of funds of knowledge and identity, identity artefacts and the establishment of educational continuities. In this respect, this perspective is applied for the first time in the field of formal education in an Open Access Centre in Ciudad Meridiana (Barcelona). The participants are young people between 15 and 22 years’ old at social risk or in situations of vulnerability. In this regard, the first of the psycoeducational intervention proposals, the Funds of Identity project in an Open Access Centre in Barcelona (FICAB), aims to give new meaning to the school institution. Secondly, the University Expectations programme in an Open Access Centre in Barcelona (EUCAB) aims to increase expectations regarding higher education and university studies
El principal reto de esta tesis, presentada como compendio de publicaciones, consiste en abordar el fenómeno del fracaso escolar, y la falta de sentido del aprendizaje formal,desde la perspectiva de los fondos de conocimiento e identidad, los artefactos identitarios y el establecimiento de continuidades educativas. En este sentido se aplica, por vez primera, dicha perspectiva en el ámbito de la educación no formal en un aula abierta del barrio de Ciudad Meridiana (Barcelona). Los participantes son jóvenes, de entre 15 a 22 años de edad, en situación de riesgo social o vulnerabilidad. La primera de las propuestas de intervención psicoeducativa, el proyecto Fondos de Identidad en un Centro Abierto de Barcelona (FICAB), busca resignificar el sentido de la institución escolar. En segundo lugar, el programa en Expectativas Universitarias en un Centro Abierto de Barcelona (EUCAB) pretende aumentar las expectativas en relación a los estudios superiores y universitarios

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Llopart, Rossell Mariona. "La pràctica educativa a través de l'aproximació dels fons de coneixement i d'identitat." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/403714.

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The main objective of this doctoral thesis is to conceptualise educational practice from the theoretical and methodological perspective of funds of knowledge and identity. The thesis is organised on the basis of three articles linked to this theme: “Funds of Knowledge in 21st Century Societies: Inclusive educational practices for under-represented students. A literature review”, “Strategies and resources for contextualizing the curriculum based on the funds of knowledge approach. A literature review” and "The 'study group' as a context for learning. Teacher education from the funds of knowledge approach”. The thesis concludes by highlighting the relevance of the funds of knowledge and identity approach in relation to the need to develop a wider conception of learning, understood as the result of participation in sociocultural practices which go beyond that which occurs at school.
La present tesi doctoral té com a objectiu general conceptualitzar la pràctica educativa des de la perspectiva teòrica i metodològica dels fons de coneixement i d’identitat. La tesis s’articula al voltant de tres articles vinculats a aquesta temàtica: “Funds of Knowledge in 21st Century Societies: Inclusive educational practices for under-represented students. A literature review”, “Strategies and resources for contextualizing the curriculum based on the funds of knowledge approach. A literature review” i "The 'study group' as a context for learning. Teacher education from the funds of knowledge approach”. Es conclou la pertinència de la perspectiva dels fons de coneixement i d’identitat en la necessitat de desenvolupar una concepció amplia de l’aprenentatge entès com el resultat de la participació en pràctiques socioculturals, més enllà d’allò que succeeix a l’escola.

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Oh, Hyon Ju. "An Immigrant Student’s Strategic Use of In- and Out-of-school Resources in the Bidirectional Movement between Her Personal and Academic Lives:A Longitudinal Case Study of a Korean Adolescent." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565895896499759.

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Lundbrant, Sarah, and Tove Fält. "Passivt sparande i de svenska storbankernas fonder : Varför behåller privatpersoner fonder som förvaltas av de svenska storbankerna trots att avkastning inte alltid kompenserar för höga avgifter?" Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167334.

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Bakgrund: I Sverige finns det ett stort intresse för privat fondsparande. De svenska storbankerna erbjuder ett flertal fonder och utgör den huvudsakliga andelen av den svenska fondmarknaden. Fondförvaltares mål med en aktiv fond är att generera en högre avkastning jämfört med dess jämförelseindex, men tidigare forskning har visat att de svenska storbankernas aktiva fonder sällan presterar bättre än jämförelseindex. Syfte: Syftet med den här studien är att undersöka varför privatpersoner behåller fondinnehav i de svenska storbankernas aktiva fonder trots att tidigare studier visar att dessa fonder ofta har högre avgifter, men inte bättre avkastning jämfört med exempelvis indexfonder. Metod: Hypotesprövning har tillämpats med en kvantitativ ansats deriverad utifrån befintlig teori. Empiriska primärdata har samlats in med en fysisk enkätundersökning som 174 studenter vid Linköpings universitet har besvarat. I denna studie har ett icke-sannolikhetsurval med ett bekvämlighetsurval tillämpats. Bivariat och multivariat analys av studiens empiriska data har genomförts med logistisk regressionsanalys. Resultat: Nollhypotesen förkastas för den oberoende variabeln byteskostnader (p <0,1). För de oberoende variablerna finansiell kunskap och familjär-bias förkastas nollhypotesen tills vidare (p <0,1). Resultatet av beta-koefficientens riktning är negativ för byteskostnader avseende avgifter och andra finansiella kostnader, men positiv för relationskostnader, finansiell subjektiv och objektiv kunskap samt familjär-bias. Slutsats: De oberoende variabler som kan förklara varför privatpersoner i studiens urval behåller fondinnehav i de svenska storbankernas aktiva fonder är byteskostnader, finansiell kunskap och familjär-bias. Studiens resultat genererar ett kunskapsbidrag som kan öka kundrörligheten på fondmarknaden.
Background: In Sweden, there is a great interest in private fund savings. The major banks in Sweden offer several funds and constitute the majority of the Swedish fund market. Fund managers' goal with an active fund is to generate a higher return compared to its benchmark index, but previous research has shown that active funds rarely outperform the benchmark index. Purpose: The purpose of this study is to investigate why individuals retain fund holdings in the Swedish major banks’ active funds, although previous studies show that these funds often have higher fees, but not better returns than for example index funds. Methodology: Hypothesis testing has been applied with a quantitative approach derived from existing theory. Empirical primary data has been collected with a physical survey answered by 174 students at Linköping University. In this study, a non-probability sample with a convenience sample has been used. Bivariate and multivariate analysis of the study's empirical data was conducted with logistic regression analysis. Results: The null hypothesis is rejected for the independent variable switching costs (p <0.1). For the independent variables financial knowledge and familiarity bias, the null hypothesis is rejected for the time being (p <0.1). The result of the beta coefficient's direction is negative for switching costs regarding fees and other financial costs, but positive for relationship costs, financial subjective and objective knowledge, and familiarity bias. Conclusions: The independent variables, which might explain why private individuals in this study's sample retain fund holdings in the Swedish major banks' active funds, are switching costs, financial knowledge, and familiarity bias. The results of this study generate a knowledge contribution which might increase customer mobility in the fund market.

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Mirza, Hala. "Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062873/.

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Every year many immigrant families become members of United States communities. Among these are international graduate students whose lives and identities, as well as those of their families, are changed as they negotiate between cultures and experiences. In this study, three Saudi graduate students share their stories about culture, education and literacy. This research employs narrative inquiry to answer the following question: What stories do Saudi immigrant students tell regarding their educational beliefs and experiences, as well as the experiences of their children in the U.S. and in Saudi Arabia? The participants' interview texts are the main data source. The three-dimensional narrative inquiry spaces of temporality, sociality, and place help identify the funds of knowledge in place throughout these narratives. Data analysis uses funds of knowledge as a theoretical lens to make visible the critical events in each narrative. These events point to themes that support the creation of a third space in which the participants negotiate being in two cultures as well as their storying across time to understand their own experiences. Themes of facing challenges, problem solving, adaptation, and decision-making connect these stories and support the discussion of findings within the personal, practical, and social justifications for this narrative inquiry. The participants' negotiation of being in two cultures as revealed here serves as a resource for educators in understanding the instructional needs of immigrant families. The findings also have the potential to contribute to changing existing misconceptions about this minority group and other immigrant groups. In a rapidly growing global community as the United States, such narratives provide insights that invite personal understandings and connections among diverse people.

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Ramsey, Ieesha O. "Creating College-Going Cultures for our Children: Narratives of TRIO Upward Bound Program Alumni." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1572615075577603.

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Lima, Elaine Aparecida Barreto Gomes de. "Piratas no Tiete : cenarios e fundos de cena das HQS." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252751.

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Orientador: Wenceslao Machado de Oliveira Junior
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-06T08:48:00Z (GMT). No. of bitstreams: 1 Lima_ElaineAparecidaBarretoGomesde_M.pdf: 10294570 bytes, checksum: d92caa1c8f0dbe6cc9d8a2b7886528c1 (MD5) Previous issue date: 2006
Resumo: Essa dissertação nasceu de reflexões acerca do espaço geográfico, em especial o da cidade e sobre a possibilidade de utilização dos cenários e fundos de cena dos quadrinhos como elemento narrativo e de articulação dessas histórias, apontando em quais momentos os cenários ou os fundos de cena das histórias em quadrinhos são indícios da realidade além-quadrinhos, ou seja, como estes cenários e fundos de cena acionam imagens, situações vistas ou vividas por nós, bem como ocorre a realização das passagens entre as narrativas em HQ e as demais experiências e memórias visuais que possuímos. Como meio de aproximar idéias acerca do espaço urbano e de como esses cenários e fundos de cena, elementos fundamentais da narrativa das HQs, são articuladores da linguagem, escolhemos as HQs os ¿Piratas do Tietê¿, de Laerte Coutinho. Nesses quadrinhos a cidade está mais próxima ao estudo que nos propomos, já que é elaborada a partir de uma cidade real ¿ São Paulo, amplamente conhecida e que permite encontrar os elos de ligações entre a ¿cidade real¿ e a dos quadrinhos, bem como a imbricação de seus sentidos e formas. A cidade que aparece nos quadrinhos se dobra sobre a cidade real, uma vez que ela é um ¿discurso¿, uma narrativa sobre ela e com ela, uma vez que vai sendo aludida em muitos de seus elementos paisagísticos e sociais. Os Piratas do Tietê são personagens que circulam e vivem na cidade de São Paulo, compõem essa cidade tanto quanto as pessoas que nela estão. Mas para além de ser um texto que circula por São Paulo, ele é constituído por ela, a cidade se manifesta nestas HQs, com suas formas, seus ritmos, suas tensões e ironias. Apresentam-se também nesta dissertação, interpretações acerca de histórias em quadrinhos presentes na primeira publicação em que aparecem esses personagens: ¿Piratas do Tietê e outras barbaridades¿
Abstract: This dissertation was born of the geographic space discussion especially about the city and the possibility to use the settings and the background settings as narrative elements and the articulation of these stories indicating in which moments the settings or the background settings of the comic strip are evidences of reality over the comic strips, how this settings and background settings access images, situations seen or lived by us, as well as how the passages happen among the narratives at the comic strips with other experiences and visual memory we have. As a way of approaching the ideas about the urban space and how these settings and these background settings, the comic strips narrative main elements, are articulated by the language we chose Laerte Coutinhos¿ comic strips ¿Piratas do Tietê¿. In these comic strips the city is nearer of the study we propose, as it is elaborated from a real well known city - Sao Paulo- that allows finding links between the ¿real city¿ and the comics strip city, as well as the relation of its meanings and shapes. The city that appears in the comic strips bends to the real city; it is a ¿speech¿, a narrative about it and with it, because it is being alluded to many of its landscape and social elements. ¿Piratas do Tietê¿ are characters that walk and live in Sao Paulo city. They are part of this city as the people who are there, but besides a text which is read in Sao Paulo it is formed of it, in this way the city is demonstrated in these comic strips with its shapes, rhythms, tensions and ironies. In this dissertation are also presented, interpretations about the comic strips presented in the first publication in which these characters appear: ¿Piratas do Tietê e outras barbaridades¿
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação

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48

Villalba, Ernesto. "The uniqueness of knowledge management in small companies : Managing knowledge as an employer strategy for lifelong learning." Doctoral thesis, Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/987974580/04.

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Hysmith, Ryan Thomas. "Impact of Student-managed Investment Fund Participation on Financial Knowledge, Financial Satisfaction and Financial Behavior." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287703.

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The purpose of this quantitative, nonexperimental study was to examine the effect of student-managed investment fund participation on financial knowledge, financial satisfaction, and the occurrence of best practice financial behaviors. Student-managed investment funds are experiential learning opportunities where student-led investing occurs in an academic setting. Households in the United States headed by millennials age 25-34 are exhibiting declines in retirement plan participation, financial knowledge, best practice financial behaviors and household net worth. The specific business problem addressed is the lack of financial knowledge necessary to make best practice financial behavior decisions at an early age. Participants for the study consisted of three groups of alumni who graduated between 2007 and 2016 from a selected Tennessee university: finance majors within the College of Business, College of Business students who participated in a student-managed investment fund, and all other College of Business students. An online survey was distributed to 301 College of Business graduates and 131 complete responses were received (N=131). The two methods used for statistical analysis for this study were one-away ANOVA and an analysis of two independent group means. The findings provided statistical support for the impact of student-managed investment fund participation on financial knowledge, but did not provide statistical support for the relationship between student-managed investment fund participation and financial behaviors or financial satisfaction. As such, educators and policymakers should utilize experiential learning opportunities in financial education initiatives to increase financial knowledge. Recommendations for future research include a longitudinal study of student-managed investment fund participant financial knowledge, satisfaction, and behaviors.

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Olsson, Sandberg Kajsa, and Báez Nicole Boudassou. "Fund Our Future & Fees Must Fall : En komparativ fallstudie om två studentprotester." Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-150856.

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Studiens syfte är att se hur sociala rörelser och stater interagerar, samt hur dialogen ser ut inom respektive part. Frågeställningarna som syftar till att fånga det är således; Hur ser relationen mellan sociala rörelser och stater ut, och hur påverkar var sidas val av strategier motpartens handlingsmönster? Samt; Vilka interna strategier inom kampanj respektive stat är mest framträdande? För att undersöka det har två kampanjer valts ut, Fees Must Fall i Sydafrika och Fund Our Future i Storbritannien. Vidare har nyhetsartiklar valts från sammanlagt nio av ländernas mest lästa nyhetstidningar. Fyra teoretiska ingångar fått vägleda analysarbetet; radical flank effect, symbolic damage, protest policing och eventful protest. Dessa är alla analytiska verktyg som hjälper oss förstå de mångfacetterade dimensionerna som existerar parallellt inom sociala rörelser och statens arbete. Den samlade tidigare forskningen har utforskat specifika delar av de nämnda begreppen, men däremot har aspekternas samverkande förmåga inte tidigare studerats. Studiens resultat visar att våldsamma aktioner ofta leds av radikala demonstranter. Dessa leder ofta inte enbart till stor medial uppmärksamhet, utan kan beroende på kontext förändra sociala rörelser och statens interna strategiska struktur. Det innebär även att fredliga aktioner ofta hamnar i skymundan, vilket bidrar till att befästa uppfattningen om att våld krävs för att sociala rörelsers syfte ska synas. Även stater kan uppleva sig nödgade att använda våldsamma strategier i mötet med demonstranter. Vidare visar resultaten på att det finns en interaktiv dynamik mellan kampanjer och stater, som även visar på aktörskap inom respektive part.

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Dissertations / Theses on the topic 'Funds of knowledge'

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