As technological advances provide minute-by-minute updates of current events and personalized med... more As technological advances provide minute-by-minute updates of current events and personalized media feeds push the boundaries of political polarization, the task of social studies educators to provide students with the tools to become effective citizens becomes increasingly important. Undergirded by theories of psychosocial identity development, civic identity development, and the promotion of identity exploration in the academic curriculum, this qualitative multiple case study attempts to examine the processes of adolescent identity exploration and civic identity development in relation to the assignments and activities in a twelfth-grade Advanced Placement (AP) U.S. Government classroom. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed the development of individual case studies and cross-case analysis. The findings in this study demonstrate support for Rubin's (2007) civic identity typology, and also indicate that the frequent use of whole class discussion was supportive of identity exploration for students in different statuses of civic identity. Additionally, all participants perceived support from their AP U.S. Government teacher and reported enhanced identity positions and more active attitudes toward civic participation at the conclusion of the research period. The findings suggest that the promotion of identity exploration in the social studies classroom is both possible and practical, but require intentional teaching. The study recommends the frequent and purposeful use of whole class discussion of controversial issues in the social studies classroom, and an awareness and appreciation for adolescent identity exploration in the development of social studies curriculum and classroom activities Chapter One: Chapter Two: Review of the Literature "People believe that the youth of this country are insignificant… To those people that tell us that teenagers can't do anything, I say that we were the only people that could have made this movement possible."
Abstract Undergirded by theories of civic identity development, transformative pedagogies, and th... more Abstract Undergirded by theories of civic identity development, transformative pedagogies, and the promotion of identity exploration in the academic curriculum, this qualitative study examines five high school students’ perceptions of support for their civic identity development and identity exploration within a twelfth-grade Advanced Placement (AP) U.S. Government course. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed individual and cross-case analysis. The findings of this study indicate that the frequent use of discussion-based practices is supportive of identity exploration for students in different statuses of civic identity. All participants perceived support from their AP U.S. Government teacher and all perceived unique value in various class activities. The role of the instructor as an intentional agent for civic identity development and adolescent identity exploration is considered.
As technological advances provide minute-by-minute updates of current events and personalized med... more As technological advances provide minute-by-minute updates of current events and personalized media feeds push the boundaries of political polarization, the task of social studies educators to provide students with the tools to become effective citizens becomes increasingly important. Undergirded by theories of psychosocial identity development, civic identity development, and the promotion of identity exploration in the academic curriculum, this qualitative multiple case study attempts to examine the processes of adolescent identity exploration and civic identity development in relation to the assignments and activities in a twelfth-grade Advanced Placement (AP) U.S. Government classroom. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed the development of individual case studies and cross-case analysis. The findings in this study demonstrate support for Rubin's (2007) civic identity typology, and also indicate that the frequent use of whole class discussion was supportive of identity exploration for students in different statuses of civic identity. Additionally, all participants perceived support from their AP U.S. Government teacher and reported enhanced identity positions and more active attitudes toward civic participation at the conclusion of the research period. The findings suggest that the promotion of identity exploration in the social studies classroom is both possible and practical, but require intentional teaching. The study recommends the frequent and purposeful use of whole class discussion of controversial issues in the social studies classroom, and an awareness and appreciation for adolescent identity exploration in the development of social studies curriculum and classroom activities Chapter One: Chapter Two: Review of the Literature "People believe that the youth of this country are insignificant… To those people that tell us that teenagers can't do anything, I say that we were the only people that could have made this movement possible."
Abstract Undergirded by theories of civic identity development, transformative pedagogies, and th... more Abstract Undergirded by theories of civic identity development, transformative pedagogies, and the promotion of identity exploration in the academic curriculum, this qualitative study examines five high school students’ perceptions of support for their civic identity development and identity exploration within a twelfth-grade Advanced Placement (AP) U.S. Government course. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed individual and cross-case analysis. The findings of this study indicate that the frequent use of discussion-based practices is supportive of identity exploration for students in different statuses of civic identity. All participants perceived support from their AP U.S. Government teacher and all perceived unique value in various class activities. The role of the instructor as an intentional agent for civic identity development and adolescent identity exploration is considered.
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Papers by Sarah Denney