Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) ... more Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) of a two-part (two week) lesson plan (i.e. lecture + lab) combining the teaching and learning of computer science and sociology. Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks). Week 2 Note to instructors: This lesson can be modified depending on your and your students' needs. For example, you may substitute two other variables of your choosing instead of using the ones suggested herein (i.e. % student poverty and teacher-pupil ratio). In addition, feel welcome to also modify this lesson by eliminating certain steps or tweaking/expanding the homework assignment in order to fulfill your class's needs.
Approximate time needed: 3 hours (for Week 1) Description: This is the first part (first week) of... more Approximate time needed: 3 hours (for Week 1) Description: This is the first part (first week) of a two-part (two week) lesson plan (i.e. lecture + lab) combining the teaching and learning of computer science and sociology. Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America. Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks). This OER material was produced as a result of the CS04ALL CUNY OER project.
Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) ... more Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) of a two-part (two week) lesson plan (i.e. lecture + lab) combining the teaching and learning of computer science and sociology. Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks). Week 2 Note to instructors: This lesson can be modified depending on your and your students' needs. For example, you may substitute two other variables of your choosing instead of using the ones suggested herein (i.e. % student poverty and teacher-pupil ratio). In addition, feel welcome to also modify this lesson by eliminating certain steps or tweaking/expanding the homework assignment in order to fulfill your class's needs.
I am also grateful to the members of my academic committee: Susan Dumais (my Chair), Mark Schafer... more I am also grateful to the members of my academic committee: Susan Dumais (my Chair), Mark Schafer, and Roland Mitchell. Thank you for all of the advice, support, patience, wisdom, and kindness you showed to a would-be first time publisher. Lastly, I want to acknowledge my former students at the High School of Art & Design. Being your teacher was the most challenging and rewarding experience of my life to date. Those experiences truly made me a deeper and more mature human being-in a way that only comes through sacrifice and hard work. I'll carry that with me forever. Thank you.
Qualitative Research in Organizations and Management: An International Journal
PurposeWhy did a powerful department of hospital doctors support a merger with a rival hospital t... more PurposeWhy did a powerful department of hospital doctors support a merger with a rival hospital that they knew would ruin their beloved workplace?Design/methodology/approachThis ethnographic study draws on 12 months of fieldwork consisting of 24 one-on-one interviews as well as 26 h of observations, informal conversations and archival records research to answer its research question. Grounded theory and the discourse analysis were employed to analyze all data.FindingsData reveal how participants' belief in a “merge or go bankrupt” narrative contributed to widespread support for a merger that seemed unthinkable on the surface. Although each doctor believes the merger will jeopardize or ruin their workplace culture, none resisted the merger nor did any ask hospital executives to provide evidence in support of their claims regarding the benefits of the merger (namely, that it would save their organization from inevitable bankruptcy).Research limitations/implicationsThe author relie...
Neoliberalism inside two American high schools, Sep 1, 2015
This article examines ‘neoliberalism’ inside two American public high schools. The work of one le... more This article examines ‘neoliberalism’ inside two American public high schools. The work of one leading critical theorist, Mark Olssen, is explained and examined. Particular attention is paid to Olssen’s concepts of ‘homo economicus’ and ‘manipulatable man.’ It is concluded that Olssen’s theories on neoliberalism accurately describe developments in public education in the West since the early 1980s. It is also believed that his theories could benefit from a study that ‘looks inside the black box’ and reveals what neoliberalism looks like inside schools. Semi-structured interviews were conducted with 11 teachers and two principals at two public high schools in the American state of Louisiana. Analysis reveals that an educator’s sense of professional autonomy relates to students’ socioeconomic backgrounds. That is, educators at poor schools tend to have dramatically less freedom from local school boards than educators in non-poor schools.
Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) ... more Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) of a two-part (two week) lesson plan (i.e. lecture + lab) combining the teaching and learning of computer science and sociology. Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks). Week 2 Note to instructors: This lesson can be modified depending on your and your students' needs. For example, you may substitute two other variables of your choosing instead of using the ones suggested herein (i.e. % student poverty and teacher-pupil ratio). In addition, feel welcome to also modify this lesson by eliminating certain steps or tweaking/expanding the homework assignment in order to fulfill your class's needs.
Approximate time needed: 3 hours (for Week 1) Description: This is the first part (first week) of... more Approximate time needed: 3 hours (for Week 1) Description: This is the first part (first week) of a two-part (two week) lesson plan (i.e. lecture + lab) combining the teaching and learning of computer science and sociology. Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America. Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks). This OER material was produced as a result of the CS04ALL CUNY OER project.
Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) ... more Approximate time needed: 3 hours (for Week 2) Description: This is the second part (second week) of a two-part (two week) lesson plan (i.e. lecture + lab) combining the teaching and learning of computer science and sociology. Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks). Week 2 Note to instructors: This lesson can be modified depending on your and your students' needs. For example, you may substitute two other variables of your choosing instead of using the ones suggested herein (i.e. % student poverty and teacher-pupil ratio). In addition, feel welcome to also modify this lesson by eliminating certain steps or tweaking/expanding the homework assignment in order to fulfill your class's needs.
I am also grateful to the members of my academic committee: Susan Dumais (my Chair), Mark Schafer... more I am also grateful to the members of my academic committee: Susan Dumais (my Chair), Mark Schafer, and Roland Mitchell. Thank you for all of the advice, support, patience, wisdom, and kindness you showed to a would-be first time publisher. Lastly, I want to acknowledge my former students at the High School of Art & Design. Being your teacher was the most challenging and rewarding experience of my life to date. Those experiences truly made me a deeper and more mature human being-in a way that only comes through sacrifice and hard work. I'll carry that with me forever. Thank you.
Qualitative Research in Organizations and Management: An International Journal
PurposeWhy did a powerful department of hospital doctors support a merger with a rival hospital t... more PurposeWhy did a powerful department of hospital doctors support a merger with a rival hospital that they knew would ruin their beloved workplace?Design/methodology/approachThis ethnographic study draws on 12 months of fieldwork consisting of 24 one-on-one interviews as well as 26 h of observations, informal conversations and archival records research to answer its research question. Grounded theory and the discourse analysis were employed to analyze all data.FindingsData reveal how participants' belief in a “merge or go bankrupt” narrative contributed to widespread support for a merger that seemed unthinkable on the surface. Although each doctor believes the merger will jeopardize or ruin their workplace culture, none resisted the merger nor did any ask hospital executives to provide evidence in support of their claims regarding the benefits of the merger (namely, that it would save their organization from inevitable bankruptcy).Research limitations/implicationsThe author relie...
Neoliberalism inside two American high schools, Sep 1, 2015
This article examines ‘neoliberalism’ inside two American public high schools. The work of one le... more This article examines ‘neoliberalism’ inside two American public high schools. The work of one leading critical theorist, Mark Olssen, is explained and examined. Particular attention is paid to Olssen’s concepts of ‘homo economicus’ and ‘manipulatable man.’ It is concluded that Olssen’s theories on neoliberalism accurately describe developments in public education in the West since the early 1980s. It is also believed that his theories could benefit from a study that ‘looks inside the black box’ and reveals what neoliberalism looks like inside schools. Semi-structured interviews were conducted with 11 teachers and two principals at two public high schools in the American state of Louisiana. Analysis reveals that an educator’s sense of professional autonomy relates to students’ socioeconomic backgrounds. That is, educators at poor schools tend to have dramatically less freedom from local school boards than educators in non-poor schools.
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