Date of Award
2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Education (PhD)
Department
Education
First Advisor/Committee Member
Kristine Gritter
Second Advisor/Committee Member
David Wicks
Third Advisor/Committee Member
Julie Antilla
Keywords
Blended Learning Models, Funds of Knowledge (FoK) Reflexivity, Universal Design for Learning (UDL), Technological, Pedagogical, and Content Knowledge (TPACK), Asset Based Teaching, Autoethnography
Abstract
This autoethnography explores a career educator's personal and professional journey transitioning from a deficit mindset to an asset based mindset. The author examines teaching practices through critical self-inquiry, reflecting on how technology, including Blended Learning Models (Clayton Christensen Institute, 2013), student-centered learning, and an asset mindset enhance educational experiences. The dissertation integrates key frameworks such as Technological Pedagogical Content Knowledge (TPACK) (Mishra, 2019), Universal Design for Learning (UDL) CAST (2024), and the concept of Funds of Knowledge (FoK) (Gonzalez, Moll & Amanti, 2005) to demonstrate how educators can adapt instruction as reflexive practitioners Cunliffe, 2016) to support diverse learners. The author connects personal memories as an educator to the research, illustrating the complexities of teaching. The autoethnographic critical analysis focuses on how the Blended Learning Models as instructional strategies, paired with instructional frameworks like UDL, TPACK, and an asset mindset anchored in FoK and reflexivity, could promote student agency and engagement. The analysis of memories in this autoethnography advocates for shifts in instructional practices, encouraging teachers to recognize and build on the strengths students bring to the classroom rather than focusing solely on learning gaps.
Recommended Citation
BUFFINGTON, ELIZABETH A., "ASSET MINDSETS AND BLENDED LEARNING ENVIRONMENTS: A CAREER EDUCATOR’S AUTOETHNOGRAPHY" (2024). Education Dissertations. 88.
https://digitalcommons.spu.edu/soe_etd/88
