Representation Is Not Enough

Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment

Datos Bibliográficos

ID21459618
AutoresJennifer Darling-Aduana (0000-0002-7940-5662, Georgia State University, Atlanta, GA, USA, autor de correspondencia), Kristin Hemingway (Georgia State University, Atlanta, GA, USA)
Año2022
Volumen124
Número9
Páginas91-121
Fecha de publicación2022-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeachers College Record The Voice of Scholarship in Education (JOURNAL)
Identificadores de la revistaISSN: 0161-4681 • E-ISSN: 1467-9620
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/01614681221132384
OpenAlexW4307530634
IdiomaEN
Citas recibidas3
Referencias citadas45

Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. Research Design: Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings: Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions: Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups

Asynchronous communication · Autonomy · Curriculum · Directive · Discretion · Mathematics education · Pedagogy · Political science · Sociology · Typology · Communication in Education and Healthcare · Computer Science · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies