Browsing by Subject "Photo-elicitation"
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Item How African American/Black school-aged children make food-choices(2023-04-19) Jones-Lemmons, Fallon Alexis; Timmerman, Gayle M.; Horner, Sharon D.; Coakley, Tanya; Bukoski, BethThe prevalence of overweight children in the United States has almost doubled from 17% to 32% in the past two decades. Children in the United States are overweight, and approximately 16-18% are considered obese. The children with the highest obesity rate come from specified racial/ethnic groups, Hispanic and African American/Black. This dissertation seeks to understand how African American school-aged children make independent food-choices. This qualitative study uses Charmaz’s rendition of Grounded Theory as the methodology. Data were collected from twenty-two children using the photo-elicitation technique developed by Wang and Buriss and semi-structured interviews. The study was able to show how children could be the experts of their own experience, contributing alongside the researcher instead of being the research subject only. The Children’s Food-Choice Model emerged from the data, with the tenets being antecedents, influential factors, and decision making through reciprocity. Food-choices occurred as the result of three major themes: (1) antecedents, which included health conditions, autonomy, and opportunities associated with food; (2) influential factors which included preferences, time, and place; and (3) decision making through reciprocity which occurred through parent-child reciprocity exchanges. The model is constantly evolving with the child. As the antecedent foundation develops, the child adapts to greater food associated roles and responsibilities. As the rules change due to greater trust established, the child is able to better handle complex decision making without the assistance of their parent.Item Looking within : mathematics teacher identity using photo-elicitation/photovoice(2012-08) Chao, Theodore Peck-Li; Empson, Susan B.; Treisman, Philip U.; Stroup, Walter; Schneider, Cynthia; Salinas, CynthiaHow do mathematics teachers present themselves? The construct of identity–the stories mathematics teachers tell about themselves and their practice–is an important and understudied construct in understanding mathematics teaching. This study investigates the use of photo-elicitation/photovoice interviews with six high school algebra teachers. Each teacher captured or chose photographs of their “world”, then presented them during a formal interview. The teachers framed their mathematics teacher identity through three connected story types: Public Stories, the stories a teacher presents about their practice within a professional register, Private Stories, the stories about personal connections to practice shared only in closed spaces, and Touchstone Stories, the important stories a teacher constantly references but rarely shares. I found these teachers’ stories contained little about mathematics content or actual classroom practice. Rather, they positioned the teachers as isolated in their profession; the themes were about pain, being “othered”, or feeling powerless. Framing the identities of these six mathematics teachers through visual stories presented them as real, struggling humans. I posit this process of eliciting mathematics teaching identity through visual narrative is important to the field of mathematics education for three reasons: framing their identities helps mathematics teachers understand the complex lives of their own students, these narratives showcase the uniqueness of each mathematics teacher as an individual, and this process of telling stories is an empowering form of reflection.