A multiple case study exploring suburban Chicago middle school social studies teachers overcoming modern constraints to enact dialogic pedagogy

Schmidt, Diana Tarant

Permalink

https://hdl.handle.net/2142/129810 Copy

Description

Title

A multiple case study exploring suburban Chicago middle school social studies teachers overcoming modern constraints to enact dialogic pedagogy

Author(s)

Schmidt, Diana Tarant

Issue Date

2025-05-05

Director of Research (if dissertation) or Advisor (if thesis)

Roegman, Rachel

Doctoral Committee Chair(s)

Roegman, Rachel

Committee Member(s)

• Davila, Liv
• Rice, Patrick
• Herrmann, Mary

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Dialogue
• Dialogic Pedagogy
• Ecological Systems Theory
• Middle School Social Studies
• Teaching
• Constraints

Abstract

This multiple case study explores how exceptional middle school social studies teachers in suburban Chicago understand, enact, and sustain dialogic pedagogy amid contemporary educational constraints. Guided by Ecological Systems Theory and using qualitative research methods, the study examined the experiences of teachers and administrators across several school contexts to uncover the systemic influences that shape dialogic teaching practices. Findings reveal that while teachers, students, and administrators share a common language around dialogue, their understandings are deeply nuanced and reflect the complexity of enacting dialogic pedagogy in real-world classrooms. Teachers viewed dialogic pedagogy not just as a classroom strategy but as a broader civic and relational practice. Despite facing systemic constraints—such as time pressures, rigid curricular standards, and traditional expectations of teaching—participants demonstrated the capacity to creatively reimagine instructional practices. They did so by building trust-based relationships, establishing classroom structures that support student-led discourse, and embracing a mindset shift from control to facilitation. Administrators played a key role in fostering environments of autonomy and support, sharing the same values and recognizing these educators as exceptional. Systemic supports such as inquiry-based standards, cross-curricular literacy goals, and a growing emphasis on critical questioning were also found to encourage dialogic approaches. Ultimately, the study highlights the importance of structural understanding, intentional relationship-building, and educator autonomy in sustaining dialogic pedagogy. It underscores the need for educational systems to make space for pedagogies that empower student voice and transform traditional conceptions of teaching and learning.

Graduation Semester

2025-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129810

Copyright and License Information

Copyright 2025 Diana Tarant Schmidt

Owning Collections