2026-09-21T18:00:14Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129810 2025-10-25 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

A multiple case study exploring suburban Chicago middle school social studies teachers overcoming modern constraints to enact dialogic pedagogy Schmidt, Diana Tarant 2025-05-05 Roegman, Rachel Roegman, Rachel Davila, Liv Rice, Patrick Herrmann, Mary Dialogue Dialogic Pedagogy Ecological Systems Theory Middle School Social Studies Teaching Constraints eng 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. 2025-08 Thesis https://hdl.handle.net/2142/129810 Copyright 2025 Diana Tarant Schmidt application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms The student, Diana Schmidt, accepted the attached license on 2025-04-29 at 20:09. The student, Diana Schmidt, submitted this Dissertation for approval on 2025-04-29 at 20:21. This Dissertation was approved for publication on 2025-05-05 at 15:34. DSpace SAF Submission Ingestion Package generated from Vireo submission #22102 on 2025-10-20 at 16:57:01 Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation