In this thesis, I examine my history, process, environment, and changing contexts in the transition to becoming a teacher. My initial intention was to examine myself deeply and formulate a coherent classroom process and presence to facilitate the social, educational, and civic growth and learning that I want for both my students and myself. I have particularities, therefore my classroom intentions attempt to address the areas in which I need to grow as an educator while also nurturing and employing my unique strengths. As the year progressed, my plans and intentions shifted and grew as I explored and analyzed my students’ and our community’s strengths and areas of growth. I document the ways that I provided both trellises to support my students in branching out and spotlights to highlight the gifts and skills they already brought to our classroom. Ultimately, I reflect on the ways that I implemented, adjusted, or adopted new pedagogies to the benefit or detriment of my students, our community, and myself.
","abstract_html":"<p>In this thesis, I examine my history, process, environment, and changing contexts in the transition to becoming a teacher. My initial intention was to examine myself deeply and formulate a coherent classroom process and presence to facilitate the social, educational, and civic growth and learning that I want for both my students and myself. I have particularities, therefore my classroom intentions attempt to address the areas in which I need to grow as an educator while also nurturing and employing my unique strengths. As the year progressed, my plans and intentions shifted and grew as I explored and analyzed my students’ and our community’s strengths and areas of growth. I document the ways that I provided both trellises to support my students in branching out and spotlights to highlight the gifts and skills they already brought to our classroom. Ultimately, I reflect on the ways that I implemented, adjusted, or adopted new pedagogies to the benefit or detriment of my students, our community, and myself.</p>","abstract_has_math":false,"creators":["Scott-Patterson, Carolyn"],"institution":null,"degree_name":"Education, MA","degree_level":"Restricted to Claremont Colleges Master's Thesis","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:49Z","subjects":["Critical Social Justice","Education","Curriculum and Social Inquiry"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/173","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Scott-Patterson, Carolyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Critical Social Justice","Education","Curriculum and Social Inquiry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/173"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In this thesis, I examine my history, process, environment, and changing contexts in the transition to becoming a teacher. My initial intention was to examine myself deeply and formulate a coherent classroom process and presence to facilitate the social, educational, and civic growth and learning that I want for both my students and myself. I have particularities, therefore my classroom intentions attempt to address the areas in which I need to grow as an educator while also nurturing and employing my unique strengths. As the year progressed, my plans and intentions shifted and grew as I explored and analyzed my students’ and our community’s strengths and areas of growth. I document the ways that I provided both trellises to support my students in branching out and spotlights to highlight the gifts and skills they already brought to our classroom. Ultimately, I reflect on the ways that I implemented, adjusted, or adopted new pedagogies to the benefit or detriment of my students, our community, and myself.
"]},{"key":"dc:title","label":"Title","values":["Ethnographic Narrative Project: At Promise"]}]}],"canonical_facts":{"dc:creator":["Scott-Patterson, Carolyn"],"dc:date.available":["2020-08-06T07:00:00Z"],"dc:description.abstract":["In this thesis, I examine my history, process, environment, and changing contexts in the transition to becoming a teacher. My initial intention was to examine myself deeply and formulate a coherent classroom process and presence to facilitate the social, educational, and civic growth and learning that I want for both my students and myself. I have particularities, therefore my classroom intentions attempt to address the areas in which I need to grow as an educator while also nurturing and employing my unique strengths. As the year progressed, my plans and intentions shifted and grew as I explored and analyzed my students’ and our community’s strengths and areas of growth. I document the ways that I provided both trellises to support my students in branching out and spotlights to highlight the gifts and skills they already brought to our classroom. Ultimately, I reflect on the ways that I implemented, adjusted, or adopted new pedagogies to the benefit or detriment of my students, our community, and myself.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/173"],"dc:subject":["Critical Social Justice","Education","Curriculum and Social Inquiry"],"dc:title":["Ethnographic Narrative Project: At Promise"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Restricted to Claremont Colleges Master's Thesis"],"thesis:degree_name":["Education, MA"]},"updated_at":"2026-07-24T01:40:49Z"}