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Papaleo Dissertation Digital Discipline: Institutional Ethnography of Educational Professionals in the Marana Unified School District Item Type text; Electronic Dissertation Authors Papaleo, November Rose Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 02/10/2021 06:13:13 Link to Item http://hdl.handle.net/10150/301554 DIGITAL DISCIPLINE: INSTITUTIONAL ETHNOGRAPHY OF EDUCATIONAL PROFESSIONALS IN THE MARANA UNIFIED SCHOOL DISTRICT by November Rose Papaleo __________________________ Copyright © November Rose Papaleo 2013 A Dissertation Submitted to the Faculty of the DEPARTMENT OF GENDER AND WOMEN’S STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2013 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by November Rose Papaleo, titled Digital Discipline: Institutional Ethnography of Educational Professionals in the Marana Unified School District and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _________________________________________________Date: April 25, 2013 Sally J. Stevens _________________________________________________Date: April 25, 2013 Adam Geary Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: April 25, 2013 Dissertation Director: Jennifer L. Croissant STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: November Rose Papaleo 4 ACKNOWLEDGEMENTS This dissertation is dedicated to my family whose devotion to higher education remains the only subject we can agree on over dinner. Specifically, thank you to the many iterations of parents who have alternately consoled me, bolstered my confidence, and occasionally threatened me with a career in social services if I didn’t graduate with a PhD. Mom, thank you for the breaks, the vacations, the mini-spa days, and the movie nights. Your generosity kept me sane and focused on the life I would have once this monumental project was completed. Dad, your amazing capacity for resiliency and optimism kept the clouds at bay although I very much appreciated having a thunderstorm with you once in a while. Dr. Jennifer Croissant, you are my muse! Your mentorship, coaching, and advising made the transition from student to junior scholar far less painful than I had anticipated. Thank you for tickling my curiosity and beating my resistance to tackle larger projects. I would also like to thank the other members of my dissertation committee: Dr. Sally Stevens and Dr. Adam Geary. Sally, as a professional mentor and methodological mastermind, your guidance over the last five years has contributed greatly to this project and my career path. I am not afraid to wade into the mud and muck around; your confidence that I would make it through any mess was invaluable. 5 Adam, thank you for modeling the tenure process: presenting, writing, and negotiating for a better career. Mostly, thank you for the five-minute vent-sessions in your office. You were my occasional therapist and my confident advocate. Dale, you get a big thank-you for being a rad boyfriend and for not complaining about being a dissertation widow. Thank you for hiding gifts for me to find; although a constant source of anxiety, Boo’s appearances always made me smile—and gave me an opportunity to creatively design devious ways to return the favor. I look forward to playing hide-and-seek for years to come. My girlfriends have been particularly supportive of this project by forever accepting my strangled sobs or manic laughter as I moved closer to a finished dissertation. Amy, you are my sister, my friend, and my confidant—nothing more, nothing less than my perfect life partner. Kimberly, thank you for being the evolutionary link between my dream and the realization of this project—your kindness and generosity through strife is a model I hold dear. CoriAnne, Michelle, Kryn, Allison, Jessica, Abbey, et al., you were my salvation for the last two years: Thank you for listening and for sharing with me the stories of your lives. Thank you to all my friends I have made while in graduate school: Eva, Jenna, Erin, Shannon, Whitney, Ana, Esther, Tom, Renee, Jessica, Derek, Nolan, and Danielle. Thank you to all my interns with whom I’ve work during the last three years, but a super shout out to Tempestt, who went through comprehensive exams with me, and to Johanna, who worked as my research assistant for the last year of this project. Finally, thank you 6 Facebook, MySpace, Twitter, and all the other social networks. You make life so much more complicated and my job so much easier. 7 TABLE OF CONTENTS TABLE OF CONTENTS .................................................................................................... 7 LIST OF TABLES .............................................................................................................. 9 LIST OF FIGURES .......................................................................................................... 12 ABSTRACT ...................................................................................................................... 13 CHAPTER 1: INTRODUCTION ..................................................................................... 14 CHAPTER 2: METHODOLOGY .................................................................................... 31 2.1 Statement of the Problem ...................................................................................... 34 2.1.1 Research Design ............................................................................................... 36 2.1.2 Population and Sample .................................................................................... 40 2.2 Instrumentation ..................................................................................................... 43 2.3 Limitations ............................................................................................................ 51 CHAPTER 3: RESULTS .................................................................................................. 55 3.1 Descriptive Statistics ............................................................................................. 56 3.2 Description of Quantitative Results ...................................................................... 60 3.3 Descriptive Survey Results ................................................................................. 104 CHAPTER 4: DIGITAL LITERACY AND SOCIETAL ILLS: UNDERSTANDING LITERACY, SKILL, AND PERCEPTION AMONG EDUCATORS .......................... 141 4.1 Digital Integration, Digital Literacy, Digital Divides ......................................... 141 4.2 The History of Scholarship on Digital Identity................................................... 149 4.3 Student Behavior: Personal and Social Identities ............................................... 153 4.4 Stratification in Digital Literacies ....................................................................... 164 8 TABLE OF CONTENTS – continued CHAPTER 5: SAME SHIT, NEW MEDIA: BULLYING AS AN INSTITUTION, IN AN INSTITUTION ......................................................................................................... 178 5.1 Bullyings ............................................................................................................. 179 5.2 Degrouping ......................................................................................................... 186 5.3 Social Impact, Social Presence, and Problematic Terminology ......................... 195 5.4 The Emergence of Social Networks in Student-Centered Education ................. 199 5.5 The Institutionalization of Bullying .................................................................... 215 CHAPTER 6: CONCLUSION DIGITAL PRAXIS OF SOCIAL DIGITAL PANIC AND PRACTICAL APATHY: HOW SOCIAL ANXIETY AND SCHOOL POLITICS PRODUCE PROCEDURE ............................................................................................. 226 6.1 Social-Digital Panic and the Oligopticon ........................................................... 228 6.2 Educator Anxiety/Apathy ................................................................................... 236 6.3 Social Programs .................................................................................................. 239 6.4 Institutional Policy Shifts
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