DOCSLIB.ORG

Home Educators' Perspectives on Teaching with Technology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Home Educators' Perspectives on Teaching with Technology At Home with Technology: Home Educators’ Perspectives on Teaching with Technology By ©2018 Beverly Pell M.Ed., Concordia University, Portland, 2013 B.A., California State University, Fullerton, 1992 Submitted to the graduate degree program in Educational Leadership and Policy Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ___________________________ Chair: Suzanne Rice, Ph.D. ___________________________ John L. Rury, Ph.D. ___________________________ Jennifer C. Ng, Ph.D. ___________________________ Yong Zhao, Ph.D. ___________________________ Steven H. White, Ph.D. Date Defended: October 8, 2018 The dissertation committee for Beverly Pell certifies that this is the approved version of the following dissertation: At Home with Technology: Home Educators’ Perspectives on Teaching with Technology _____________________________ Chairperson: Suzanne Rice, Ph.D. Date approved: November 29, 2018 ii Abstract The purpose of this research was to understand how and why home educators are schooling their children using technology. First, I explore how home educators use technology for homeschooling. Second, I investigate how home educators see themselves as teachers when using technology. Several themes emerged from the data revealing that home educators believe technology enables them to provide high quality curriculum and individualized instruction and to create a constructive and engaging learning environment for their children. Data were collected by convenience sampling with a survey of 316 (N = 316) home educators from 52 different territories, states, provinces, and countries across the globe, a nonrandom sample which is not representative of the entire homeschooling population. The quantitative data provide a specific picture of home education, reasons for homeschooling, and home educators’ perceptions of technology use in their homeschool. Qualitative data were obtained through open-ended questions on the questionnaire and through thirteen in-depth interviews with home educators from the United States, Canada, and the United Kingdom. Data analysis was inductive, using a constant comparative methodology to identify meanings and values held by homeschool parents providing an important part of the overall picture. The data in this study show that home educators use technology to evaluate and purchase curriculum, to deliver and supplement instruction, to offer what they see as an appropriate and personalized education, and to gain social, emotional, and professional support from other homeschoolers. Results of this study suggest that using technology to access a wide variety of curricula, to connect with and support fellow teachers, and to provide individualized instruction in an engaging environment might lead to better educational experiences for numerous students and teachers. iii Acknowledgments This dissertation would not have been completed without the help of my trusted, kind, wise and generous adviser, Dr. Suzanne Rice. I am grateful for her helpful direction and constant encouragement throughout the entire process. I would also like to thank Dr. John Rury for his patience and encouragement as he challenged me to improve this dissertation. Thank you also to Dr. Jennifer Ng whose practice and understanding of qualitative research is inspiring. Thank you to Dr. Yong Zhao and Dr. Steven White for their feedback and support during this endeavor. Thank you to all of the home educators who participated in this study, especially to the interviewees who willingly extended the conversation and kindheartedly shared their experiences with openness and honesty. Finally, thank you to my family. My husband’s unending love and encouragement helped me keep going in the midst of hardship. My children’s patience and understanding reminded me that I was going in the right direction. My mom and dad never tired of cheering me on. Thank you, God, for helping me finish this work. James 1:17. iv Table of Contents Abstract ...................................................................................................................................... iii Acknowledgments ...................................................................................................................... iv Table of Contents ........................................................................................................................ v List of Tables ............................................................................................................................ viii List of Figures ............................................................................................................................ ix Chapter 1 Introduction ................................................................................................................10 Statement of the Problem ...................................................................................................... 11 Context and Personal Interest ................................................................................................ 12 Conceptual Framework ......................................................................................................... 12 Purpose of the Study ............................................................................................................. 13 Significance of the Study ...................................................................................................... 14 Research Questions ............................................................................................................... 16 Chapter 2 Literature Review .......................................................................................................16 Demographics ....................................................................................................................... 17 History .................................................................................................................................. 18 Legality ................................................................................................................................ 21 Democracy and Home Education .......................................................................................... 23 Technology and Education .................................................................................................... 26 Home Educators’ Reasons For Homeschooling ..................................................................... 28 Homeschooling Methods ...................................................................................................... 31 Technology Use in Traditional Schools ................................................................................. 32 v The Evolution of Home Education ........................................................................................ 34 Chapter 3 Methods......................................................................................................................35 Data Collection ..................................................................................................................... 35 Study Design ........................................................................................................................ 40 Methodology ........................................................................................................................ 41 Research Questions for Interviewees ..................................................................................... 43 Participant Collection Process ............................................................................................... 43 Data Analysis ....................................................................................................................... 53 Validity and Trustworthiness of Data .................................................................................... 55 Ethical Issues ........................................................................................................................ 56 Limitations ........................................................................................................................... 57 Chapter 4 Results ........................................................................................................................57 Survey Results ...................................................................................................................... 57 Demographics ....................................................................................................................... 59 Reasons for Homeschooling .................................................................................................. 60 Home Educators’ Views of Teaching With Technology ........................................................ 64 Most Satisfying Part of Using Technology ............................................................................ 67 Challenges of Using Technology .......................................................................................... 69 How Technology Has Changed ............................................................................................. 70 Teenagers New to Homeschooling ........................................................................................ 73 Interview Results Converged With Survey Results...............................................................
Load more

Recommended publications
  • Scientific Evidence for Effective Teaching of Reading
    Read About It: Scientific Evidence for Effective Teaching of Reading Kerry Hempenstall Edited by Jennifer Buckingham Research Report | March 2016 National Library of Australia Cataloguing-in-Publication Data: Creator: Hempenstall, Kerry, author. Title: Read about it : scientific evidence for effective teaching of reading / Kerry Hempenstall ; edited by Jennifer Buckingham. ISBN: 9781922184610? (paperback) Series: CIS research report ; 11. Subjects: Effective teaching. Early childhood education--Research--Australia. Literacy--Research--Australia. Teacher effectiveness. Other Creators/Contributors: Buckingham, Jennifer, editor. Centre for Independent Studies (Australia), issuing body. Dewey Number: 371.10994 Read About It: Scientific Evidence for Effective Teaching of Reading Kerry Hempenstall Edited by Jennifer Buckingham Research Report 11 Related CIS publications Research Report RR9 Jennifer Buckingham and Trisha Jha, One School Does Not Fit All (2016) Policy Magazine Spring Issue Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall, ‘Why Jaydon can’t read: The triumph of ideology over evidence in teaching reading’ (2013) Contents Executive Summary ...............................................................................................1 Introduction ..........................................................................................................3 The power of improved instruction ...................................................................4 Effective, evidence-based reading instruction: The five ‘keys’
    [Show full text]
  • Documenting Standards Based-Grading Through Assessments in the CASE Food Science and Safety Curriculum
    Iowa State University Capstones, Theses and Creative Components Dissertations Summer 2020 Documenting Standards Based-Grading through assessments in the CASE Food Science and Safety Curriculum. Karen Van De Walle Follow this and additional works at: https://lib.dr.iastate.edu/creativecomponents Part of the Curriculum and Instruction Commons Recommended Citation Van De Walle, Karen, "Documenting Standards Based-Grading through assessments in the CASE Food Science and Safety Curriculum." (2020). Creative Components. 619. https://lib.dr.iastate.edu/creativecomponents/619 This Creative Component is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Creative Components by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Documenting standards-based grading through assessments in the CASE© Food Science and Safety Curriculum. By Karen Van De Walle Creative component submitted to the graduate faculty at Iowa State University as partial fulfillment of the requirements of the degree of Masters of Science Major: Agriculture Education Program of Study Committee: Dr. Scott Smalley Dr. Awoke Dollisso Dr. Mark Hainline Iowa State University Ames, Iowa 2020 Table of Contents Chapter 1 | What Introduction 3 Purpose & Objectives 4 Needs 4 Definition of Terms 5 Chapter 2 | Why Literature Review 6 Chapter 3 | How Methods & Procedure 9 Chapter 4 | Product CASE Food Science & Safety 11 Unit: Check for Understanding Chapter 5 | So What Reflect on the Project 12 What is recommended? Extensions Do anything different? References 14 2 Chapter 1 INTRODUCTION Curriculum for Agricultural Science Education (CASE) is a system of instructional support, which the likes of which have not been used before in agricultural education.
    [Show full text]
  • Chapter 3 Conceptual Analysis of Traditional
    CHAPTER 3 CONCEPTUAL ANALYSIS OF TRADITIONAL CLASSROOM MANAGEMENT 3.1 INTRODUCTION The purpose of this chapter is to analyse and discuss traditional classroom management from a modernist perspective. Modernist thought – which informs traditional education curriculum, with its emphasis on teacher-centredness, disciplinarity and one-directional transmission of knowledge - has been the dominant scientific paradigm for the last three centuries (Claassen, 1998a:34). According to Hargreaves (as quoted by Theron, 1996:71), modernity, is a social condition that is sustained by Enlightenment beliefs in rational scientific progress, in the triumph of technology over nature, and in the capacity to control and improve human condition by applying the wealth of scientific and technological understanding and expertise to social reform. Jordaan and Jordaan (1998:62) see modernity as faith in the progress of human reason, together with confidence in the unstoppable urge of human reason to solve the world’s diverse problems in spheres of science, technology, medicine, economics and politics. The earliest signs of modernity were discernible in Western society as far back as the 16th century. Jordaan and Jordaan (1998:62) assert that modernism is underpinned by the following three cornerstones: · demonstrations of rationality-based certainty; · the possibility and eagerness to create order from chaos; and · attempts to free individuals from all bounds and limitations. 3.2 CONCEPTUALISING INSTRUCTIONIST CLASSROOM MANAGEMENT Classroom management is important to everyone connected with education (Good & Brophy, 1990:193). As Slavin (1994:389) points, in the past, classroom management has often been seen as an issue of dealing with individual behaviour. According to 61 Maphumulo and Vakalisa (2000:329), many theorists on the subject of classroom management agree that the best way to achieve a well-managed classroom proceeding is through advance planning which aims at preventing delays, distractions and disruptions.
    [Show full text]
  • April 29, 2011
    Communities: Yours, Mine and Ours April 29, 2011 Presented by Department of Sociology University of Minnesota 909 Social Sciences Building Minneapolis, MN 55455 612-624-4300 www.soc.umn.edu A WELCOME FROM THE CHAIR Dear Colleagues, Alumni and Friends, On behalf of the faculty and students of the Department of Sociology, I would like to welcome you to our annual SRI. Each year, SRI celebrates our intellectual community and the research, teaching, and service achievements of our students, faculty and staff. Most importantly, SRI provides a forum for our students to discuss their research and debate current issues in the discipline. This year we are honored that Annette Lareau, Stanley I. Sheerr Professor of Sociology, University of Pennsylvania, will be providing the keynote address. Professor Lareau is one of the foremost experts on social class and family life. Her current project considers how parents with young children decide where to live. It is insights into this new project that we will have the privilege to hear in her keynote address, “Choosing Homes, Choosing Schools: Reflections on a Work in Progress.” We hope you can join us for what will be an exceptional presentation. Please join me in celebrating another dynamic and creative year of accomplishments. Warm regards, Chris Uggen Professor and Chair SRI COMMITTEES SRI Committee: Professors Jeff Broadbent and Enid Logan; graduate students Sarah Lageson and Hollie Nyseth; undergraduate students Michael Blix, Ryan Parenteau, Jacob Tache and Erika Trask; staff member Mary Drew. Graduate Student Research Paper Award: Professors Jeff Broadbent and Josh Page; graduate student, Kirsten O’Brien.
    [Show full text]
  • Housing, Neighborhoods, and Schools of Opportunity
    Insights into Housing and Community Development Policy U.S. Department of Housing and Urban Development | Office of Policy Development and Research Breaking Down Barriers: Housing, Neighborhoods, and Schools of Opportunity Today, past policy choices and an array of systemic forces—including persistent housing discrimination—have segregated many children in distressed, underresourced neighborhoods and high-poverty, low-quality schools. High-poverty schools face many barriers to success. Moreover, the effects of housing and neighborhoods on children are intertwined, offering multiple, potentially complementary ways to support children’s development. Although school choice can help students in high- poverty neighborhoods access higher-quality schools, where children live significantly affects their school options: housing strategies are an important complement to choice. Housing policy can enable more children to benefit from neighborhoods and schools of opportunity both by investing where children already are and by enabling families to make opportunity moves. Place-based housing interventions where children currently live and attend school can support low-income students’ educa- tion and align with initiatives to improve high-poverty districts and schools. Public housing agencies (PHAs) are well-placed to support children’s success in school in many ways, such as helping parents engage in their children’s education. Also, integrative housing and education initiatives, such as magnet schools in revitalizing areas and housing mobility programs, can reinforce the integrative student assignment plans many districts have implemented.1 Diverse schools can help children develop cross-racial trust and greater capacity to navigate cultural differences,2 and evidence suggests that all groups of children who attend integrated schools experience significant educational benefits.3 This report reviews recent research and identifies key steps policymakers can take to improve children’s access to high-quality neighborhoods and schools.
    [Show full text]
  • The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction Angela Burke-Adams
    The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction Angela Burke-Adams ow can standards-based education and creativ- gifted learners. Whereas standards are a black and white ity coexist? This question addresses the dilemma concept, consisting of clearly stated objectives with aligned regarding the current state of education. In a world assessments, creativity is a difficult term to define. Narrow Hwhere standards and high-stakes testing define the success definitions of creativity result in a restricted vision of the of the school, teacher, and individual child, how are instruc- concept. Creativity is often scrutinized as an intangible tional practices affected? In particular, is there a conflict component. Conflict regarding whether or not creativity regarding the needs of gifted students with the sequential, can be taught or is innate is greatly debated (Murdock, skill-based system presently in place? How might one pre- 2003). Likewise, creativity is often undervalued as a non- vent standards from overshadowing creativity and yet bal- productive characteristic and is looked upon as too subjec- ance a knowledge base with creative thinking skills? Can a tive to validate (Plucker, Beghetto, & Dow, 2004). reconstruction of linear teaching occur in order to nurture When evaluating standards and creativity, it is evident creativity in our brightest minds? that both concepts guide students in different ways and As one considers the possibility of an instructional bal- offer a variety of tools for learning. Creative thinking is dis- ance, it is evident that the topic of standards and creativity tinctively separate from sequential, analytical thinking asso- offers two opposite spectrums of thinking.
    [Show full text]
  • The Effects of Concerted Cultivation on Academic Achievement
    Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2007 The Effects of Concerted Cultivation on Academic Achievement Jeremy Brandon Redford Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Social and Behavioral Sciences Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/1455 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. © Jeremy Redford 2007 All Rights Reserved THE EFFECTS OF CONCERTED CULTIVATION ON ACADEMIC ACHIEVEMENT A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Science at Virginia Commonwealth University. by JEREMY BRANDON REDFORD Bachelor of Science, Longwood University, 2001 Director: DR. JENNIFER JOHNSON ASSISTANT PROFESSOR, SOCIOLOGY Virginia Commonwealth University Richmond, Virginia December 2007 Acknowledgement I would like to thank my wife for supporting my effort to go back to school and pursue this goal. Without her continued support, I could not have persevered and finished this. Thank you to Dr. Johnson for taking the risk of agreeing to be my committee chair. I could not have done this without your constant help. In addition, thank you to Dr. Honnold and Dr. Condit for being on my committee and offering such great advice and help. Thank you to Dr. Bryant for helping me to come back and finish this project. Also, thank you Dr. Marolla for always being so eager to help me, even though we both knew you didn’t have the time.
    [Show full text]
  • Traditional and Progressive Schools: Identifying Two Models of Educational Practice
    Journal of Catholic Education Volume 3 Issue 3 Article 3 3-1-2000 Traditional and Progressive Schools: Identifying Two Models of Educational Practice Louis A. Chandler Follow this and additional works at: https://digitalcommons.lmu.edu/ce Recommended Citation Chandler, L. A. (2000). Traditional and Progressive Schools: Identifying Two Models of Educational Practice. Journal of Catholic Education, 3 (3). http://dx.doi.org/10.15365/joce.0303032013 This Article is brought to you for free with open access by the School of Education at Digital Commons at Loyola Marymount University and Loyola Law School. It has been accepted for publication in Journal of Catholic Education by the journal's editorial board and has been published on the web by an authorized administrator of Digital Commons at Loyola Marymount University and Loyola Law School. For more information about Digital Commons, please contact [email protected]. To contact the editorial board of Journal of Catholic Education, please email [email protected]. 293 TRADITIONAL AND PROGRESSIVE SCHOOLS: IDENTIFYING TWO MODELS OF EDUCATIONAL PRACTICE LOUIS A. CHANDLER University of Pittsburgh Two broad approaches to contemporary education have evolved in recent decades: the traditional and the progressive. The purpose of this study was to sur\'ey public. Catholic, and independent elementary schools across the state of Ohio with the aim of finding out: (I) the extent to which various educational practices associated with those two approaches have reported- ly been adopted in the schools; and, (2) if the types of schools differ along a continuum of traditional to progressive educational practices. It was found that most schools report a balanced mix of practices, with Ohio J ele- mentary schools ranging along the traditional to progressive continuum in the following order: independent nonchartered, independent chartered, public, and Catholic.
    [Show full text]
  • Are Children Overstructured?: Involvement in Adult-Organized Activities and Children’S Outcomes
    ARE CHILDREN OVERSTRUCTURED?: INVOLVEMENT IN ADULT-ORGANIZED ACTIVITIES AND CHILDREN’S OUTCOMES A THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts in The Graduate School of The Ohio State University By Kelly M. Turpin, B.A. *** The Ohio State University 2008 Master’s Examination Committee: Dr. Douglas B. Downey, Adviser Approved By: Dr. Liana Sayer ________________________ Adviser Dr. Zhenchao Qian Graduate Department of Sociology ABSTRACT Changes in how Americans view the role of children have prompted an increase in the deliberate cultivation of children's skills through intensive and structured parenting. With children participating in more structured activities as a result of this shift in childrearing philosophies, there are many reasons to question the benefits of these increasingly "hurried schedules." Surprisingly, however, scholars have ignored possible negative ramifications by assuming that structured activities have a simple, linear relationship with children's well-being. With more detailed modeling, I test whether the functional form of the relationship is linear, threshold, or curvilinear by analyzing a sample of 17,527 elementary-age children from The Early Childhood Longitudinal Study--Kindergarten Class of 1998-99. Findings primarily reveal a threshold relationship. For example, participation in two (versus none or one) structured activities per month was associated with greater well-being among children, but further levels of participation in structured activities resulted in no additional benefit. ii ACKNOWLEDGMENTS First and foremost I would like to thank my advisor, Dr. Douglas Downey whose insightful comments delivered at rapid speed was invaluable to my work. He is also responsible for alerting me to the body of literature surrounding concerted cultivation and inspiring me to tackle the “hurried child” hypothesis in my own work.
    [Show full text]
  • Effects of Traditional and Online Instructional Models on Student Achievement Outcomes
    Effects of Traditional and Online Instructional Models on Student Achievement Outcomes by Vanessa Wrenn Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2015 2 Abstract Vanessa Wrenn. EFFECTS OF TRADITIONAL AND ONLINE INSTRUCTIONAL MODELS ON STUDENT ACHIEVEMENT OUTCOMES. (Under the direction of Dr. Clarence Holland) School of Education, July 2015. Although virtual education options have rapidly expanded in recent years, little academic research has examined the effectiveness of these courses. Furthermore, little research has been conducted at the secondary school level for public school students. Policymakers and school leaders need reliable research in order to make informed decisions about online learning and to implement programs, which add value to the quality of instruction and provide students with the support they need to be successful. The purpose of this study was to determine the effects of instructional model on student achievement for public high school English II students. The high school English II students were divided into two groups. One group was traditional instructional model, enrolled in a face-to-face English II course. The other group enrolled in the exact same course in an online classroom. Each group of students had one dedicated teacher using the exact curriculum and pacing guides. The purpose was to determine if there was a statistically significant disparity between the traditional and online students based on the standardized North Carolina End-of-Course exam scores measured by a series of t tests and a two-way ANOVA. The null hypothesis will be accepted or rejected.
    [Show full text]
  • The Disparate Effects of Family Structure
    How Cultural Factors Shape Economic Outcomes VOLUME 30 NUMBER 1 SPRING 2020 3 How Cultural Factors Shape Economic Outcomes: Introducing the Issue 9 Religious Institutions and Economic Wellbeing 29 Parenting Practices and Socioeconomic Gaps in Childhood Outcomes 55 The Disparate Effects of Family Structure 83 Role Models, Mentors, and Media Influences 107 Peer and Family Effects in Work and Program Participation 127 Social Capital, Networks, and Economic Wellbeing 153 The Double-Edged Consequences of Beliefs about Opportunity and Economic Mobility 165 How Discrimination and Bias Shape Outcomes A COLLABORATION OF THE WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AT PRINCETON UNIVERSITY AND THE BROOKINGS INSTITUTION The Disparate Effects of Family Structure The Disparate Effects of Family Structure Melanie Wasserman Summary In this article, Melanie Wasserman reviews the latest evidence about the causal link between family structure and children’s economic and social outcomes. Going beyond the question of whether family structure affects child outcomes—a topic that’s already been covered at length, including in previous Future of Children volumes—she examines how family structure differentially affects children. One important finding from recent studies is that growing up outside a family with two biological, married parents yields especially negative consequences for boys as compared to girls, including poorer educational outcomes and higher rates of criminal involvement. Wasserman describes mechanisms that may link family structure to children’s outcomes, in terms of both the main effect and the differences between effects on boys and on girls. These include same-gender role models in the household and in the neighborhood, parental resources (including money, time, and more), parenting quantity and quality (with attention to how parents allocate their time to children of different genders), and the differences in how boys and girls respond to parental inputs, among other hypotheses.
    [Show full text]
  • 2019 Annual Meeting Program Details
    Facts and Fictions: Narratives of Inequality and Difference ESS 2019 Annual Meeting Program Details Thursday, 14 March 12:00 PM-1:30 PM 1. Mini-Conference: Global Health: I. Medical Sociology and Global Health --Back Bay Organizers: Siri Suh, Brandeis University; Joseph Harris, Boston University Presider: Rebecca Farber, Boston University Panelists: Jason Beckfield, Harvard University Susan Bell, Drexel University Donald Light, Rowan University Rosemary C.R. Taylor, Tufts University 2. Mini-Conference: Emotions and Work: I. Embodying Emotional Labor at Work --Clarendon Organizers: Megan Tobias Neely, Stanford University; Aliya Rao, Singapore Management University Presider: Aliya Rao, Singapore Management University Selling Compassion and Comfort: Emotional Labor as an Invisible Job Requirement in Home Care Work Emily Franzosa, CUNY Graduate School of Public Health and Health Policy Animal Patients, Human Clients, and Varied Emotional Labor Adilia E. E. James, Endicott College Is Paid Care Work Still 'Caring': A Mixed-Method Analysis of Valorization of Paid Care Dilan Eren, Boston University Gender and the Give and Take of Emotions in the Workplace Sanaz Mobasseri, Boston University 3. Mini-Conference: Globalization and Inequality: I. Nationalism, Imperialism, and Populism in Comparative Perspective --Berkeley Organizers: Lu Zhang, Temple University; Vida Bajc, Yale University Presider: Vida Bajc, Yale University On Race and Method: A Decolonial Perspective Banu Ozkazanc-Pan, University of Massachusetts - Boston Imperialists from Non-Empires: South Korean and Turkish Authoritarian Populists in Triads Veda Hyunjin Kim, University of Massachusetts - Amherst; Can Mert Kökerer, The New School for Social Research Perception of Uncertainty and the Support for Right-Wing Politics in Contemporary Austria Elisabeth Lackner, CUNY, The Graduate Center Discussant: Vida Bajc, Yale University 4.
    [Show full text]