Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
Borderlands: (Un)Covering The Narratives Of Teacher Candidates Of Color In A Pds Context, Jennifer I. Perez
Borderlands: (Un)Covering The Narratives Of Teacher Candidates Of Color In A Pds Context, Jennifer I. Perez
USF Tampa Graduate Theses and Dissertations
This research aims to uncover the narratives of teacher candidates of color and their experiences with race and racism while learning to teach in a PDS context, develop an understanding of how state and local policies manifest within these experiences, and explore the roles of pláticas as a context for critical conversations. This research study captured the stories of three teacher candidates of color, Ms. L, Susan, and Amerie, learning to teach in a PDS context. I used the transformative framework of Critical Race Methodologies in conjunction with case study methods to uncover the experiences of the study contributors and …
White Teachers’ Experiences Of Working With Black Students Within A Response To Intervention Framework: The Role Of Racialized Deficit Thinking, Sujay Sabnis
USF Tampa Graduate Theses and Dissertations
Response to Intervention (RTI) is a data-based decision-making framework of service delivery that has the potential to improve educational outcomes for all students. Preliminary data appear to bolster this claim. However, it is as yet unclear whether RTI will be able to close the gap in educational outcomes that exists between students of different racial groups. Drawing on theories such as culture of policy (Stein, 2004) and deficit thinking (Valencia, 2010), this study explored the experiences of six White elementary teachers using RTI while working with Black students receiving Tier 2 or Tier 3 instructional supports. Using theoretically driven constant-comparative …