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Articles 1 - 9 of 9
Full-Text Articles in Education
Teaching For Social Justice In The Secondary English Language Arts Classroom: Case Studies In Independent Schools, Alexandra Lyon Perelman
Teaching For Social Justice In The Secondary English Language Arts Classroom: Case Studies In Independent Schools, Alexandra Lyon Perelman
LMU/LLS Theses and Dissertations
Secondary English language arts (ELA) teachers in independent K–12 schools are well-situated to teach for social justice as they do not face the same constraints prevalent in many public schools, such as restrictive curricular mandates, high-stakes testing, and legislation resulting from the weaponization of critical pedagogy. Thus, secondary ELA teachers often have the liberty to craft their own curricula and use literature, verse, and other media as vehicles for teaching social justice. Despite an increase in empirical research examining social justice teaching in various contexts throughout K–12 education, there was a gap in the research focused on social justice teaching …
Student And Educator Perceptions Of The Implementation Of A Social-Emotional Learning Approach: A Mixed Methods Study Of A Catholic School, Dorothy Balfe
LMU/LLS Theses and Dissertations
The goal of this mixed methods study was to examine educator and student perceptions of the implementation of social-emotional learning (SEL) and the RULER (i.e., recognizing, understanding, labeling, expressing, and regulating) approach in a Catholic school. The study investigated the perceptions of teachers, staff, and students about the implementation of SEL and RULER across elementary and middle school grade levels. The RULER approach is a K–12 SEL initiative designed to build the emotional intelligence and social-emotional competencies of all members of a school community. Data were gathered over a 4-month period through interviews with teachers and students, an educator survey, …
A Professional Profile Of Culturally Responsive Continuation High School Principals, Benjamin Charles Wardrop
A Professional Profile Of Culturally Responsive Continuation High School Principals, Benjamin Charles Wardrop
LMU/LLS Theses and Dissertations
With more than 10% of all high school age students taking classes at a continuation school at some point in their high school career, this normally forgotten alternative learning environment is one that serves many of our most historically marginalized student groups: Black, Latinx, those with learning differences, and English Learners (Ruiz de Velasco et al., 2012). Leadership in schools is the difference-maker in student learning efficacy (Wahlstrom et al., 2010; Whitaker, 2020). This qualitative study was situated on the theoretical framework created by Madhlangobe and Gordon (2012), Culturally Responsive Leadership (CRL). The aim of this study was to build …
Raising The Roar: A Case Study Of Early Adolescent Student Voice On Service-Learning And Catholic Identity, April Beuder
Raising The Roar: A Case Study Of Early Adolescent Student Voice On Service-Learning And Catholic Identity, April Beuder
LMU/LLS Theses and Dissertations
This qualitative case study examined early adolescent students’ perceptions of their service-learning program experiences at one Catholic elementary school in the Archdiocese of Los Angeles (ADLA). The purpose of the study was: (a) to understand how the powerful tradition of the Church related to doing works of social justice and outreach was experienced by students in one ADLA Catholic elementary school in the form of experiential service learning, and (b) to explore whether associations exist between the students’ perceptions of their Catholic identities and their service-learning experiences. This study gathered research from student voice and work samples and utilized Carver’s …
Making Worth, Making Sense Of The Sacrifice: Examining The Career Education Trajectories Of Economically Marginalized, First-Generation Latina Graduates, Alexia Fernanda Pineda Soto
Making Worth, Making Sense Of The Sacrifice: Examining The Career Education Trajectories Of Economically Marginalized, First-Generation Latina Graduates, Alexia Fernanda Pineda Soto
LMU/LLS Theses and Dissertations
The purpose of this qualitative study was to assess the ways current higher education approaches to career education, counseling, and preparation models served, or disserved, economically marginalized first-generation Latinas (EMFGL) and their career identities. In centering EMFGL-identifying college graduates, this study used interviews to glean an understanding of what the EMFGL career education experience was like and how forms of career preparation in college equipped, or unequipped, students’ career pathways. Driven to assess how higher education institutions can come to eradicate the generalization of their career counseling and education practices and ideologies, this work further uncovers how EMFGL graduates use …
Are The Teachers Alright?: High School Teachers’ Use Of Emotional Labor Strategies In The Covid-19 Context And Its Effect On The Profession’S Sustainability, Nina C. Benegas
LMU/LLS Theses and Dissertations
Teacher burnout during the pandemic has resulted in a mass exodus of teachers that, compounded with consistently low enrollment in teacher preparation programs, has caused a severe and catastrophic teacher shortage. This qualitative study investigated teacher perceptions of pandemic-related workload and emotional stress and their effects on job satisfaction and burnout. The dissertation study consisted of semi-structured interviews of sixteen current or former high school educators who taught before and during the COVID-19 pandemic. Findings suggest a wide range of disruptions to teachers’ preexisting professional responsibilities and additions to what has been considered to constitute a teacher’s typical workload, particularly: …
The Path To Full Reparations: A Community-Driven Model Of Education Reparations For Black Youth In Los Angeles County, Phase I (Early Learners), Andrew S. Murphy
The Path To Full Reparations: A Community-Driven Model Of Education Reparations For Black Youth In Los Angeles County, Phase I (Early Learners), Andrew S. Murphy
LMU/LLS Theses and Dissertations
The unresolved long-term effects of slavery and past and ongoing systemic racism directed toward Black Americans can be seen in the devaluing and aggressively racist treatment of Black students in Los Angeles County schools. Through qualitative interviews with Black education community members in Los Angeles County, this study collected Black education community members’ perspectives on the need for a multiphase education reparations system for Black youth, beginning with early learners (ages 0 to 8), and what components such a system should include. Participants overwhelmingly supported an education reparations system due to the over-policing and criminalization of Black students and the …
(Re)Inventing Ourselves: An Asiancrit Analysis Of Counternarratives Of Asian American Women Who Lead In K–12 Public School Systems, Ella Farinas
LMU/LLS Theses and Dissertations
Despite what is known about the importance of diversity in the educator workforce, Asian American women (AAW) are not named in conversations around diversity, equity, and inclusion (DEI) in leadership. The purpose of this qualitative study was to build on the limited research on AAW in social justice leadership (SJL), explore the lived experiences of AAW educators, and elevate their voices. I sought to answer the research questions: (1) What affordances and challenges do AAW experience in choosing and enacting SJL in K–12 public school systems? (2) How do the intersectional positionalities of Asian American women affect the way they …
We Do The Work. You Check The Box: Unearthing The Impact Of Racialized Stress And Trauma On Black Women Community College Educators Leading Dei Work, Brandi Renee Avila
We Do The Work. You Check The Box: Unearthing The Impact Of Racialized Stress And Trauma On Black Women Community College Educators Leading Dei Work, Brandi Renee Avila
LMU/LLS Theses and Dissertations
Since the summer of 2020, following the execution of Mr. George Floyd, many institutions of higher education established or strengthened their commitment to diversity, equity, and inclusion. In attempting to create more equitable, diverse, inclusive, and antiracist campuses to foster student success and belonging on campus, another inequity is born. Higher education institutions have failed to center the wellbeing of educators tasked with leading these efforts. This qualitative study used semistructured interviews with 10 Black women leading DEI efforts throughout the California Community College system to explore the impact of racialized stress and trauma on holistic wellbeing. Central questions guided …