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Articles 1 - 5 of 5
Full-Text Articles in Education
"Because I'M Black": A Qualitative Case Study Of Black Male Middle School Students Raised By Single Mothers, Whitney Hodge
"Because I'M Black": A Qualitative Case Study Of Black Male Middle School Students Raised By Single Mothers, Whitney Hodge
Graduate Theses, Dissertations, and Capstones
Despite there being increased dialogue and attention focused upon the experience of Black males in K-12 education, there is a still a disparity between the academic and behavioral performance of Black males compared to that of their White counterparts, and it is clear that more can be done to support their success in the educational system (Cholewa et al., 2018; Morris & Perry, 2016). The purpose of this study is to examine the Black male middle school experience and take a closer look at how Black males view themselves, how they believe their teachers perceive them, what they have specifically …
Mask Off: Students’ Of Color Traumatic Experiences In K-12 Education And Why Historically Black Colleges And Universities Make A Difference, Diane Courington
Mask Off: Students’ Of Color Traumatic Experiences In K-12 Education And Why Historically Black Colleges And Universities Make A Difference, Diane Courington
Graduate Theses, Dissertations, and Capstones
This qualitative study explored the lived experiences of 11 participants who had four or more adverse childhood experiences (ACEs). The theoretical frameworks guiding this study are Culturally Responsive Teaching (Crt) (Hammond 2014; Gay 2000), Critical Race Theory (CRT) (Crenshaw, 1988; Ansley, 1988), and Abolitionist teaching (Love, 2019). This study's data collection is based on semi-structured and conversational interviews via Microsoft Teams with Students of Color (SOC) who graduated from Historically Black Colleges and Universities (HBCU) and had an ACEs score over 4. Adverse childhood experiences (ACEs) include one or more events such as growing up in a household with an …
Teaching Non-Cognitive Skills For College: A Qualitative Case Study Of A Low-Income, High-Minority, Urban School District In Southeastern United States, Elizabeth Byron
Teaching Non-Cognitive Skills For College: A Qualitative Case Study Of A Low-Income, High-Minority, Urban School District In Southeastern United States, Elizabeth Byron
Graduate Theses, Dissertations, and Capstones
This instrumental, multisite case study examines the role of secondary teachers in preparing high school students for the non-cognitive skills needed to persist in and graduate from college, using Bourdieu’s (1984) and Lin’s (1999) social capital theory as a guiding framework. Non-cognitive skills are defined as the “behaviors, thoughts, and feelings” of students (Borghans, 2008). Data collection for this study is based on semi-structured interviews via telecommunications with secondary educators and postsecondary student success practitioners and electronic archived documentation of non-cognitive skills found to be important for college success by the interviewees. In this study, college success is defined as …
The Potential Of A Virtual School To Help Mobile Students, Amy G. Dickinson
The Potential Of A Virtual School To Help Mobile Students, Amy G. Dickinson
Graduate Theses, Dissertations, and Capstones
An average of 1.8 million students drop out of high school each year (National Council of Education Statistics, 2014). Dropping out of high school is a problem for both society and the individual (Rumberger, 2003). It can lead to lower wages, unemployment, and incarceration. Mobile students make up a part of those who drop out of school. Students are considered mobile if they attend more than one high school in four years (Rumberger & Larson, 1998). One way of helping highly mobile students is to offer asynchronous virtual classes. Using Institutional Theory (Rumberger, 2001) and Academic Mediation Theory (Vygotsky, 1978; …
Survival Analysis: Timelines To English Language Proficiency At The Secondary School Level, Elisha W. Beardsley
Survival Analysis: Timelines To English Language Proficiency At The Secondary School Level, Elisha W. Beardsley
Graduate Theses, Dissertations, and Capstones
The ELL population in the United States continues to increase. Research suggests that the English language proficiency growth rates for numerous ELL students are strongly correlated with their English language proficiency levels (Cook & Zhao, 2011; Conger, 2008). The results of Conger’s 2008 study suggested that just over fifty percent of students gained English language proficiency after three years. According to the same study, the students that did not typically gain English language proficiency were students who entered public schools older and with a lower English language proficiency level. The current study examines the likelihood of high school ELLs in …