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Articles 1 - 6 of 6
Full-Text Articles in Education
Attracting Diverse Students To A Magnet School: Risking Aspirations Or Swallowing One’S Beliefs, Amanda Taggart, Alan R. Shoho
Attracting Diverse Students To A Magnet School: Risking Aspirations Or Swallowing One’S Beliefs, Amanda Taggart, Alan R. Shoho
Teacher Education and Leadership Faculty Publications
This case study focuses on the ethics of advocating for a social justice perspective versus jeopardizing one’s career aspirations. There are numerous subplots to this case involving the start-up of a new magnet school, including its leaders’ concerns for meeting accountability measures and representing racially diverse, limited English proficient, and economically disadvantaged students. Through this case, we illustrate the conflicting choices school leaders may face when trying to balance their own career aspirations with their advocacy of social justice issues for underrepresented groups of students. By using Starratt’s ethical framework along with Strike, Haller, and Soltis’s and Shapiro and Stefkovich’s …
Nuestra Voz: A Critical Ethnographic Study Of Latina School Leaders, Angelica Ramsey
Nuestra Voz: A Critical Ethnographic Study Of Latina School Leaders, Angelica Ramsey
Doctoral Dissertations and Projects
The population of Latina/o students in public school across the United States is ever-increasing. This fast-growing population suffers from high dropout rates and academic underachievement. This epidemic of underachievement is alarming, as today's Latina/o student will be tomorrow's workforce. There is no time like the present to increase the number of Latina principals in high schools throughout the United States. The purpose of this critical ethnographic study was to understand the experiences of Latina principals in both established and burgeoning Latina/o communities in raising Latina/o achievement. Key findings included: (a) strong ethnic ties and identity, (b) similar stories of ascending …
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need …
Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager
Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager
Middle-Secondary Education and Instructional Technology Faculty Publications
Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions.
The Development Of A Model Of Culturally Responsive Science And Mathematics Teaching, Cecilia M. Hernandez, Amanda Morales, Gail Shroyer
The Development Of A Model Of Culturally Responsive Science And Mathematics Teaching, Cecilia M. Hernandez, Amanda Morales, Gail Shroyer
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally …
Are Your S'S In Effect? Ensuring Culturally Responsive Physical Education Environments, Brian Culp
Are Your S'S In Effect? Ensuring Culturally Responsive Physical Education Environments, Brian Culp
Faculty and Research Publications
Schools have rapidly becoming a kaleidoscope of ethnicities and cultures represented by demographic changes that have affected America’s schools. As educators in this era of change, a unique opportunity exists to ensure quality physical education for all students. Culturally responsive practices in the classroom can assist in minimizing students' alienation as they attempt to adjust to the different "worlds" often represented in school.