Education Commons^™

Rhetoric Vs. Reality: A Critical Analysis Of Georgia’S Official Curriculum For United States History, Haley Dawkins

Doctor of Education in Secondary and Middle Grades Education Dissertations

As there has been an increasing focus in education on standards-based instruction and accountability through standardized assessment, it is extremely important to analyze the standards closely. This study sought to explore and understand whose voices, experiences, and perspectives are represented and prioritized in the curriculum through the analysis of state standards and additional curricular resources. Through the lens of Critical Race Theory, this qualitative content analysis was designed to examine three of the curricular resources developed by the Georgia Department of Education to investigate how the Georgia United States History curriculum addresses race, racism, and representations of communities and individuals …

Administrators' Perceptions Of Reducing Exclusionary Discipline In Black Girls In K - 12 Urban Schools: A Qualitative Study, Lorraine Reeves

Doctor of Education in Educational Leadership Dissertations

Abstract

“The way to right wrongs is to turn the light of truth upon them.” —Ida B. Wells

The use of exclusionary discipline has an impact on all stakeholders in the educational system. This includes Black girls, teachers, administrators, and parents. The current study provides an in-depth view of the lived experiences of school administrators when implementing exclusionary discipline and their methods to mitigate the use of such discipline practices in urban K-12 schools. While research is available on the experiences of Black girls and Black boys with exclusionary discipline, there is scant literature on the experiences of the school …

Voices From The Margin: A Qualitative Study On The Perspectives Of Economically Disadvantaged, Black Students Identified As Learning Disabled, Nadine Duncan

Doctor of Education in Special Education Dissertations

This study explores the perspectives of four economically disadvantaged, Black students who have been labeled as learning disabled and placed in the Special Education program. The voices of the students interviewed are used to develop unique, first-hand understandings of the cause of disproportionality among poor, Black children in Special Education with a learning dis/ability. Results from the data collected through individual and group interviews suggest that students do not regard themselves as dis/abled as they find themselves capable of learning and executing non-academic tasks that relate to their lived reality. Therefore, I argue that a historical, and therefore systemic, devaluation …