Education Commons^™

Shaking The Frame: Graduates' Perceptions Of A School Leadership Program With A Social Justice Focus, Cherie H. Goins

University of New Orleans Theses and Dissertations

Abstract

Educational leaders who have an awareness of social justice are those who advocate for and achieve more equitable schools. School leader preparation programs that focus on social justice may help to improve schools, systems, and society (Dentith & Peterlin, 2011; Boske, 2012; Marshall and Oliva, 2006; Shields, 2004, 2010, 2012). For the purpose of this study, social justice is defined as fairness in terms of distribution of wealth, social privileges and opportunities within society. Some school leaders experience transformative processes which increase their critical awareness or consciousness during their formal preparation.

What is not known is the extent to …

Life In Balance: The Work-Life Balance Stories Of Black Female School Leaders, Jaime Mecholle Johnson

University of New Orleans Theses and Dissertations

The purpose of this study is to examine the work-life balance experiences of Black females school leaders. Due to the inherent intersectionality of race and gender that is experienced by Black females, a study of their unique experiences with work-life balance is valuable to the field of educational leadership. The responsibilities associated with school leadership positions are extensive and those school leaders who also have spouses and children must figure out a way to fulfill responsibilities associated with each role. Work-life balance is important to understand for school leaders whose career responsibilities may interact with those associated with their personal …

Promoting Positive Student Development: A Qualitative Case Study Of School-Wide Social And Emotional Learning In An Elementary School, Kathleen Theodore

University of New Orleans Theses and Dissertations

Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation quality. Although there is guidance on selecting evidence-based social and emotional learning programs for classroom use, schools need guidance on how best to integrate social and emotional learning in context. This study examines how an elementary school integrated school-wide social and emotional learning into its daily practices, using a qualitative single case study grounded in Bronfenbrenner’s ecological systems theory. The study, which was conducted during an eight-week period, identifies promising practices that could be beneficial for …

Moving On: A Phenomenological Study On The Experiences Of Migrating Teachers In Disadvantaged School Districts, Gini E. Dufrene

University of New Orleans Theses and Dissertations

Teacher migration occurs frequently in public schools across the United States. As teachers transition and move to new schools, this can have implications for student achievement (Adnot, Dee, Katz, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013), school/family relationships (Simon & Johnson, 2015), and school administrators (Ingersoll, 2003b). The purpose of this phenomenological qualitative study is to better understand the experiences that led teachers to voluntarily migrate to different schools within their district. Data for this study was collected through semi-structured interviews and document analysis. Public district documents were evaluated to better understand specific policies and/or restrictions on migrating teachers. …

The Use Of Campus Based Restorative Justice Practices To Address Incidents Of Bias: Facilitators’ Experiences, Desiree Anderson

University of New Orleans Theses and Dissertations

Student conduct plays an integral role in the functioning of an institution and the moral development of students. As multiple models of student conduct exist, such as the Model Student Conduct Code or a Restorative Justice Approach, it is critical to have an understanding of the various structures and how to choose the most effective structure for addressing the diversifying needs of the campus community. Most college and university campuses use the Model Student Conduct Code (Dannells, 1997) which tends to place a heavy emphasis on authority and is more legalistic which creates an “adversarial environment” (Lowery & Dannells, 2004) …