Education Commons^™

Critical Paradigm Theory: A Deconstruction Of The Dominant Discourse Shaping Public Education In America, Kevin Froner

Dissertations, Theses, and Capstone Projects

The purpose of this study was to deconstruct the dominant discourses shaping public education in America. To understand the ontological and genealogical roots of public education, the researcher developed a framework referred to as Critical Paradigm Theory (CPT) to examine the current education paradigm. Longitudinal data was collected from the National Center for Education Statistics (NCES) with an analysis of the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and the National Assessment of Educational Progress (NAEP).

Additional analysis was performed applying critical paradigm theory to a …

The Tuskegee Revolt: Student Activism, Black Power, And The Legacy Of Booker T. Washington, Brian P. Jones

Dissertations, Theses, and Capstone Projects

“The Tuskegee Revolt: Student Activism, Black Power, and the Legacy of Booker T. Washington” is a historical study of a student movement that challenged prevailing educational and political ideas in the nation’s most ideologically important historically black university. The late 1960s student movement at Tuskegee Institute played a significant off-campus role in shaping local, regional, and national social movements and politics. In the process, these Tuskegee students turned their attention back on-campus, and attempted to radically revise their school’s educational framework. Founded by Booker T. Washington in 1881, Tuskegee Institute represents the origin of a particular (and recurring) political-educational-paradigm for …

The Narration Of Conflicting Accountabilities In The Era Of High-Stakes Teacher Evaluation, James Christopher Head

Dissertations, Theses, and Capstone Projects

The U.S. Government’s Race to the Top program inspired a wave of education reforms across the nation aimed at holding teachers individually accountable for their students’ “growth” on test scores. These individualized programs implemented new forms of audit technologies aimed at orienting teachers’ priorities toward the calculations produced by students, rather than towards students’ holistic growth and well-being. In so doing, these programs signify an ideological rupture for teachers in that their long-shared sense of interpersonal accountability is institutionally re-directed – and reinforced with consequences – toward calculative accountability. In this dissertation, I investigated teachers’ experiential navigation of the introduction …