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The Impact Of Teacher Beliefs On Classroom Technology Use: A Case Study On The Interplay Between Teachers’ Beliefs About Students And Technology And Their Classroom Technology Practices With A Primarily Minority Student Population, Tracee Miller
Dissertations
The purpose of this study is to assess the intersection of teachers in urban public schools’ digital beliefs and with their technology practices in the classroom, especially in classrooms where most students are students of color. It examines some subtopics of the primary research question, including what beliefs tech-savvy teachers hold about how technology should be used in classrooms, whether teachers use technology to empower students and encourage creativity, whether teachers integrate students’ self-created digital identities in a classroom setting, and how school- or district-level expectations and support regarding technology integration into classroom settings impact teachers’ implementation and students’ experiences. …
Deverne Calloway: “I Am A Teacher---I Will Teach”, Holly Hick
Deverne Calloway: “I Am A Teacher---I Will Teach”, Holly Hick
Dissertations
In 1962, DeVerne Calloway was the first Black woman elected to the Missouri General Assembly and the first Black woman elected to any public office in the state of Missouri. A political activist and educator by nature, a legislator by trade, DeVerne has decades of historically documented critical work within the intersections of race, gender, and class. Her work, though well documented, remains undertheorized. This study seeks to explore DeVerne’s life and work through Black feminist theory and Critical Race Theory’s tenets of intersectionality and interest convergence, ultimately tracing her actions as a public intellectual. Written as an educational biography, …
Exploring The Educational Journeys Of African American Honors Alumni(Nae), Sammie Marie Burton
Exploring The Educational Journeys Of African American Honors Alumni(Nae), Sammie Marie Burton
Dissertations
The purpose of this dissertation was to explore and examine the experiences of African American students to and through collegiate honors programs. I aimed to provide another frame for understanding intellectuals by exploring the educational journeys of eight (8) African American, high-achieving alumni(nae). Through qualitative inquiry, this study gives an in-depth understanding to the intrinsic and extrinsic factors that helped students navigate challenging academic settings and evaluate the importance of honors education for students within the Black community. Guided by critical race theory (CRT), findings from this study will provide the research community with entry points to social justice practice …