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Articles 1 - 7 of 7
Full-Text Articles in Education
Addressing The Elephant In The Room: An Exploratory Multiple Case Study Of Principals’ Perceptions Of Opportunity Gaps, Their Leadership Practices And Access To Advanced Placement Courses For Marginalized Students, Parker Morse Andreoli
All Dissertations
Since the implementation of the No Child Left Behind (NCLB) Act, achievement gaps have guided education reform work. The focus on these gaps in student outcomes has been standardized and has lacked consideration of the inputs that create the academic achievement disparities between demographic groups of students. These gaps are often tied to the segregation of learning opportunities, both across and within schools, and perpetuate racist and classist stereotypes of students. A critical need to shift attention from gaps in achievement to a more appropriate measure, opportunity gaps between racially minoritized students and their White peers, is needed. In this …
Removing Barriers And Increasing Access To Advanced Placement, Carlos Heleno
Removing Barriers And Increasing Access To Advanced Placement, Carlos Heleno
The Dissertation in Practice at Western University
Advanced Placement allows students to demonstrate college readiness while in high school and potentially earn credit or placement toward higher education degrees. However, barriers can prevent students from accessing this advanced coursework and impede student learning, limit university options, and impact career prospects. Shifting teacher mindsets to an access-centered approach offers a viable solution to removing barriers. Leading faculty to change practices in the AP program at Birchwood (a pseudonym) requires reculturing an established culture of curriculum. Three leadership approaches serve this plan: the ethical highlights these problems of access, the authentic serves to build relations with school leaders, department …
The Role Of Cultural Capital In Improving Advanced Placement Outcomes, Kolbe Ricks
The Role Of Cultural Capital In Improving Advanced Placement Outcomes, Kolbe Ricks
Education Theses and Dissertations
This work delves into the potential benefits and criticism of Advanced Placement (AP) courses, with a specific focus on the necessity of cultural capital to address disparities in access and success. The researcher argues that the broad content coverage in AP courses often leads to conventional lecture-based instruction that does not value cultural capital and limits student engagement and outcomes. To rectify this, recommendations are made to incorporate pedagogical approaches like culturally relevant teaching and providing teacher feedback and support that allows for the successful implementation of these practices. Numerous studies indicate that participation in AP courses predicts success in …
“Young, Gifted, And Black”: Understanding The Complex Experiences Of High-Achieving Black Students In Ap Classes At A Diverse Suburban High School, Jody Elliott-Schrimmer
“Young, Gifted, And Black”: Understanding The Complex Experiences Of High-Achieving Black Students In Ap Classes At A Diverse Suburban High School, Jody Elliott-Schrimmer
College of Education Theses and Dissertations
The purpose of this qualitative study was to understand the social and academic experiences of Black students in AP English classes at a diverse suburban high school. This study aimed to illuminate their experiences while giving voice to this traditionally marginalized group. Students provided recommendations for increasing academic success and belonging for future students as schools continually work toward gender and racial equity in the AP classroom. In this Critical Race Theory (CRT) oriented study, I sought to understand the essence of the Black experience in predominantly White academic spaces through a phenomenological methodology. I analyzed the significant moments and …
Underrepresentation Of Minority Students In Higher Level High School Classes In The Low Country Of South Carolina: A Case Study, Lori Thomas
Doctoral Dissertations and Projects
The purpose of this qualitative multiple-case study is to explore the process and the experiences of teachers in recommending minority students for advanced placement (AP) and honors-level high school classes. The theory guiding this study was the invitational theory introduced by Purkey (1978). The invitational theory focuses on the phenomenon that learning is enhanced when people are encouraged to participate or invited into an educational experience. This case study was set in three high schools in a suburban school district in the Low Country of South Carolina and explored the experiences of 12 teachers with the recommendation process. Data collection …
Teachers’ Perceptions Of Student Performance On The Advanced Placement English Language And Composition Exam In Department Of Defense Schools, Tracee Nichole Fisher
Teachers’ Perceptions Of Student Performance On The Advanced Placement English Language And Composition Exam In Department Of Defense Schools, Tracee Nichole Fisher
Walden Dissertations and Doctoral Studies
The problem that guided this study was the low proportion of students scoring 3 or more on the Advanced Placement English Language and Composition (APELC) exam at one Department of Defense (DoD) school. Moreover, the qualifying ratios were lower than students attending all DoD and U.S. schools. The need for teachers to examine the performance of military-connected students has become a critical element of high-stakes accountability in all schools, most importantly at military-connected schools. The aim of this research was to explore DoD teachers’ insights into the factors influencing military-connected students’ low scores on the APELC exam and the instructional …
Teachers’ Perceptions Of Student Performance On The Advanced Placement English Language And Composition Exam In Department Of Defense Schools, Tracee Nichole Fisher
Teachers’ Perceptions Of Student Performance On The Advanced Placement English Language And Composition Exam In Department Of Defense Schools, Tracee Nichole Fisher
Walden Dissertations and Doctoral Studies
The problem that guided this study was the low proportion of students scoring 3 or more on the Advanced Placement English Language and Composition (APELC) exam at one Department of Defense (DoD) school. Moreover, the qualifying ratios were lower than students attending all DoD and U.S. schools. The need for teachers to examine the performance of military-connected students has become a critical element of high-stakes accountability in all schools, most importantly at military-connected schools. The aim of this research was to explore DoD teachers’ insights into the factors influencing military-connected students’ low scores on the APELC exam and the instructional …