Open Access. Powered by Scholars. Published by Universities.®
Educational Assessment, Evaluation, and Research Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Adult and Continuing Education Administration (2)
- Bilingual, Multilingual, and Multicultural Education (2)
- Curriculum and Instruction (2)
- Elementary Education (2)
- Elementary and Middle and Secondary Education Administration (2)
-
- Junior High, Intermediate, Middle School Education and Teaching (2)
- Other Educational Administration and Supervision (2)
- Other Teacher Education and Professional Development (2)
- Adult and Continuing Education (1)
- Adult and Continuing Education and Teaching (1)
- Community College Education Administration (1)
- Disability and Equity in Education (1)
- Educational Methods (1)
- Educational Psychology (1)
- Elementary Education and Teaching (1)
- Gifted Education (1)
- Higher Education (1)
- Higher Education Administration (1)
- Humane Education (1)
- International and Comparative Education (1)
- Language and Literacy Education (1)
- Liberal Studies (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Secondary Education (1)
- Social Justice (1)
- Keyword
-
- Abolitionist (1)
- Achievement Distortion (1)
- Black Genius (1)
- Black School Leadership (1)
- Black student achievement (1)
-
- BlackCrit (1)
- Border (1)
- CCW (1)
- CRT (1)
- CRT in Education (1)
- Connection Gap (1)
- Critical Race Theory (1)
- Cultural Intuition (1)
- Duality (1)
- Educators (1)
- Freedom Dreaming (1)
- Groundtruth (1)
- Humanization (1)
- Identity (1)
- Intersectionality (1)
- Liberatory (1)
- Narrative Inquiry (1)
- Parent Engagement (1)
- Parentocracy (1)
- Public Schools (1)
- Qualitative (1)
- Social Justice (1)
- Standardized testing (1)
- Students (1)
- Transfronterizo/a (1)
Articles 1 - 3 of 3
Full-Text Articles in Educational Assessment, Evaluation, and Research
Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff, Orpheus Williams
Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff, Orpheus Williams
Dissertations
Black students in the United States have consistently been denied access to empowering, culturally affirming, and responsive learning experiences in the traditional public system. The epistemological and pedagogical beliefs embedded in a liberatory mindset can subvert this pattern of disempowerment (Shujaa, 1998). Black school leaders (BSLs) who understand the systemic and institutional pressures Black children may face and have to overcome, having undergone similarly racialized experiences in school, are uniquely placed to create liberatory spaces for Black students by recruiting and developing these liberatory mindsets in their staff. This instrumental case study used qualitative research methods of front-porch pedagogy (McTighe …
Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez
Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez
Dissertations
Transfronterizx students and their families cross the U.S.–Mexico border for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools to provide more socioeconomic opportunities in the United States. Educators of transfronterizx students are uniquely tasked to work with these nontraditional students. Moreover, transfronterizx students and their families have distinct needs in U.S. schools; as such, there is a need for further research on the transfronterizx experience in the U.S. K–12 system. This qualitative narrative inquiry study aimed to understand the experiences …
Black Genius: An Achievement Distortion, Brenda Burgo
Black Genius: An Achievement Distortion, Brenda Burgo
Dissertations
Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of …