Open Access. Powered by Scholars. Published by Universities.®
Junior High, Intermediate, Middle School Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Social Inquiry (3)
- Educational Administration and Supervision (3)
- Educational Methods (3)
- Elementary and Middle and Secondary Education Administration (3)
- Social and Behavioral Sciences (3)
-
- Bilingual, Multilingual, and Multicultural Education (2)
- Educational Assessment, Evaluation, and Research (2)
- Leadership Studies (2)
- Secondary Education (2)
- Social and Philosophical Foundations of Education (2)
- Sociology (2)
- African American Studies (1)
- Arts and Humanities (1)
- Business (1)
- Curriculum and Instruction (1)
- Educational Leadership (1)
- Elementary Education and Teaching (1)
- Inequality and Stratification (1)
- Organizational Behavior and Theory (1)
- Other Education (1)
- Other Teacher Education and Professional Development (1)
- Race and Ethnicity (1)
- Race, Ethnicity and Post-Colonial Studies (1)
- Secondary Education and Teaching (1)
- Keyword
-
- Leadership (2)
- 21st century curriculum (1)
- Adaptive leadership (1)
- Alternative education (1)
- Assessment (1)
-
- Asset-based pedagogies (1)
- Black students (1)
- CRT (1)
- Capacity building (1)
- Cooperative inquiry (1)
- Critical race theory (1)
- Critical whiteness studies (1)
- Cultural relevance (1)
- Culturally Collaborative Teaching (1)
- Culturally relevant pedagogy (1)
- Deficit thinking (1)
- Equitable education (1)
- High school (1)
- Implicit bias (1)
- Inclusive leadership (1)
- Innovative education (1)
- Inservice teacher beliefs (1)
- International school (1)
- International school teachers (1)
- K-12 (1)
- K-12 public education (1)
- Middle and high school (1)
- Middle schools (1)
- Mindfulness (1)
- Mindfulness-based social-emotional learning (MBSEL) (1)
Articles 1 - 5 of 5
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
We Need To Understand It Before We Can Teach It: A Cooperative Inquiry Into Mindfulness-Based Social-Emotional Learning With International School Teachers, Kailyn Fullerton
We Need To Understand It Before We Can Teach It: A Cooperative Inquiry Into Mindfulness-Based Social-Emotional Learning With International School Teachers, Kailyn Fullerton
Doctor of Education
This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working under increasing pressure, and communities still reeling from the effects of the global COVID-19 pandemic. In international school settings, many expatriate educators are living far away from their country of birth and searching for belonging and community. MBSEL practices have been demonstrated to support wellbeing, however adult learning of these skills is often …
Being And Becoming Across Difference: A Grounded Theory Study Of Exemplary White Teachers In Racially Diverse Classrooms, Jane S. Feinberg
Being And Becoming Across Difference: A Grounded Theory Study Of Exemplary White Teachers In Racially Diverse Classrooms, Jane S. Feinberg
Antioch University Dissertations & Theses
Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation’s students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation’s public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers …
Culturally Collaborative Teaching: A Path Toward Black Student Learning, J. Love Benton
Culturally Collaborative Teaching: A Path Toward Black Student Learning, J. Love Benton
Antioch University Dissertations & Theses
Inservice teachers’ influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to …
Fostering Leadership In High School: Development And Validation Of Student Leadership Capacity Building Scales, Lindsay Beth Lyons
Fostering Leadership In High School: Development And Validation Of Student Leadership Capacity Building Scales, Lindsay Beth Lyons
Antioch University Dissertations & Theses
This study developed a set of scales to measure building student leadership capacity in high schools. Student leadership is defined here as students working collaboratively to affect positive change in their educational environments with support from adults and mechanisms in the school. Fostering student leadership in schools has the potential to improve student development and academic achievement. The three scales are organized into three capacity building dimensions: personal, interpersonal, and organizational. Within each scale, items reflect leadership competencies of critical awareness, inclusivity, and positivity. Eight mechanisms identified from the student voice literature were also embedded in the items: radical collegiality, …
Characteristics Of Contemporary U.S. Progressive Middle Schools, Jan Ware Russell
Characteristics Of Contemporary U.S. Progressive Middle Schools, Jan Ware Russell
Antioch University Dissertations & Theses
Progressive education has a long history within the American K-12 education system dating back to the late 1800s. During this period, two very distinct ideologies represented progressive education: 1) administrative progressives supporting standardization as a means of efficiency and 2) pedagogical progressives supporting child-centered learning based upon a well-rounded education. This study looks at 82 contemporary pedagogical progressive schools to identify common characteristics. Child-centered learning, community integration, and democratic decision-making were the three overarching philosophies covered in this study. Data was collected through an online survey of school leaders. The majority of research surrounding progressive education is qualitative and focuses …