Urban Education Commons^™

Becoming A Beloved Community: A Restorative Reckoning For A Radical Conversion To Transform Discourse In Higher Education, Latasha Tomay Varlack-Butler

Dissertations

This dissertation critically examines the misappropriation of Restorative Justice Discourse (RJD) within three predominantly white institutions (PWIs), analyzing 59 institutional documents through Critical Discourse Analysis, Relational Critical Discourse Analysis, and Rhetorical Criticism (Fairclough, 1995; Vaandering, 2021; van Dijk, 2008). Tribal Colleges and Universities and South African institutions have emerged as exemplars of authentic RJD, countering co-optation within PWIs. The findings demonstrate that RJD as applied in PWIs is framed in ways that attenuate its transformative potential, perpetuating color-evasiveness (Bonilla-Silva, 2017) and obscuring the intersectional experiences of Black, Indigenous, and disabled communities (Crenshaw, 1991; Million, 2009).

Grounded in decolonial praxis (Smith, …

An Ethnographic Study: The Influence Of Culturally Relevant Pedagogy On Student Agency, Gerald D. Smith Jr

Electronic Theses and Dissertations

This research study aimed to investigate and analyze the methods and practices of teaching within urban educational settings, with a specific focus on the culturally relevant practices that should be integrated into the learning experiences for Black learners. The primary goal was to highlight the necessity for educators within urban educational settings to adopt a culturally relevant pedagogy within their context that promotes higher academic excellence and meaningful learning experiences for Black students through the cultivation of agency. Using an ethnography qualitative research design, the study worked to answer two questions: RQ1: What culturally relevant pedagogical practices are used to …

Elevándose Más Allá De La Culpa: Navigating Family Achievement Guilt And Familismo In The Academic Journeys Of Latino Male First-Generation College Students In The Inland Empire, Thomas C. Robles

Electronic Theses, Projects, and Dissertations

This study explores the experiences of Latino first-generation college students (FGCS) in California’s Inland Empire, focusing on family achievement guilt—the emotional tension felt when academic success surpasses that of family members. Rooted in familismo and cultural expectations, this phenomenon can lead to self-doubt, stress, and academic struggles, particularly for Latino males in community colleges. This qualitative study uses a phenomenological approach and testimonios to examine how participants navigate familial obligations, cultural expectations, and academic identities. Findings indicate that while family achievement guilt creates emotional and psychological barriers, students develop resilient coping strategies, including mentorship, peer support, and reframing education as …

We Speak Life Into Their Language: Black Educators’ Approaches To Linguistic Justice In Urban Secondary Ela Classrooms, Lakeisha A. Davis

Dissertations

This study explores how Black educators navigate linguistic justice, deficit thinking, and stereotypes in urban secondary English Language Arts (ELA) classrooms. Using a hermeneutic phenomenological approach, it examines how teachers affirm Black Language (BL) while balancing the demands of White Mainstream English (WME) in academic spaces. Findings reveal that although educators employ culturally affirming strategies, they face challenges from restrictive language policies and standardized assessments. To counteract these barriers, they adopt negotiation practices that support students’ linguistic and cultural identities. From these findings, the study proposes Dynamic Linguistic Uplift (DLU)—a new theoretical framework that illustrates how Black educators sustain BL …

Culture Trap: Male Educators Of Color And The Academic Role Deficit, Javin Cotton

School of Education Capstone Projects

The purpose of this capstone project is to investigate the systemic barriers that limit the academic career advancement of male educators of color within the educational system, specifically highlighting School District 88. This study specifically addresses the disproportionate placement of Black and Latino male educators into disciplinary roles rather than academic leadership positions. Utilizing Implementation Science principles, the project outlines a multi-faceted intervention plan designed to dismantle implicit biases, enhance mentorship opportunities, and establish structured pathways for professional growth. By promoting equity- driven hiring practices, mentorship programs, and policy reforms, this capstone seeks to increase the representation of male educators …

A Narrative Study Of The Impact On The Mentoring And Induction Programs Of Black And Hispanic/Latino Teachers In Urban Public Schools In New Jersey, Shirley Nelson

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study is to explore through the lived experiences of 13 Black and Hispanic/Latino teachers in Urban Public Schools, focusing on the intersectionality of gender, race, and other characteristics, and how these factors influenced their development as teachers. This study aims to examine the components of teacher mentoring and induction programs and the perceptions of the teachers who participated in the programs specifically what elements, if any, of the programs influence the transition into the teaching profession, quality teaching, continuing learning, mitigate the problems faced in the first year(s) of teaching, and remaining in the teaching profession. …

Quantifying Educational Impacts Under The Nypd's Stop-And-Frisk Era, Matthew T. Stanton

Dissertations, Theses, and Capstone Projects

This project examines the educational and economic impacts of the New York Police Department's "Stop, Question, and Frisk" (SQF) program, implemented predominantly under "Operation Impact" from 2003 to 2022. Using data from the NYPD and the American Community Survey, the study explores correlations between high rates of stop-and-frisk encounters and reduced educational attainment among targeted demographics, primarily Black and Hispanic young men. It contextualizes the socioeconomic consequences of SQF policies, including their effect on lifetime earnings and community trust. The project highlights the limitations of data correlation, advocates for further longitudinal and qualitative studies, and suggests frameworks for mitigating inequities …

Quality Control: How School Districts Define, Recruit, And Retain High-Quality Teachers, A Qualitative Case Study, Tandalaya White

Dissertations of Practice

This research investigates how school administrators define, recruit, and retain highquality teachers and examines the implications of these efforts on student outcomes. Emphasizing the distinction between teacher quality: skills, abilities, and dispositions and teacher qualifications: certificates, degrees, and credentials, the study explores their overlap and importance in meeting the unique needs of districts, particularly in high-needs areas such as English as a second language (ESL) and special education. The presence or absence of such teachers critically impacts academic performance and social-emotional development, disproportionately affecting students of color and those in impoverished areas. Inadequate practices may contribute to the misidentification of …

Case Study Examining The Effects Of Mentorship On The Attrition Of Novice Principals In Urban School Districts, Nikia Barnett

Educational Leadership & Policy Studies Dissertations - Archive

The evolving role of school principals has undergone a significant transformation, shifting from traditional teacher management to a multifaceted leadership position that balances managerial and instructional responsibilities with a primary focus on enhancing student achievement. As principals now face increasingly complex challenges, including heightened school accountability, widening student achievement gaps, diminished community support, and fluctuating parent engagement, state programs and school districts struggle to provide adequate support to ensure the retention and longevity of these pivotal educational leaders in their roles.

This study examined how eight novice principals (with 0–5 years of experience) in urban school districts perceived mentorship influenced …

The Equitability Of Virtual Public High School Education In Urban School District, Carissa Jury

Murray State Theses and Dissertations

Virtual education has become an integral component of modern high school education, particularly in urban districts where diverse student populations require flexible and equitable learning environments. This qualitative study explores the equitability of virtual public high school education in an urban school district, focusing on accessibility, student experiences, and policy implications. Using social constructivism and ecological systems' theory as theoretical frameworks, this research investigates factors influencing equitable outcomes, including access to technology, teacher and community support, and socioeconomic status. Data was collected through structured interviews and focus groups with students and parents engaged in virtual education. Key findings indicate that …

Superintendents’ Perspectives On Effective School Board Governance: An Analysis Of Key Characteristics In South Cook County, Illinois, Dana R. Nichols

Dissertations of Practice

Effective school board governance plays a critical role in shaping the success of school districts. This study examines the perspectives of 10 superintendents from elementary school districts in South Cook County, Illinois, on what constitutes an effective school board and explores how their views align with or diverge from Dervarics and O’Brien’s Eight Characteristics of Effective School Boards.

A general qualitative inquiry with a descriptive methodology was utilized to capture the lived experiences and perspectives of superintendents regarding school board governance. Data collection involved standardized, semi-structured interviews and a web-based survey, allowing for a comprehensive exploration of superintendent viewpoints. An …

Bridging Language Barriers: How Secondary Teachers Support English Language Learners In The Classroom, Mason Daniel Smith

West Chester University Doctoral Projects

English Language Learners (ELLs) represent a growing student population in U.S. secondary schools, yet many educators feel underprepared to support their unique needs effectively. This mixed-methods study examines how Pennsylvania high school teachers approach the teaching of ELLs, focusing on their self-efficacy, instructional decision-making, and strategies for fostering an inclusive classroom community. Using an exploratory sequential mixed methods design, data was collected through surveys from a limited group of 40 high school educators followed by in-depth interviews with three participants. Findings revealed that while teachers express a strong desire to support ELLs, they often experience uncertainty and frustration due to …

Improving Student Behavior And Safety On Bus Route 40 Through A Team-Based Climate Intervention, Kathleen M. Lopez Rodriguez

Theses and Dissertations

Student transportation is a daily yet often overlooked component of school climate, safety, and equity. This Dissertation in Practice (DiP), aligned with Carnegie Project on the Education Doctorate (CPED) principles of inquiry, collaboration, and continuous improvement, examined how a structured, team-based intervention could improve student behavior and bus climate on Bus Route 40 at Pinecrest Primary School. Guided by improvement science principles and grounded in a commitment to equity, the study applied a 90-day Plan–Do–Study–Act (PDSA) cycle to test and refine strategies aimed at fostering safety, belonging, and accountability among students. The intervention organized students into color-coded teams that earned …

Building Student-Teacher Relational Trust Through The Promotion Of Student Voice Initiatives, Scott Scherquist

Theses and Dissertations

This Dissertation in Practice investigated how student voice initiatives can strengthen student–teacher relational trust within an urban Pre-kindergarten through eighth grade (PreK-8) school serving a predominantly Black student population. Grounded in Khalifa’s (2018) Culturally Responsive School Leadership framework, the study implemented a 90-day cycle of inquiry focused on a three-part pathway intervention: the establishment of a Student Voice Committee, professional development on culturally responsive practices, and Student Consultation for School Change. A convergent mixed methods design was employed, combining two administrations of the 5Essentials Survey with pre- and post-intervention interviews of students and teachers. Findings revealed disparities between student and …

How Elementary Schools Support Families In Mandatory Middle School Choice: A Comparative Case Study, Eleni Filippatos

Theses and Dissertations--Educational Leadership Studies

This dissertation examines the role of New York City elementary school leaders in shaping fifth graders' middle school choice processes in two public schools serving predominantly economically disadvantaged, Latino families. As school choice increasingly influences students' academic trajectories, understanding how leaders engage families in this decision-making process is essential for promoting educational equity. The study explored how public elementary school principals, counselors, and teachers support families during the universal middle school application process.

Using a qualitative comparative case study design, I conducted semi-structured interviews, field observations, and document analysis to compare leadership practices at two demographically similar elementary schools with …

Including Conscientiously: How Charter School Educators Experience Inclusion Education Implementation, Joe A. Petty

Dissertations

This narrative inquiry examined how charter school educators experience inclusive education implementation while confronting ableist systems that maintain exclusion through seemingly neutral practices. This research emerged from my lived experience of how educational structures systematically marginalize disabled students while appearing progressive. The study investigated two research questions: how support structures and leadership practices either perpetuate or dismantle ableist assumptions embedded in educational practice, and how educators negotiate tensions between implementing evidence-based inclusive strategies and addressing environmental factors that create the need for those strategies.

Data collection employed semistructured interviews with eight credentialed educators across two Southern California charter school sites, …

Learning And Belonging In A Museum-School Environmental Stewardship Partnership, Joanna K. Garner, Mel Kuhn, Andrea M. Rocchio, Grace Friedenreich

Center for Educational Partnerships Publications

Students in urban, low-income communities can lack access to environmental science outreach in natural settings. As a result, they may face barriers to applying course content to real-world contexts and developing an agentic, hopeful stance towards environmental stewardship. In this paper, we describe a partnership between a maritime museum and park, an urban school district, and ecology experts. The project aimed to increase students’ knowledge of aquatic ecosystems, develop awareness of stewardship-related actions and career pathways, and support a sense of belonging to the museum. Activities included classroom visits by experts, field trips to plant classroom-grown grasses in the museum’s …

Changing Course

DePaul Magazine

The Chicago Teacher Residency program, a partnership between DePaul University's College of Education and the Academy of Urban School Leadership, prepares career changers to teach in high-need Chicago Public Schools.

Perceptions Of Professional Learning: Discovering The Impact Of Defined Learning’S Professional Development With Teachers In An Urban District At The Middle School Level, Ramona Coleman

All-Inclusive List of Electronic Theses and Dissertations

This exploratory study, in which the participants portrayed a critical role, aimed to discover the perceptions of professional development in changing educator practice at the secondary level with middle school teachers in an urban school district. The data collection process included semi-structured interviews with nine secondary teachers via Zoom and in-person interviews in the content areas of science and social studies and data from the Defined Learning platform, emphasizing practical insights for adult learners, policymakers at the district level, and future researchers. Social studies and science educators were interviewed about their perceptions of professional development facilitated by Defined Learning experts …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …