Education Commons^™

Seeing Themselves: White Preservice Teachers As Raced Individuals And As Members Of Their Future School Communities, Laurie Koth

Theses and Dissertations

Students of color, of poverty, with disabilities continue to slide into the school to prison pipeline (STPP.) Very often, an antecedent step is harsh exclusionary discipline that removes them from the classroom. Teachers, who play a major role in the decision whether to keep students in or eject them from the classroom and the school, are among multiple forces driving students toward or away from the STPP. A salient feature of the issue is that nearly 80% of teachers are white and their most vulnerable students are not. Rooted in critical race and care theories, and buttressed by self determination …

Processing Equity Consciousness Through Cre Action Research Pd During Times Of Unrest, Uncertainty, And The Amplification Of Crt Disinformation, Robyn Lyn

Graduate Research Posters

Equity initiatives, such as culturally responsive education (CRE), are under attack through local school board demonstrations and state legislatures across the U.S. These public attacks are becoming a barrier to equitable education. This study began before the public outcry against critical race theory and documents a timeline of events during a CRE 2-year action research professional development (PD). Though studies have examined the benefits of CRE, few investigate equity consciousness (EC), an awareness of systemic (in)equity. My study examines EC during a longitudinal CRE action research PD observing how equity consciousness presents in dialogue with veteran in-service teachers as they …

A Comprehensive Audit Of Professional Development For K-12 School Leaders In The Commonwealth Of Virginia, Melissa Davis Hill, Melisa J. Naumann, Timothy M. Tillman, Major R. Warner Jr.

Doctor of Education Capstones

The intent of this paper is to provide a mixed-methods audit of professional development provided to K-12 school leadership in Virginia's diverse landscape to include identification of providers, funding, effectiveness, and expectations.

In the Commonwealth of Virginia, geographical, political, and socio-economical differences across 132 school divisions cause variability in leaders' experiences with professional development. A mixed-methods approach was used, including a review of current literature, an online survey, virtual interviews, and virtual focus group discussions. This data collection results in a comprehensive audit of professional development provided to school leaders in Virginia's diverse landscape. The study defines effective professional development …

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …

Contexts Of Cultural Diversity Professional Development In Schools, Hillary Parkhouse, Jesse Senechal, Julie Gorlewski, David Naff, Zoey Lu, Ashlee Lester

MERC Publications

This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, …