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- Adverse childhood experiences (1)
- Coach; literacy coach; reading coach; coaching; professional development; professional development for coaches; improve reading instruction; reading by the end of third grade; building capacity; social learning (1)
- Historically black colleges and universities (1)
- Phenomenology (1)
- Racial trauma (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Mask Off: Students’ Of Color Traumatic Experiences In K-12 Education And Why Historically Black Colleges And Universities Make A Difference, Diane Courington
Mask Off: Students’ Of Color Traumatic Experiences In K-12 Education And Why Historically Black Colleges And Universities Make A Difference, Diane Courington
Graduate Theses, Dissertations, and Capstones
This qualitative study explored the lived experiences of 11 participants who had four or more adverse childhood experiences (ACEs). The theoretical frameworks guiding this study are Culturally Responsive Teaching (Crt) (Hammond 2014; Gay 2000), Critical Race Theory (CRT) (Crenshaw, 1988; Ansley, 1988), and Abolitionist teaching (Love, 2019). This study's data collection is based on semi-structured and conversational interviews via Microsoft Teams with Students of Color (SOC) who graduated from Historically Black Colleges and Universities (HBCU) and had an ACEs score over 4. Adverse childhood experiences (ACEs) include one or more events such as growing up in a household with an …
Experience Between Mentors And Coaches: A Phenomenological Case Study To Examine Effective Coaching Conditions, Brittany Adkins
Experience Between Mentors And Coaches: A Phenomenological Case Study To Examine Effective Coaching Conditions, Brittany Adkins
Graduate Theses, Dissertations, and Capstones
The study uses a phenomenological case method to explore the lived experience of the mentor-coach coaching phenomenon and examines the case of the Literacy Center (university partnership) in providing professional development to build instructional capacity in elementary reading coaches through a coaching model in order to improve reading achievement in students (kindergarten through third grade). The study is guided through the theoretical frameworks of Social Learning Theory (Vygotsky, 1978) and the Capacity-Building Model for Teacher Development (Cooter, 2004). It is focused on two research questions: 1) How does the mentor and coach experience change over time? and 2) What facilitates …