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Educational Administration and Supervision
City University of New York (CUNY)
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Full-Text Articles in Education
Class Matters: School Affluence And Other Predictors Of Attainment For Wealthy And Poor Students, Alison Brockhouse
Class Matters: School Affluence And Other Predictors Of Attainment For Wealthy And Poor Students, Alison Brockhouse
Dissertations, Theses, and Capstone Projects
Public schools in the United States are becoming increasingly segregated by socioeconomic status. Though the educational consequences of socioeconomic segregation are well researched, segregation is often ignored or exacerbated by education reform. To learn more about the wider implications of socioeconomic segregation, this study utilizes theoretical frameworks derived from Max Weber’s theory of social stratification to analyze over 10,000 students’ experiences from the National Center for Education Statistics (NCES) Education Longitudinal Study (ELS) 2002, 2004, and 2012 waves of data collection. More specifically, this research explores the impact of attending an affluent high school on long-term educational attainment. It finds …
Tensions, Dilemmas, And Radical Possibility In Democratizing Teacher Unions: Stories Of Two Social Justice Caucuses In New York City And Philadelphia, Chloe Asselin
Dissertations, Theses, and Capstone Projects
This dissertation examines the tensions, dilemmas, and radical possibilities faced by two social justice caucuses in democratizing their teacher unions: the Movement of Rank-and-File Educators (MORE) in New York City and the Caucus of Working Educators (WE) in Philadelphia. It asks: What radical possibilities and structural constraints are generated and/or illuminated by educator activists in MORE and WE? To frame the research, this dissertation examines the historical, political, economic, and social contexts in which the caucuses exist and the daily realities that they face; provides an overview of educational and union politics in New York City and Philadelphia; and analyzes …
Promoting Inclusion In A "Struggling School": Supporting Co-Teachers Through Critical Appreciative-Inquiry Based Professional Development, Louis Olander
Dissertations, Theses, and Capstone Projects
This dissertation explores the extent to which the beliefs and practices of teachers who work in a “struggling” school can be shifted towards inclusiveness through an action research based professional development program. The school was struggling in that it was charged with the education of children who are marginalized by a range of social forces while simultaneously accountable to institutional priorities. Broadly speaking, these institutional priorities preferred behaviorist punishment and technocratic approaches to meeting student needs, devaluing and decontextualizing students’ proficiencies as test scores and special education labels, in turn impeding inclusive change. Over the course of four months, an …