Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Education
Deficit Discourse, Urban Teachers' Work And The Blame Game, Heidi Katherine Pitzer
Deficit Discourse, Urban Teachers' Work And The Blame Game, Heidi Katherine Pitzer
Dissertations - ALL
This dissertation explores how urban public school teachers navigate the contradictory social position of having little power over their work and considerable power over their students. This qualitative interpretive study begins from a perspective that is attentive to and critical of both (a) neoliberal approaches to education, particularly the market-based, audit culture logics and practices that devalue, discipline and target teachers as workers, and (b) the racialized deficit discourse, a predominant framework in urban schools--often taken up by urban teachers--that blames poor urban youth and youth of color for school problems, constructs them as objects in need of control and …
How Do Middle School Core Content Area Teachers In A Title 1 School Use Cooperative Learning In The Context Of High Accountability For Student Proficiency: A Multiple Case Study, Martha Cunigan-Wells
How Do Middle School Core Content Area Teachers In A Title 1 School Use Cooperative Learning In The Context Of High Accountability For Student Proficiency: A Multiple Case Study, Martha Cunigan-Wells
Dissertations
This action research case study describes how content area teachers in a middle school with low reading achievement levels utilize cooperative learning and curriculum integration (with a focus on the integration of literacy skills and thinking skills) in their content area given the current context of accountability for student mastery of tested core content outcomes. The participants were four urban middle school teachers from the core areas of science, social studies, mathematics, and language arts who had varying levels of training and experience with cooperative learning and curriculum integration. Data sources included audio-recorded pre-conferences, video-taped classroom observations, audio-recorded post-conferences, and …
Urban Adolescents' Field Trip Experiences: A Phenomenological Perspective, Julia Elizabeth Anne Borst Brazas
Urban Adolescents' Field Trip Experiences: A Phenomenological Perspective, Julia Elizabeth Anne Borst Brazas
College of Education Theses and Dissertations
Evidence is mounting that field trips are vanishing from school life, as districts across the nation report reductions and eliminations of these outings because of funding concerns. The matter is of special importance in urban areas, where a wealth of museums are situated nearby neighborhoods in which poor and minority children live and attend school. These children are absent from the museum, less likely to visit with family because of the powerful exclusionary effect that educational attainment and income level have on museum socialization, making school the place where a connection to the museum is formed. However, opportunities for learning …
"True, She Has The Culture You Need": A White Teacher In An Urban School Critically Reflects On The Hidden, Social, And Academic Curriculum, Mathew Arlen Mclean
"True, She Has The Culture You Need": A White Teacher In An Urban School Critically Reflects On The Hidden, Social, And Academic Curriculum, Mathew Arlen Mclean
Graduate Doctoral Dissertations
This dissertation is an auto|ethnography , meaning it places the author's experiences at the center of analysis. The thesis argues that educators from the dominant culture can share the burden of change placed on students of color by critically reflecting on their positionality--or the way they socially construct their understanding of who they are in the world and therefore their relationship to educational structures and school actors. The analysis focuses on the author's transition from suburban to urban teaching and how this experience, combined with a broadening of theoretical perspectives, increased his criticality and, therefore, ability to re-conceptualize his …
I Do Activist Things Even Though I'M Nothing: A Critical Ethnography Of Immigrant Youth Identity Formation In An Urban Community-School, Sophia Rodriguez
I Do Activist Things Even Though I'M Nothing: A Critical Ethnography Of Immigrant Youth Identity Formation In An Urban Community-School, Sophia Rodriguez
Dissertations
This dissertation explores how Latino immigrant youth make sense out of their educational experience, identity, and sense of belonging in an urban, public high school. This critical ethnography examines their social interactions. The youth live in a segregated neighborhood that is largely abandoned by policy-makers and recently impacted by massive school closures by the district. The youth, within the context of a community-school partnership, advocate for immigrant rights, march in solidarity with their teachers, and engage in organizing to transcend their immigration status and/or achievement status. The central question is: How do Latino immigrant youth in a community-school experience identity …