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Full-Text Articles in Education
Accelerated Growth: A Case Study Of Teacher Beliefs And Instructional Strategies That Promote Achievement For Students Of Color, Astein K. Osei
Accelerated Growth: A Case Study Of Teacher Beliefs And Instructional Strategies That Promote Achievement For Students Of Color, Astein K. Osei
All Graduate Theses, Dissertations, and Other Capstone Projects
This study examined the beliefs and instructional strategies that promote accelerated achievement for students of color in a suburban Minneapolis district. The research aimed to identify the beliefs and instructional strategies that lead to traditionally marginalized populations of students in grades 2-5 demonstrating growth on the Measures of Academic Progress (MAP) assessment. The study affirmed that teacher beliefs and instructional practices matter when attempting to create academic growth for traditionally marginalized groups of students. During the study several themes surfaced in relationship to the importance of educator beliefs and instructional practices.
Students' Preparation For College Through Advancement Via Individual Determination (Avid) Programs And Dual Enrollment, Brian P. Jones
Students' Preparation For College Through Advancement Via Individual Determination (Avid) Programs And Dual Enrollment, Brian P. Jones
All Graduate Theses, Dissertations, and Other Capstone Projects
The purpose of this study was to identify opportunities to expand access to higher education. The research specifically explored the combination of two interventions that support college readiness: the Advancement Via Individual Determination (AVID) program and dual enrollment. Evidence indicated that each of these programs individually improved students’ readiness for college, but there was no research that explored the success of students involved in both programs. This quantitative analysis used the chi-square statistic to compare the proportion of students from a suburban school district who were involved in both programs to students who were not. The analysis evaluated whether participation …
My Truth, My Telling: Experiences Of Black Women Principals In A Poetry-Themed Workshop On Race And Gender, Antonia Felix
My Truth, My Telling: Experiences Of Black Women Principals In A Poetry-Themed Workshop On Race And Gender, Antonia Felix
All Graduate Theses, Dissertations, and Other Capstone Projects
Teaching gaps reveal that students of color, who make up the majority of public school enrollees in the United States, do not receive instruction that provides them with the tools to achieve. Evidence of a link between principals and student achievement in the literature has cultivated an interest in improving principal leadership as a means of reversing persistent teaching gaps (National Association of Secondary School Principals & National Association of Elementary School Principals, 2013). This study provides evidence of the systemic racism permeating public education as experienced by black women principals who are engaged in equity work to close teaching …
Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating The Achievement Gap, Timothy Alan Berry
Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating The Achievement Gap, Timothy Alan Berry
All Graduate Theses, Dissertations, and Other Capstone Projects
Problems facing black male students in K-12 education are as multiple as they are complex. Regarding this issue, the research literature revealed three major themes that came to the foreground: 1) the lack of school engagement, 2) academic achievement gaps, and 3) racism. In response, the purpose of this qualitative research study was to explore the contextual pedagogical influences of Project-Based Learning (PBL) on school engagement, creativity, and problem solving for fourteen black male students in a suburban Minnesota high school. The methodology for this was an instrumental case study (i.e., seeking understanding of phenomena beyond the case itself). Findings …