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Articles 1 - 5 of 5
Full-Text Articles in Education
The Perceptions Of Teachers In A K-8 School On The Implementation And Impact Of Culturally Responsive-Positive Behavior Interventions And Supports (Cr-Pbis), Kathleen Ellwood
The Perceptions Of Teachers In A K-8 School On The Implementation And Impact Of Culturally Responsive-Positive Behavior Interventions And Supports (Cr-Pbis), Kathleen Ellwood
CUP Ed.D. Dissertations
Despite decades of effort to change disciplinary practices in American schools, racial disparities continue and are most prevalent for Black students, according to national Office Disciplinary Referral data. While Culturally Responsive-Positive Behavior Interventions and Supports (CR-PBIS) is the result of years of adjustments to weave cultural responsiveness into Positive Behavior Interventions and Supports (PBIS) systems and decrease racial disciplinary disparities, the results at K-12 schools have been inconsistent. Cultural Race Theory, which recognizes racism is reflected in all societal systems and is the foundation for this study, may provide a clue as to why racial disciplinary disparities continue. This study …
Measuring Cultural Competency In Educators: The Educators Scale Of Student Diversity, Ronak A. Patel
Measuring Cultural Competency In Educators: The Educators Scale Of Student Diversity, Ronak A. Patel
Education Dissertations
The purpose of this study was to uncover a rich theoretical basis of cultural competency and awareness in education and create an instrument, Educators Scale of Student Diversity (ESSD), which reliably and validly measures cultural competency in educators. Current measures lack in both a wide theoretical basis of cultural competency as it relates to educators in diverse teaching environments and in reported psychometric quality. The ESSD derived from a wide range of theoretical constructs that encompass the experience of modern teachers in diverse environments. The original 50 items, which were written after an extensive literature review, were reviewed by a …
Learn By Leaving: An Analysis Of Recruitment And Retention Rates Among Faculty/Staff Of Color, Erica Noelle Claybrook-Cookman
Learn By Leaving: An Analysis Of Recruitment And Retention Rates Among Faculty/Staff Of Color, Erica Noelle Claybrook-Cookman
Ethnic Studies
Learn by Leaving is as an analysis of recruitment and retention rates among faculty/staff of color at Predominantly White Institutions (PWIs), specifically, California Polytechnic State University (Cal Poly, San Luis Obispo) in San Luis Obispo, California. This project aims to answer the following: How does the presence, or lack thereof, of faculty/staff of color impact the success of students of color at Cal Poly, San Luis Obispo? Additionally, how has the presence, or lack thereof, of faculty/staff of color shaped the overall college experience for students of color at Cal Poly, San Luis Obispo? In the context of this research, …
Teaching A Human Rights Education Through Youth Athletics, Jacob J. Beaman
Teaching A Human Rights Education Through Youth Athletics, Jacob J. Beaman
Master's Projects and Capstones
Throughout my research and work in education I realized there is often a disconnect between schooling and students especially in low-income areas. It can be incredibly difficult to feel confident at school when the curriculum is not relatable to your experiences and life. In this paper I explore how an athletic program can be used to teach a Human Rights Education to fill in the gaps the traditional school day may not provide. I used a Human Rights Education framework with the teacher/coach as a facilitator and a Critical Race Theory lens examining intersectionality, counter-story telling, and interest convergence in …
Teaching The U.S. Civil Rights Movement And Its Legacy Through Critical Pedagogy In A Taiwanese High School, Ming-Kuo Hung
Teaching The U.S. Civil Rights Movement And Its Legacy Through Critical Pedagogy In A Taiwanese High School, Ming-Kuo Hung
Doctoral Dissertations
This dissertation analyzes a Taiwanese learning experience about the U.S. Civil Rights Movement. Taiwanese formal education includes this topic in secondary education. However, a paucity of previous studies described the racial and social meaning of this learning experience. Launching an educational project with a critical-pedagogy approach, this study invited 18 Taiwanese high school students to discuss their understanding of race, racism, and social justice in Taiwan, after learning about the U.S. experience. The rationale of analyzing student participants’ comments rests on critical race theory.
This study applied a critical-ethnography approach to qualitative research to analyze student participants’ learning experiences. The …