Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- African American (and Black) teachers (1)
- Asian American teachers (1)
- Brown v. the Board of Education (1)
- Case study (1)
- Family engagement (1)
-
- Job satisfaction (1)
- Latino teachers (1)
- Parental self-efficacy (1)
- Professional development (1)
- Race discussions (1)
- Racial battle fatigue (1)
- Racial microaggressions (1)
- Racism (1)
- School connection (1)
- Teacher evaluation (1)
- Teacher preparation programs (1)
- Teacher retention (1)
- Teachers of color (1)
- White racial frame (1)
Articles 1 - 2 of 2
Full-Text Articles in Curriculum and Instruction
A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion
A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion
Electronic Theses and Dissertations
The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, …
Teacher Competencies Related To Family Engagement: The Impact On Families, Melissa Kay Williamson
Teacher Competencies Related To Family Engagement: The Impact On Families, Melissa Kay Williamson
Electronic Theses and Dissertations
Although there is a large body of research that addresses the essential elements of family engagement, little information was available on the impact that a family engagement program had on teacher evaluation and familial self-efficacy. The purpose of this qualitative case study was to assess teacher competencies and family self-efficacy in a large urban district in West Texas. The research was conducted by gathering baseline data using questionnaires derived from the Measure of School, Family, and Community Partnerships survey and the 2015 Equitable Parent-School Collaboration Research Project University of Washington. In-depth interviews followed with both teachers and parents. Findings indicated …