Open Access. Powered by Scholars. Published by Universities.®
Educational Administration and Supervision Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Bilingual Education (1)
- Black Families (1)
- Elementary Education (1)
- Family-School Partnerships (1)
- High risk schools (1)
-
- Language and Literacy Education (1)
- Latino Civil Rights Movement (1)
- Low-Income (1)
- Multicultural Education (1)
- Narrative Identity (1)
- New York City (1)
- New York City History (1)
- Parental involvement (1)
- Parental involvement policy (1)
- Personal Myths (1)
- Public Schools (1)
- Puerto Ricans (1)
- Race and Teaching (1)
- School effectiveness (1)
- School improvement (1)
- Schools as organizations (1)
- Teacher Identity (1)
- Teacher Identity and Student Achievement (1)
Articles 1 - 4 of 4
Full-Text Articles in Educational Administration and Supervision
What Exactly Does Identity Have To Do With Teaching? Exploring The Connection Between A Teacher's Racialized Identity And Their Teacher Identity, Lizette Aguilar
What Exactly Does Identity Have To Do With Teaching? Exploring The Connection Between A Teacher's Racialized Identity And Their Teacher Identity, Lizette Aguilar
Dissertations, Theses, and Capstone Projects
This study explores the relationship between race and teacher identity, specifically understanding how the two concepts intersect and (re)present themselves within the classroom environment. This study analyzes six teachers’ narratives of identity, race, and teaching to explore themes of race and identity as they traverse from their earliest experiences with race into their experiences as teachers. Findings conclude that, first, teachers’ narrative identities are a composite of key narratives—important moments of deep impact in the process of identity building—that accumulate over time to form what Dan McAdams (1993) calls personal myths. Since key narratives are continually shaping one’s personal myth, …
Goals, Power, And Culture: The Effects Of School Organizational Features On Parental Involvement, Vandeen A. Campbell
Goals, Power, And Culture: The Effects Of School Organizational Features On Parental Involvement, Vandeen A. Campbell
Dissertations, Theses, and Capstone Projects
Drawing on organizational theory and the school effectiveness literature, this project incorporates new methodological approaches to the analysis of a national longitudinal data set (ECLS-K: 2011) in order to investigate ways in which school goals around parental involvement, distribution of power, and culture affect parental involvement in children’s education, especially in schools serving large proportions of lower socioeconomic status families.
Parental involvement is widely accepted among researchers and policymakers to be essential for students’ academic success; however, parents with lower socioeconomic status exhibit less participation in both home-based and school-based activities compared to those of higher socioeconomic backgrounds.
Many recent …
P.S. 25, South Bronx: Bilingual Education And Community Control, Laura J. Kaplan
P.S. 25, South Bronx: Bilingual Education And Community Control, Laura J. Kaplan
Dissertations, Theses, and Capstone Projects
Through a methodology of oral history interviews with primary subjects and archival research, this dissertation explores the creation and evolution of P.S. 25, The Bilingual School, the first Spanish-English bilingual elementary school in New York City, as well as the entire Northeast. The Bilingual School, founded in 1968, was a product of the civil rights movement in the United States and one key manifestation of that movement in New York City, the struggle for community control of schools.
Latinos in general and Puerto Ricans in particular have been written out of the official narrative of the educational civil rights movement …
Family–School Partnerships And The Missing Voice Of Parents, Laura R. Stein
Family–School Partnerships And The Missing Voice Of Parents, Laura R. Stein
Dissertations, Theses, and Capstone Projects
Educators, researchers, advocates, and others agree that effective family-school partnership is an important component in best supporting the academic outcomes and future success of students. However, schools and educators struggle in forming constructive partnerships with racially and economically marginalized and oppressed parents and families, particularly low-income Black parents and families. This compromises support for low-income Black students that are already served in underfunded and under-resourced schools compared to their White middleclass counterparts. Further, this phenomenon exacerbates a widely understood academic achievement gap between low-income Black students and White middleclass students. In seeking to unearth and better understand effective strategies and …