Urban Education Commons^™

Changing Course

DePaul Magazine

The Chicago Teacher Residency program, a partnership between DePaul University's College of Education and the Academy of Urban School Leadership, prepares career changers to teach in high-need Chicago Public Schools.

Perceptions Of Professional Learning: Discovering The Impact Of Defined Learning’S Professional Development With Teachers In An Urban District At The Middle School Level, Ramona Coleman

All-Inclusive List of Electronic Theses and Dissertations

This exploratory study, in which the participants portrayed a critical role, aimed to discover the perceptions of professional development in changing educator practice at the secondary level with middle school teachers in an urban school district. The data collection process included semi-structured interviews with nine secondary teachers via Zoom and in-person interviews in the content areas of science and social studies and data from the Defined Learning platform, emphasizing practical insights for adult learners, policymakers at the district level, and future researchers. Social studies and science educators were interviewed about their perceptions of professional development facilitated by Defined Learning experts …

Early Career Teachers' Perceptions And Preparedness For Culturally Responsive Teaching When Teaching Black Youths With Behavior Challenges., Erica Brooks

Electronic Theses and Dissertations

In my study, I explore the perceptions and preparedness of early career teachers in the context of culturally responsive teaching (CRT) when instructing Black youth with behavior challenges. Early career teachers play a vital role in shaping the educational experiences of their students. Their beliefs and readiness to employ CRT practices are critical factors in addressing the unique needs of Black youth, particularly those facing behavioral difficulties. I investigated the perceptions of early career teachers regarding the importance of CRT and its effect on the learning environment. I examined how these teachers perceive the value of cultural responsiveness in managing …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …

The Erosion Of Identity: A Study Of The Influence Of Racial Microaggressions On K-12 African American School Leaders, Rayfield J. Lavan Iii

Electronic Theses and Dissertations

This qualitative study explored the experiences of African American educational leaders in navigating racial microaggressions in the workplace, specifically within K-12 educational settings. Using Taxonomy of Racial Microaggressions and emotion regulation theory as frameworks, this research examines how these leaders manage, respond to, and cope with various forms of racial bias while maintaining their professional identities. Data were collected through in-depth interviews with African American leaders, and thematic analysis was used to identify recurring patterns of microaggressions and corresponding emotion regulation strategies. Key findings reveal that participants frequently encounter microaggressions such as assumption of inferiority, criminality, and second-class citizenship, with …

Enhancing Democracy Through P-20 School-University Partnerships In Teacher Education: Implications For Educational Leaders, Rebecca West Burns

Democracy & Education

The purpose of this paper is to share how schools and universities can partner intentionally through Professional Development Schools to enhance democracy by answering the questions: (1) What is it about Professional Development Schools, as robust school-university partnerships, that give voice to teachers to enhance democracy, particularly in a high-stakes accountability climate? and (2) How can schools and universities create robust partnerships to empower teachers’ voices in a high-stakes accountability climate? The paper argues that educational leaders in schools and universities must change their mindset and their practice to form partnerships in ways that rethink teacher preparation, induction, and professional …

Principals' Perspectives Of The Impact Of Faculty Engagement, Self-Efficacy, And Resiliency On First-Year African American College Student Retention, Hattie Marie Jones

Electronic Theses and Dissertations

Abstract

This study examined principals’ perceptions of the impact of faculty engagement, student resiliency, and student self-efficacy on the retention of first-year urban and rural African American college students. The aim of the study was to determine why students from this demographic leave their higher education institutions after the first year. In the United States, about 30% of students, regardless of race or ethnicity, drop out of college after the first year. Further, given 6 years, about 50% of students drop out before obtaining a degree. Researchers have identified African American students as having a high college dropout rate. This …

Superintendents’ Perceptions Of Strategies For Implementing Social Justice Leadership For Diverse Student Populations, Stefani Morrow

Electronic Theses and Dissertations

The purpose of this qualitative study was to explore superintendents’ perceptions of implementing social justice leadership strategies within their K-12 school systems. The study sought to identify how superintendents leveraged the components of social justice leadership in the pursuit of equity for diverse student populations. The researcher conducted the study using interpretive phenomenological analysis methodology to examine the lived experiences of eight Texas superintendents with experience leading equity-focused agendas in their respective districts. The study’s participants included superintendents with experience ranging from 18 months to 16 years, representing districts from small rural areas to major suburban regions. Each participant engaged …

Sweating The Small Stuff: Exploring Consequence Assignments And Academic Outcomes In A No-Excuses Charter Network, John G. Stevens

Theses and Dissertations

Schools utilize a range of consequences to maintain order and safety. Some employ zero-tolerance policies accompanied by exclusionary tactics like suspension (Martinez, 2009; Muschert et al., 2014). Suspensions are criticized for their disproportionate assignment to students who are Black, male, assigned an IEP, and receiving lunch assistance (Cholewa et al., 2018; Skiba et al., 2002), as well as their deleterious associations with academic achievement (Chu & Ready, 2018; Morris & Perry, 2014; Noltemeyer et al., 2015). Charter schools espousing a no-excuses philosophy often adopt a “Sweat-the-Small-Stuff” (STSS) approach focused on correcting minor (mis)behaviors to prevent more egregious ones (Whitman, 2008). …

Transformational Leadership Teams And Implementing Multi-Tiered Systems Of Support [Mtss] In The Context Of An Urban All-Male Catholic High School: Bridging The Gap To Academic Identity And Student Efficacy, Markeise R. Russell

Dissertations

This study explored the implementation of Multi-Tiered Systems of Support (MTSS) at Garfield High School, an urban all-male Catholic high school in Chicago. The study aimed to understand the perceptions and experiences of school leaders and stakeholders in facilitating MTSS implementation. Using Tony Wagner's 4C Framework of Context, Culture, Conditions, and Competencies, the researcher assessed the current state ("As-Is") of the MTSS and envisioned the desired future state ("To-Be"). A qualitative research design was employed, involving interviews, focus groups, and document analysis to gather in-depth insights from administrators, teachers, and support staff. The purpose of the study was to identify …

Analysis Of Policy Implementation: Improving Reading Proficiency Outcomes For All Students, Mariela Magro-Malo

Education Theses and Dissertations

This dissertation investigates the implementation and impact of reading improvement initiatives mandated by Texas House Bill 3 (2019) within a Texas school district. By applying improvement science principles, the study employs a mixed-methods embedded research design to evaluate the alignment of district practices with the Science of Reading and assess the effectiveness of systemic approaches in enhancing student reading outcomes. The research identifies statistically significant improvements in reading achievement, particularly in kindergarten, following the adoption of a phonics curriculum and mandated reading assessment tools. However, the findings also reveal challenges, notably the disconnect between policy understanding and practical implementation among …

Black Superintendents’ Perceptions On The Effectiveness Of Diversity And Equity Professional Development In New Jersey Schools, Tanisha Hinton

Seton Hall University Dissertations and Theses (ETDs)

Providing an accessible and equitable education for all students has been an ongoing process mandated by the Managing for Equality and Equity initiative to close the achievement and opportunity gaps among students. This qualitative study examined Black superintendents' perspectives about the effectiveness and impact of diversity, equity, and inclusive initiatives in majority White staffed school districts in New Jersey. Furthermore, the study explored the perceptions of Black superintendents across different regions of New Jersey to understand if there were significant differences in how DEI initiative was perceived. Semi-structured interviews were conducted with 8 Black superintendents and the data was analyzed …

Twenty Years Of Community-Based College Success: Oral Histories From Practitioners, Partners, And Peer Mentors Supporting City University Of New York (Cuny) Students, Benjamin J. Carey

Dissertations, Theses, and Capstone Projects

For the past twenty years, community-based college success programs have supported a generation of young people entering all twenty-five City University of New York (CUNY) Colleges. As the country’s largest urban university system, CUNY has historically been a major engine of economic mobility for young people in New York City. However, gaps in academic preparation and navigational support have weakened student persistence and graduation rates. Community-based organizations (CBOs) that have provided college access support to New York City public school students since the 1980s began to extend their services into college to provide targeted interventions and improve student outcomes. Grounded …

Remade Radical: Design Artifacts Of A Third World Future, Yasmine Hassan

Masters Theses

Remade Radical draws inspiration from the existing practices of informal making and reuse prevalent in Black and brown immigrant and working-class communities in order to reimagine maker culture and the field of industrial design as a whole. These improvisational practices–known by a number of different names across the globe, including jua kali (Kenya), gambiarra (Brazil), jugaad (India), and even hood engineering (United States)–are oftentimes viewed as inevitable byproducts of waste and artifacts of besiegement from the world’s wealthiest nations. Yet within these practices lies a tangible counterpoint to the material excess and rampant consumption made possible through the continued exploitation …

Reframing Latine & Indigenous Newcomer Students As Policymakers: Addressing Barriers To Attendance Through Ypar, Amanda Monique Vivanco

Master's Theses

This youth participatory action research investigates the barriers to attendance that recently immigrated Latine/Indigenous-identifying emergent multilingual high school students aged 18- 21 face. This action research aims to restore power to this population by providing the opportunity to participate as co-researchers, sharing their perspectives, opinions, and solutions to the issues that directly affect them. A group of six students from a small continuation school participated as co-researchers in a single session student-led focus group designed to elicit student perspectives, including their attitudes towards school attendance policies, experiences with attendance, and ideas for improvement. The first chapter explains the problem, demonstrating …

The Lived Experiences Of High-Performing Black Male Students With Advanced Placement Courses, Griselda Almonte-Delgado

Seton Hall University Dissertations and Theses (ETDs)

Black male students are underrepresented in Advanced Placement (AP) courses. Studies on the perspective and experiences of high performing Black male students with Advanced Placement (AP) is limited. Available research indicates that high performing Black students are enrolled at half the rate of White students both nationally and locally in Advanced Placement (AP) courses (Dept. Of Civil Rights, 2021). Research uncovers multifaceted factors influencing enrollment, ranging from personal motivation to systemic barriers. To qualitatively address this dissonance, this research used Attribution Theory as its framework to examine the lived experiences and perceptions of eight high performing Black male students from …

Why Not The School-To-Scholar Pipeline? Changing The Narrative Through School Leadership, Marne Renee Foster

Dissertations

The overrepresentation of Black students in exclusionary practices in public K–12 education, such as detention, suspension, expulsion, and misplacement into special education, contributes to the school-to-prison pipeline (STPP). This phenomenon leads to truancy, academic failure, and involvement in the juvenile justice system. In contrast, the school-to-scholar pipeline (STSP) has an inverse relationship with the STPP and views students as scholars in training, ultimately linking them to careers or college. Research has indicated that school administrators’ mindsets, along with teacher bias, play a significant role in perpetuating exclusionary practices and racial disparities (Gullo & Beechum, 2020; Skiba, Chung et al., 2014). …

Exploring Teacher Agency And Student Engagement: A Case Study Of An Urban High School In The United States, Alexandra M. Kirby

Educational Studies Dissertations

Using a mixed-methods case study design, this study explored teacher agency, student engagement, and the relationship between these two complex constructs at a Northeastern urban high school, “City High School” (CHS). Teacher agency refers to the level of control or power teachers have in their classrooms and in a school system as well as to feelings of belonging, of being supported, and of competency. Fredricks et al. (2004) suggest student engagement is an intricate construct that includes behavioral, emotional, and cognitive engagement. A social constructivist and critical theory lens informed the research. Three guiding research questions focused on teacher agency …

Perceptions Of Teachers And Administrators On Inclusive Practices For Students With Special Needs, Jury Segers

Graduate Theses & Dissertations

This qualitative case study explores the intricate dynamics between regular education teachers, special education teachers, and administrators within the context of inclusive education and was guided by three research questions: (1) What is the existing relationship between regular education and special education teachers? (2) What role do administrators play in fostering collaborative relationships between co-teachers? (3) How does this relationship impact inclusive practices for students with special needs? Data were collected through a survey, one-on-one interviews, and focus group discussions, revealing three primary themes: leadership and direction, training, and challenges.

The findings highlight the critical role of leadership in shaping …

Brilliance Unbothered: A Phenomenological Exploration Of The Influence Of The Impostor Syndrome On Black Graduate Women Enrolled In Master’S Level Programs At Predominantly White Institutions, Phyllis Clark

Graduate Theses, Dissertations, and Capstones

Framed within Hill-Collins' (2009) Black feminist thought, this study delves into the emergence of the impostor syndrome construct among Black graduate-level women in higher education. Despite the growing literature on impostor syndrome and its consequences across various demographics and sectors, inadequate scholarly attention has been dedicated to comprehending the specific challenges faced by Black women in education. Nine participants enrolled in Master's programs at predominantly White institutions were engaged in this exploration. Consistent with most of the existing literature, findings accentuated the pivotal role of educational attainment for Black women, who consistently outpace other groups. Interviews further unveiled a relentless …

The Sound Of Silence: The Educator’S Perspective On Silence During Staff Meetings, Anne Zito Edd, Karen H. Larwin Phd

Journal of Organizational & Educational Leadership

Staff meetings are a regular occurrence in schools, yet both teachers and principals typically report dissatisfaction with these meetings. The current investigation seeks to understand the viewpoints of public-school teachers on silence during staff meetings. This was the first known investigation on the topic using Q methodology. Data analysis extracted three distinct viewpoints: Get the Party Started, I Don’t Care Anymore, and Don’t Stop Believin’. This study provides the results of data analysis, responds to research questions, and makes recommendations for meeting design and facilitation. The findings indicate how the principal facilitates the meeting seems to have …

Principals Staying In Concentrated Poverty School Districts: Voices From Within, Mark Wilke

Dissertations

School principals are facing an increase in demand and challenges from district, state, and federal agencies for improvements both behaviorally and academically. Each year, more school principals exit their positions for other professions. The concentrated poverty school districts have been hit the hardest by this exodus.

The purpose of this basic qualitative study is to examine why some principals within concentrated poverty school districts remain in their positions, especially when they are located near other districts with much lower poverty concentrations. The factors of interest are issues such as district leadership support for principals, compensation, climate and culture of the …

"Success Is The Only Option", Sherene A. Carpenter Phd

National Youth Advocacy & Resilience Conference

"Success Is the Only Option". Reflective, Engaging, Imperative. Often times teachers place grades on report cards without analyzing or reflecting. Interesting conversations take place when teachers are presented with a chart displaying the number of As and Bs compared to the number Ds and Fs. What does a snapshot of your classroom, school, or district reveal about both student and teacher academic success? This presentation allows participants to identify resolutions to barriers, as well as receive tools that enhance student/teacher engagement - as Academic Success Is the Only Option.

The Gen Z Heritage Learner: Redefining The Shl Program For A Post-Pandemic Generation, Alejandro Acero Ayuda

11th National Symposium on Spanish as a Heritage Language (Archived)

The purpose of this presentation is to reflect on some of the perspectives, beliefs and policies that lie behind the definition, understanding and framework of ‘success’ (Beaudrie, 2020) according to the Spanish Heritage Language (SHL) programs, and the design on which these programs rely to develop their curricular foundation for the upcoming generation of heritage learners.

How ‘success’ materializes depends on what is the specific profile of Heritage Language Speaker (HLS) used as reference according to each SHL program’s perspective (Carreira, 2012). The larger vision upheld on what is the SHL Education specific purpose, deeply influences the theories and perspectives …

Administrators’ Perceptions Of School Resource Officers’ Preparedness To Work With Black Girls, Kashon N. Lopes

Seton Hall University Dissertations and Theses (ETDs)

School safety is a topic of concern across the nation today because images of mass shootings and violence in schools receive heavy media coverage. Different strategies have been enacted to keep people safe including metal detectors, video surveillance, strict discipline policies, and armed personnel. Some of these strategies such as zero tolerance policies and school resource officers have received scrutiny from activist groups such the American Civil Liberties Union because they are attributed with the trend known as the school-to-prison pipeline (ACLU, 2013). This trend poses that strict policies and the presence of law enforcement in schools pushes minority children …

Learning To Lead With An Equity Lens: A Case Study Of A Principal Residency Program, Maurice L. Davis

Dissertations of Practice

School districts throughout the United States are challenged with the plague of educator turnover. In particular, building principals are exiting school buildings causing gaps in system consistencies leading to negative perceptions of school culture and decreases in student achievement. Universities are working to assess and redevelop principal preparation programs (PPPs) to support principals and the skill sets needed to be successful within schools today. By increasing the skill of a building principal to lead using an equity lens and developing theories of action to address the frustration initiated by urban school working conditions, principals may develop a greater sense of …

A Call To Serve: Novice Urban Catholic School Teachers' Sense Of Purpose In Life, Compassion, Faith, And Justice, Ella Anghel, Kierstin M. Giunco, Audrey A. Friedman, Myra Rosen-Reynoso, Charles T. Cownie Iii, Cristina J. Hunter

Journal of Catholic Education

Educators are instrumental in nurturing students’ sense of purpose, particularly in urban schools. Consequently, these educators must not only have a strong sense of purpose but also possess other key virtues. This mixed-methods study explores these virtues among a group of 30 urban Catholic school teachers. They responded to scales measuring purpose, compassion, faith, moral development and agency, and completed a modified Youth Purpose Interview online. Scores were compared to those of the original samples upon which these scales were validated as they were also emerging adults. Participants scored significantly higher on almost all scales than the original samples. These …

The Establishment And Sustainment Of Trauma-Informed Culture Perspectives Of Trauma-Sensitive Principals In Elementary Public Schools, Elizabeth R. Foreman

Educational Leadership & Policy Studies Dissertations - Archive

The COVID-19 pandemic brought much awareness to the public education system and the role it plays in alleviating the adverse effects of childhood trauma. However, extant literature has focused mainly on classroom-level interventions rather than school-wide interventions implemented by school leadership. This study examines the perspectives of trauma-sensitive principals in public elementary schools on implementing TIPs. The research questions that guided this study are as follows: What are elementary principals' perceptions regarding implementing school-wide TIPs? What are the leadership approaches of principals in trauma-informed schools? Two findings were identified: (1) principals proactively establish a trauma-informed culture, and (2) principals sustain …

The Personal Is Political: School Board Members’ Motivation For School Governance, Andrew Lobdell

Dissertations of Practice

Understanding the motivation behind school board members' governance is crucial for ensuring the effectiveness of public schools. This research aims to analyze the motivations of five newly elected board members and compare them with past research on governance and motivation. The leadership qualities of school superintendents also impact governance and can influence board members' motivations for running and serving their communities. Similarly, board members' motivations can affect how superintendents lead their districts and prioritize different topics. The research is divided into three papers. Paper 1 reviews existing literature and is organized into three distinct sections that explore school board governance, …

Mc Means Mentor The Child: Examining School-Based Hip-Hop Clubs For Youth Empowerment, Leadership Development, And Capacity For Change, Daniel Wolford

Theses and Dissertations--Educational Leadership Studies

This dissertation examined the relationship between students in a school-based hip-hop club and their ability to develop leadership capabilities through club activities. This study followed a hip-hop club at an urban high school in the Midwest to better understand how hip-hop spaces impact youth participants. The participants included four current members of the club and three alums, all of whom were African American. This study used qualitative methods through heuristic inquiry to understand the phenomenon of hip-hop clubs. Data collection methods included session notes, musical creations, semi-structured interviews, and a Microsoft Teams group chat. Additional heuristic data was collected through …