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Thomasville History Center - Merrill Papers, Documents 1978.32.0192
No full text1 Electronic Record, 37 scans, 38 pages.Merrill Papers, Documents 192. Thomasville History Center Collection – Merrill Papers. Series 2, Box 1978-32. Folder 22. Item 192. Valdosta State University Archives and Special Collections
Case Study of Teachers Using Culturally Relevant Pedagogy with African American Elementary Students
Full text linkA qualitative case study was used in this study to gain insight into six elementary school teachers’ use of culturally relevant pedagogy. The teachers self-identified as culturally relevant teachers who foster high academic achievement, cultivate cultural competence, and develop critical consciousness in students to help them understand and analyze the world’s social order. Through storytelling, interviews, classroom observations, student work, and the participants’ reflections on their practices, this study provides a way to describe how teachers use culturally relevant pedagogy in their elementary classrooms and the approaches they use when teaching African American elementary students. The guiding questions for the research are as follows: What are the experiences of six elementary teachers of African American students who self-identify as using culturally relevant pedagogy in urban elementary schools in the South? What practices do these teachers use to help African American students learn? How do teachers of African American students in urban elementary schools in the South implement culturally relevant pedagogy? The findings provide insight into the practices of those who use culturally relevant practices to improve learning for African American students. The findings showed that each participant provided a picture of how they intentionally built positive relationships in their classrooms by showing care, compassion, and affirmation of praise to students, having high expectations, and pushing their students beyond their comfort zone. Several participants shared their overall purpose and source of motivation for teaching. Each participant shared meaningful ways of engaging students and their home culture while cultivating critical thinking and social awareness through critical content. Provided also were commendations for teacher professional learning, aiming to make their practice of culturally relevant pedagogy more impactful.
Keywords: academic achievement case study, cultural competence, culturally relevant pedagogy (CRP), critical consciousness, descriptive sketchesAbstract i -- List of Tables vi -- List of Figures vii -- Acknowledgments viii -- Dedication ix -- CHAPTER I: INTRODUCTION 1 -- The Problem at Hand 3 -- Background of the Study 9 -- Rethinking the Achievement Gap 10 -- Blaming, Deficit Thinking, and the Birth of CRP 11 -- Concepts Related to CRP 13 -- My Personal Story 17 -- Purpose and Significance of the Study 20 -- Research Questions 23 -- Theoretical Framework 23 -- Cultural Difference Theory 25 -- Cultural Competence Theory 29 -- Validation Theory 32 -- Critical Race Theory 35 -- Definition of Terms 37 -- Summary 39 -- CHAPTER II: LITERATURE REVIEW 40 -- Historical Context of Culturally Relevant Pedagogy 41 -- Culturally Relevant Pedagogy and Critical Race Theory 48 -- Multicultural Education and CRP 52 -- Educating African American Students 58 -- The Emergence of African American Schools 64 -- Disparities and African American Students 68 -- Teachers of African American Students 71 -- Summary 87 -- CHAPTER III: RESEARCH METHODS 89 -- Research Design: Case Study 89 -- Context 90 -- Research Questions 91 -- Participant Selection 92 -- Data Collection 99 -- Interviews 99 -- Observation of the Lessons 105 -- Researcher Memoing Journal 106 -- Artifacts 108 -- Data Analysis 109 -- Transcribing the Data 110 -- Coding 113 -- Pre-coding/Preliminary coding 114 -- The first cycle of coding 118 -- Second cycle coding: Pattern coding. 126 -- Theming the Data 129 -- Validity and Reliability 131 -- Researcher Subjectivity 132 -- Reactivity 136 -- Triangulation 139 -- Creating Biographical Sketches 141 -- Summary 142 -- CHAPTER IV: MEET THE PARTICIPANTS 143 -- Descriptive Sketches 144 -- Participant 1: Brianna 146 -- Participant 2: Nova 150 -- Participant 3: Alexis 155 -- Participant 4: Octavia 158 -- Participant 5: Regina 160 -- Participant 6: Evva 163 -- Summary 166 -- CHAPTER V: DISCUSSION OF MAJOR THEMES 168 -- Discussion of Primary Themes 169 -- Topic 1: Building Positive Relationships 169 -- Building relationships of care. 170 -- Using affirmation and praise to build positive relationships. 175 -- Topic 2: Establishing High Expectations 181 -- Topic 3: Having a Sense of Purpose and Connection 191 -- Topic 4: Using Critical Content Instruction 197 -- Topic 5: Using Unconscious Deficit Thinking and Bias Language 207 -- Topic 6: Lack of Formal Training on Culturally Relevant Pedagogy 213 -- CHAPTER VI: CONCLUSION 223 -- Research Questions Revisited 224 -- Assertions 226 -- Implications for Practice 228 -- Directions for Future Research 231 -- Limitations 232 -- Assumptions and Delimitations 234 -- Final Thoughts 234 -- Summary 235 -- REFERENCES 237Schmertzing, Lorraine C.Schmertzing, Richard W.Suriel, Regina L.Ed.D.Education in Curriculum and Instructio
A Mixed Methods Study of the Roles of Active Learning Strategies and Sense of Belonging in the Integration and Persistence of Nontraditional Students
No full textAs nontraditional student numbers are rising, it is critical to the students’ and to colleges' success to determine what works for the nontraditional student. By using a mixed methods research design to study Tinto’s Integration Theory, the researcher collected and analyzed data to determine whether there are relationships between classrooms’ social integration, academic integration, and the nontraditional student’s intent to persist. This study includes both face-to-face and online nontraditional students. This study used a concurrent triangulation design collecting quantitative survey data and conducting qualitative focus group interviews simultaneously. This design allowed the researcher to analyze the data separately, then compare, contrast, and synthesis the findings. Multiple regression analysis was utilized to determine if there was a relationship between Tinto’s model variables and the nontraditional students’ intent to persist. Qualitative data was gathered concurrently through focus groups. Findings from this study indicate the variables Subsequent Institutional Commitment (SIC) and Initial Commitment to Goal (ICG) as statistically significant predictors (p < .05) of Intent to Persist. Initial Commitment to Goal correlates with previous research conducted (Barnett, 2014). Additionally, Perceived Faculty Understanding (PFU) is shown as a statistically significant predictor (p < .05) of Intent to Persist among online nontraditional students. Qualitative themes of Engagement and Connection support these findings indicating nontraditional students value academic support through faculty understanding. This study provides insight into the nontraditional student’s perspective and provides timely and relevant suggestions. Faculty understanding and commitment to the institution are critical factors that could influence a nontraditional student’s decision to persist and are areas for potential professional development among faculty and institutions.Chapter I: INTRODUCTION 1 -- The Value of Replication in Research 2 -- Statement of the Problem 9 -- Significance of the Problem 10 -- Purpose of the Study 11 -- Definitions 12 -- Research Questions 14 -- Chapter II: LITERATURE REVIEW 16 -- Identifying Nontraditional Students 18 -- Nontraditional Students as Adult Learners 20 -- Nontraditional Student Barriers to Persistence 21 -- Challenges to Nontraditional Online Students 23 -- Tinto's Theory and Nontraditional Students 26 -- Role of Classroom in Student Integration; Classrooms as Communities 31 -- Engaging Classroom Activities Linked to Social and Academic Integration 32 -- Summary 34 -- Chapter III: METHODS AND PROCEDURES 36 -- Population and Sample 38 -- Research Questions 40 -- Procedures 40 -- Quantitative Strand 42 -- Qualitative Strand 43 -- Data Integration 44 -- Reliability and Validity 45 -- Measures and Instrumentation 45 -- Chapter IV: RESULTS 49 -- Chapter V: CONCLUSIONS 102 -- Confirming Prior Research 104 -- Recommendations for Future Research 107 -- Limitations to the Study 108 -- Final Thoughts 108 -- REFERENCES 110Backes, CharlesWaugh, KeithRoberts, DianeEd.D.Adult & Career Educatio
Collaboration, Innovation, and Performance: Analyzing Collaborative Governance, Platforms, and Innovation in the Tennessee RiverLine
No full textCollaborative governance is richly debated in public administration, with some consensus on its parameters and frameworks available to explore defining features. This study examined a less-developed area of collaborative governance: innovation and its effects on performance. Although innovation is a defining element of most examples of collaborative governance, little connection has been made between collaboration, innovation, and performance levels. This study reported the findings of a mixed methods approach to develop measures of collaboration, innovation, and performance and evaluate their effects within a collaborative system. The qualitative analysis provided a framework for understanding the system's intrinsic features, including performance metrics and perceived drivers of collaboration. The research proposed to quantitatively evaluate these features to determine the effects of collaboration and innovation on performance, testing a theory of performance driven by collaboration and mediated by the level of innovation produced by collaborative governance. The findings offered a detailed case study of collaborative governance, governance platforms, and public innovation that is valuable to a more generalizable knowledge of these important aspects of public life. The quantitative results were severely limited by low response rates but represented sound methodology that will be replicable in other research. The research contributed to understanding the relationship between collaboration, innovation, and performance within a collaborative system.Baron, KevinRobbins, JosephLee, KeithD.P.A.Political Scienc
Against All Odds: An Interpretive Qualitative Exploration of African American Males Life Experiences and Strategies for College Graduation Attainment
No full textAfrican American (AA) males face significant challenges in persisting academically and completing college degrees, leading to a widening achievement gap between them and other minority and non-minority groups. Despite efforts to improve low academic persistence rates, AA males continue to underperform compared to their African American female counterparts and other groups in undergraduate degree programs. The graduation rates for AA males at higher education institutions remain less than 40%, and the decline in their college degree attainment can be attributed to various factors such as lack of mentoring, insufficient student support services, inadequate academic preparation, societal expectations that are low or non-existent for their success, and socio-economic factors including high incarceration and homicide rates among AA males aged 18-35. The widening achievement gap limits opportunities for AA males in both education and the workforce, thus posing a significant problem for the United States. This dissertation aims to identify the factors hindering academic persistence and college degree attainment among AA males in higher education and effective strategies that facilitate their academic success.Downey, StevenLairsey, JohnDaCruz, DaCruzNobles, KathyEd.D.Curriculum, Leadership & Technolog
Exploring the Phenomenon of Arts-Based Formative Assessment: Lived Experiences of Elementary Teachers with High Self-efficacy using Arts Integration
No full textThis study aimed to explore the lived experiences of general education classroom teachers (grades 1-5) who have been highly effective in using arts integration and their perceptions of using the arts for formative assessment. The study explored the ways in which teachers with high self-efficacy integrating the arts designed and facilitated arts-based formative assessment as well as teachers’ perceptions of student learning when using the arts to formatively assess. This study used a phenomenological approach to gather insights from eight elementary teachers at eight different schools in a large metro public school district. Data were collected through in-depth interviews, classroom observations, and lesson materials. The findings revealed how arts-based formative assessment methods were used to differentiate diverse learners and make student thinking visible. The findings discussed the different ways arts-based formative assessment can be used when designing rubrics and implementing instruction. Findings linked the learning environment, teacher collaboration and professional learning, and teachers’ growth mindset to high teacher efficacy with assessing arts integration. When exploring teachers’ perceptions of student learning when using the arts to formatively assess, high student engagement, collaboration, and immersion in the creative process were positively associated with social, emotional, and academic growth in students. The study’s findings highlighted implications for teachers, school and district leaders, and arts integration training programs.Hartsell, TaralynnRadcliffe, BarbaraEvans, JennyEd.D.Educatio
Thomasville History Center - Merrill Papers, Documents 1978.32.0346-1978.32.0352
No full text1 electronic record (PDF), 33 scans, 34 pages. 5440339 bytes.Merrill Papers, Documents 1978.32.0346-1978.32-0352. Community Archives: Thomasville History Center – Merrill Papers. Series 2, Box 1978-32. Folder 35. Items 346-352. Valdosta State University Archives and Special Collections
Thomasville History Center - Merrill Papers, Documents 1978.32.0126-1978.32.0131
No full text1 electronic record (PDF), 25 scans, 25 pages. 3081454 bytes.Merrill Papers, Documents 1978.32.0126-1978.32-0131. Community Archives: Thomasville History Center – Merrill Papers. Series 2, Box 1978-32. Folder 15. Items 126-131. Valdosta State University Archives and Special Collections. https://hdl.handle.net/10428/728
Thomasville History Center - Merrill Papers, Documents 1978.32.0144-1978.32.0155
No full text1 electronic record (PDF), 34 scans, 35 pages. 4620433 bytes.Merrill Papers, Documents 1978.32.0144-1978.32-0155. Community Archives: Thomasville History Center – Merrill Papers. Series 2, Box 1978-32. Folder 17. Items 144-155. Valdosta State University Archives and Special Collections
Willie Houseal Black History Month Lecture, February 22, 2024 (Video)
No full text1 electronic record(s) bag with alternative formats and metadata. 3 object files. File size: 46.8 GB. ca004-001-004-001_houseal_bhm-event_20240222_complete.mp4 .mp4 4.64 GB 4,980,871,052Willie Houseal Black History Month lecture recorded at Odum Library (Valdosta State University) on February 22, 2024. Valdosta, Georgia. United States