5870 research outputs found
Sort by
On the Road to the Promise Land: A Comparative study of 19th and 20th Century Black Activism to the Black Lives Matter Movement
Get PDFThe most recent development of the civil rights struggle is development of the grassroots organization Black Lives Matter. This movement and organization highlights ending the ongoing oppression of African Americans in the twenty-first century. This work will partly discuss the history of the Black Lives Matter movement and the incidents that occurred in the past to the present day and compare the strategies and tactics used by the modern activists to the strategies and tactics of past Black activist movements, particularly the abolitionist movement, early 20th century advocacy, the Civil Rights movement and the Black Power movement. The overall strategies and tactics of Black Lives Matter Activists are comparable to the Black Power movement, the civil rights movement, early twentieth-century advocacy, and the abolition movement. The abolitionist movement laid the groundwork for every other movement after, including the Black Lives Matter movement. Black Lives Matter activists use some of the same strategies and tactics of the past. The use of the media to portray a message is present in all movements although differently in each one. The evolution of black nationalism is also present in each movement. Each movement through the centuries used some method of indirect and direct action to upset the current situation in favor of African and African Americans. Activists worked to sway the nation through peaceful means such as legislature, political tactics or marches, or they took a direct approach with boycotts, stand – ins or outright rebellions for the rights of African Americans. The tactics and strategies of each movement marginally each group of activists pushed to end the oppression of African Americans.
Keywords: African Americans, Civil Rights, HistoryIntroduction 1 -- Chapter I Abolitionist and Black Lives Matter Strategies 12 -- Chapter II Early 1920s and Black Lives Matter Strategies 40 -- Chapter III Civil Rights Movement and Black Lives Matter Strategies 68 -- Chapter IV The Black Power Movement and Black Lives Matter Strategies 102 -- Conclusion 131Aiello, ThomasLovern, LavonnaByrd, MelanieM.A.Histor
Middle School Mathematics Teachers’ Perceptions of Culturally Responsive Teaching
Get PDFAfrican American students in K-12 classrooms have struggled to achieve at the same level as their Caucasian peers in the mathematics classroom. The achievement gap between African American students and their Caucasian, Hispanic and Asian peers is a concern for administrators, teachers, and parents. Educators are being tasked to examine their pedagogy to determine how tCritical Race Theory;
his achievement gap can be narrowed in mathematics. Middle school mathematics teachers who make academic gains with African American students have a specific skill set. The purpose of this interpretive qualitative study was to understand middle school teachers’ perceptions of the role of culturally responsive teaching strategies in teaching mathematics to African American middle school students.
A qualitative study was conducted using an interpretive research design. Semi structured interviews were conducted with five middle school mathematics teachers. Key findings in the study revealed that middle school teachers demonstrating success with African American students have key pedagogical and personal characteristics in common. The data from the interviews were analyzed and yielded the following major themes: building on students’ prior experiences, relationships and trust, empathetic and caring teachers, encouraging students to leverage their social capital, and reflection. Results from the qualitative analysis of interview responses showed that math teachers are engaging in a continuous cycle as they attempt to build on students’ prior experiences, create relationships and trust, become empathetic and caring teachers and encourage students to leverage their social capital. Teachers of African American students do all these things while reflecting on each practice and adjusting as they work through the cycle.
Keywords: culturally responsive teaching, African American,
middle schoolChapter I INTRODUCTION 1 -- Statement of the Problem 5 -- Purpose of the Study 7 -- Significance of the Study 7 -- Conceptual Framework 8 -- Critical Race Theory 8 -- Cultural Wealth Model 9 -- Culturally Responsive Pedagogy 10 -- Culturally Responsive Mathematics Teaching 12 -- Research Design 14 -- Research Questions 14 -- Definition of Terms 14 -- Limitations of the Study 15 -- Summary 16 -- Chapter II REVIEW OF LITERATURE 18 -- Culturally Responsive Teaching 21 -- Teacher Self-Efficacy and Perceptions of Culturally Responsive Teaching 22 -- Pre-Service and Professional Development of Culturally Responsive …………Teaching 23 -- The Role of Culturally Responsive Instruction 26 -- Culturally Responsive Teaching in Urban Settings 28 -- Culturally Responsive Teaching and African American Teachers 30 -- Culturally Responsive Teaching and Mathematics Instruction 32 -- Culturally Responsive Math Teachers 32 -- Mathematics Instruction of African American Students 34 -- Underperformance of African American Students in Mathematics 35 -- Characteristics of Successful African American Males 36 -- Characteristics of Successful African American Female Students 37 -- Successful Math Strategies for Teaching African American Students 39 -- Characteristics of Successful Mathematics Teachers 40 -- Summary 42 -- Chapter III METHODOLOGY 43 -- Research Design 43 -- Research Questions 44 -- Research Site 44 -- Participants 45 -- Consent to Initiate Study 46 -- Consent to Participate in Study 46 -- Interview Procedures 47 -- Researcher-Interviewer 47 -- Data Analysis 49 -- Validity and Trustworthiness 51 -- Memos 51 -- Collecting Rich Data 51 -- Triangulation 51 -- Iterative Questioning 52 -- Respondent Validation 52 -- Summary 52 -- Chapter IV RESULTS 53 -- Data Analysis and Findings 53 -- Brief Profiles of Participants 54 -- Stephen 54 -- Torie 55 -- Tiffany 55 -- Elizabeth 55 -- Nicole 55 -- Themes from Research Question I 55 -- Research Question 1 55 -- Themes from Research Question 2 66 -- Research Question 2 66 -- Summary 69 -- Chapter V 71 -- DISCUSSION AND CONCLUSIONS 71 -- Research Design 71 -- Research Questions 72 -- Discussions 73 -- Building on Students Prior Experiences 74 -- Encouraging Students to Leverage their Cultural Capital 75 -- Relationships and Trust 75 -- Empathetic and Caring Teachers 76 -- Reflective Teachers 77 -- Theoretical and Conceptual Frameworks 78 -- Cultural Community Wealth Model 78 -- Culturally Responsive Mathematics Teaching 82 -- Research Question 1 85 -- Research Question 2 86 -- Limitations of the Study 87 -- Conclusion 87 -- Recommendations 88 -- Appendix A: Participant Consent Form 98 -- Appendix B: IRB Approval 100 -- Appendix C: Informed Consent 102 -- Appendix D: Interview Protocol 105Hull, KarlaPaine, DeborahDeLeeuw, WilliamMarshall, Johnnie L.Ed.D.Education in Curriculum and Instructio
Odum Library (Valdosta State University) Annual Report for Fiscal Year 2022
No full text1 electronic record, PDF, 55 pages, 1311315 bytes.Odum Library (Valdosta State University). Annual Report for Fiscal Year 2022. Library annual report, 2022. Valdosta State University. Valdosta, Georgia
An Evaluation of Changes to the Specialty Crop Block Grant Program as a Result of USDA’s 2016 Quantitative Performance Measurement Requirements
Get PDFThis research examined the impact of the United States Department of Agriculture’s 2016 implementation of performance measures on the Specialty Crop Block Grant Program (SCBGP) to determine the effects of pre-set quantitative outcome measures on an existing block grant program in the understudied realm of federal agricultural food programs. Beginning with the New Public Management reforms of the 1990s, the topic was explored within the history of the federal government’s incrementally bound emphasis on numerical output measures to quantify interim and final results for its state block grant programs. The study also built on prior evaluations of the SCBGP which identified widespread stakeholder dissatisfaction with the 2016 measures. This quantitative study, framed within the context of systems theory, collected 13 years of SCBGP projects from all 50 states, then classified each project as either research or non-research. From there, three sets of project data were parsed and analyzed: that for Georgia, the other 49 U.S. states, and the 10 other states that receive funding similar to Georgia’s. It was determined that the introduction of performance measures effectively changed the SCBGP from a program that once mostly funded non-research projects to one that funded a significantly higher proportion of research projects. The implications of this change were explored and discussed in terms of what this shift might mean for states as they administer their SCBGP programs, as well as its bearing on the larger realm of federal-to-state agricultural grants administration.
Keywords: SCBGP, Farm Bill, systems theory, incrementalism, federal-to-state grants, New Public Management, performance measures, agricultural research fundingChapter I: INTRODUCTION 1 -- Statement of the Problem 3 -- Purpose 5 -- Research Questions and Hypotheses 7 -- Significance of Study 9 -- Conceptual Framework 11 -- Summary of Methodology 13 -- Limitations 13 -- Overview of Chapters 14 -- Chapter II: REVIEW OF LITERATURE 17 -- History of the SCBGP 18 -- SCBGP Funding Allocation and Project Selection 20 -- Prior Studies of the SCBGP 24 -- Incrementalism, NPM and Federally Mandated Metrics 28 -- Quantitative Measures to Improve Performance 33 -- Performance Metrics for the SCBGP: Current and New 36 -- Systems Theory as a framework to Study the SCBGP 41 -- Conclusion 43 -- Chapter III: METHODS AND PROCEDURES 48 -- Overview of Problem and Purpose 48 -- Paradigm and Methodology 49 -- Research Questions and Study Design 52 -- Data Collection 54 -- Data Analysis 62 -- Reliability and Validity 64 -- Limits of the Research 66 -- Population Size 66 -- Causation. 66 -- Conclusion 67 -- Chapter IV: RESULTS 70 -- Data Analysis and Results by Question 71 -- RQ1 71 -- RQ2 75 -- RQ3 78 -- Summary of Findings 81 -- Conclusion 84 -- Chapter V: DISCUSSION 87 -- Summary of Findings 88 -- Interpretation of Findings 89 -- Implications and Recommendations 96 -- National Level. 96 -- State Level. 99 -- Study Limitations and Further Recommendations 102 -- Conclusions 104 -- REFERENCES 106Peterson, BonniePeterson, JamesCaverly, MatthewD.P.A.Public Administratio
Examination of High School Students’ Self-Efficacy, Motivation, and Achievement in Response to Formative Assessment Lesson Implementation
Get PDFThe intent of this study was to investigate changes in students’ self-efficacy, motivation, and achievement related to Formative Assessment Lesson (FAL) implementation in the Algebra 1 classroom. The effect of FAL implementation on students was examined using an embedded experimental model. Students’ self-efficacy and motivation were measured using the Sources of Middle School Self-Efficacy (SMSSE) and Activity Feeling States (AFS) scales. Student achievement was measured using a researcher-created test built from questions intended to prepare students for the Georgia End-of-Course (EOC) Test. Qualitative data were collected from monthly teacher logs and teacher interviews conducted at the end of the school year.
The data were analyzed by t-test, correlation analysis, and directed content analysis. Although no statistically significant differences were present for self-efficacy, motivation, and achievement between students who participated in FALs and those who did not, the descriptive results and qualitative results suggested that FAL implementation might affect students by targeting subcomponents of self-efficacy and motivation as well as student achievement. In addition, FAL implementation might influence teachers by challenging them to move from traditional instructional strategies to instruction focusing on students and providing more opportunities for student inquiry.
Keywords: Formative Assessment Lesson, High School Mathematics, Motivation, Self-Efficacy, Student AchievementChapter I: INTRODUCTION 1 -- Overview 1 -- Purpose of the Study 8 -- Research Questions 9 -- Theoretical Framework 11 -- Methodology 14 -- Significance of the Study 17 -- Assumptions, Limitations, and Delimitations 18 -- Assumptions 18 -- Limitations 18 -- Delimitations 21 -- Definition of Terms 21 -- Summary 22 -- Chapter II: LITERATURE REVIEW 23 -- Educational Reform 23 -- Formative Assessment 28 -- Formative Assessment Lessons 32 -- Self-Efficacy 36 -- Motivation 41 -- Summary 47 -- Chapter III: METHODOLOGY 49 -- Research Questions 49 -- Research Design 50 -- Population and Sample 52 -- Population 52 -- Sample 54 -- Description of Intervention 56 -- Instrumentation 59 -- Quantitative 59 -- Qualitative 62 -- Validity and Reliability 63 -- Quantitative 63 -- Qualitative 66 -- Data Collection Procedure 67 -- Quantitative 67 -- Qualitative 69 -- Data Analysis 70 -- Summary 73 -- Chapter IV: RESULTS 74 -- Results for Research Question 1 74 -- Quantitative Data 74 -- Qualitative Data 87 -- Results for Research Question 2 91 -- Quantitative Data 91 -- Qualitative Data 96 -- Results for Research Question 3 99 -- Quantitative Data 99 -- Qualitative Data 100 -- Results for Research Question 4 103 -- Quantitative Data 103 -- Qualitative Data 105 -- Results for Research Question 5 107 -- FAL Preparation 108 -- FAL Implementation 109 -- Effects of FAL Implementation 110 -- Future FAL Implementation 111 -- Summary 112 -- Research Question 1 112 -- Research Question 2 116 -- Research Question 3 119 -- Research Question 4 121 -- Research Question 5 123 -- Chapter V: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 126 -- Related Literature 126 -- Methodology 129 -- Summary of Findings 131 -- Research Question 1 131 -- Research Question 2 134 -- Research Question 3 136 -- Research Question 4 137 -- Research Question 5 139 -- Discussion of Findings 140 -- Self-Efficacy 141 -- Motivation 144 -- Achievement 148 -- Relationships Among Self-Efficacy, Motivation, Achievement, and -- FAL Implementation 150 -- Teacher’s Perceptions of Impact of FAL Implementation 152 -- Limitations of the Study 154 -- Implications for FAL Implementation and Future Research 156 -- Conclusion 159 -- REFERENCES 161Hsiao, E-LingRen, XiaoaiGonzalezers, Heidi C.Ed.D.Education in Curriculum and Instructio
Perceived Racial Disparity in Police Use of Lethal Force
Get PDFThis study used seven analyses to examine predictive factors associated with race and age in police use of lethal force and differences in age and gender of subjects engaged in lethal force incidents with police. The analyses conducted include multinomial logistic regression (MLR), general linear model ANOVAs (GLM ANOVA), Welch F tests, chi-square, and eta correlation. The theoretical overlay of the analyses was reflective of two opposing, predominating themes in the literature regarding police use of lethal force. One is institutional or systemic racism results in the targeting of young black males with lethal force. The other is police work, including lethal force, is precipitated by crime. The results suggest that killings of Black subjects and subjects from other races are disproportionate to those of their White counterparts, but that difference, although statistically significant, accounts for a small amount of variance, approximately 15%, in the race of subjects. Additional results indicate that the variance in age of subjects killed by police among other contextual factors is less than 7%, which indicates that neither model has strong predictive strength. Further, the age of minority subjects killed by police differs by approximately four to eight years when compared to White subjects, with Black subjects being nearly eight years younger than White subjects, and there are minimally discernable differences by proportion in the gender of subjects killed by police, regardless of race, armed status, weapons involved, threat level, mental illness, and location of the lethal force incident. Although the study produced many statistically significant results, variances and effect sizes were small, rendering them less reliable for influencing law enforcement policy but a sound starting point for related future dialogue. Finally, neither theory about police use of lethal force was solidified, pointing toward the need for more research on the topic for policy changes in law enforcement to be validly implemented.Peterson, BonniePeterson, James WBaracskay, DanielD.P.APublic Administratio
Underrepresentation of African American Female Senior Administrators in Southeastern Colleges and Universities in the US
Get PDFThis research investigated four African American females’ comprehension of their life and career trajectories in senior administration jobs. I explored how the race and social status of women influences and shape their leadership roles as practicing female senior administrators. This study highlights the women’s efforts to excel with a focus on the influence of their race and gender as senior administrators. Based on the literature review, I outlined some of the main trends of the intersection of race and gender in female senior leadership. The analytical framework used to frame the data comprised four conceptual strands: 1) advisors and mentors, 2) increasing visibility in the work place, 3) Black Tax, and 4) beating the odds. The findings suggest that African American senior administrators will likely succeed because they devised survival strategies to help them overcome racial and misogynistic challenges in America. The data revealed the women’s struggles to stay visible and essential. Through the study, I demonstrated that African American women’s leadership isn’t just about their strength and resilience. It is about how consistently they rise to overcome challenges for the good of all. The data from the participants show the strategies to address the social, political, and economic challenges they face being Black and female in White male-dominated spaces. I describe the nature and type of research that can raise awareness of the need to level the playing field for African American women in leadership, which can form the basis of further research. My study was based on data collected from African American female senior administrators. Future studies need to extend the database by studying other stakeholders involved in administration: White male and female leaders and Black male leaders to broaden the context.
Keywords: African American, Female, Senior Administrators, Leadership, Race, Social StatusChapter I: INTRODUCTION 1 -- Statement of the Problem 2 -- Purpose 3 -- Research Questions 3 -- Study Significance 3 -- Conceptual Framework 4 -- Summary of Methedology 6 -- Limitations 6 -- Chapter Summary 6 -- Definition of Terms 7 -- Chapter II: REVIEW OF LITERATURE 10 -- Literature Search Strategy 11 -- Conceptual Framework 12 -- Literature Review Related to Key Variables and/or Concepts 14 -- African American Women in Higher Education 14 -- Barriers of African American Females on the Path to and in Senior-Level Administration 15 -- Institutionalized Racism 17 -- Discriminatory Hiring Practices 19 -- Discriminatory Granting Of Tenure 20 -- Discrimination Of The Concrete Ceiling 21 -- The Impact Of Intersectionality 22 -- The Impact of Social Perception of African American Women in Leadership 23 -- Women’s Perspective Skewed by the Impact of Social Perception 25 -- Identity Shifting and Role Incongruity 27 -- Life and Career Experiences of African American Females Seeking and in Senior-Level Administration 28 -- Strategies Utilized to Improve Opportunities for African American Females in Senior-Level Administration 32 -- Recognizing The Value Of Minority Representation In Student Outcomes 39 -- The Role of Mentorship 40 -- Summary and Conclusions 41 -- Chapter III: METHODOLOGY 45 -- Overview 45 -- Research Design 45 -- Site Selection and Description 46 -- Participants 47 -- Instrumentation 48 -- Data Collection 49 -- Data Analysis 51 -- Validity 52 -- Credibility 54 -- Conformability 55 -- Dependability 55 -- Transferability 55 -- Ethical Considerations 55 -- Summary 56 -- Chapter IV: Participant Profiles 57 -- Chapter V: Themes 120 -- Chapter VI: Discussion and Conclusion 165 -- References: 186Tsemunhu, Rudo E.Gunn, NicoleChaumba, JosephineEd.D.Education in Leadershi
The Experiences of African American Female Students as a Result of Exclusionary School Suspensions
Get PDFI investigated six African American female students’ perceptions of exclusionary discipline and its impact on their education. I examined how their childhood and school years shaped their roles as high school students. This study contributes to the limited academic literature on African American female students, focusing on the intersection of their race and gender obstacles they overcame to find success as high school graduates. It also uses women’s voices in rural South Georgia to tell their own stories. To understand the young women’s main characteristics of receiving exclusionary discipline and affecting their risk of dropping out of high school, I used two theoretical frameworks: Critical Race Theory and Black Feminist Thought. I developed three analytical themes from the data: 1) strained relationships, 2) power of one, and 3) fighting to survive. The findings suggest that African American female students felt targeted and unheard in school. Many participants made choices based on their home and community experiences. The findings also suggest that African American female students adapted their behaviors to survive in a White middle-class school system. The participants illustrated resilience and persistence to graduate. The social, political, and economic challenges African American female students face in their day-to-day lives influenced their school behavior and academic performance. The findings from this study are significant for educators, parents, students, teacher preparation programs, and lawmakers because the exclusionary discipline of African American female students needs to be addressed in an effort to reduce the number of suspensions.Gunn, Nicole P.Ruttencutter, Gwendolyn S.Jieun, YouEd.D.Education in Leadershi
Hispanic History
Get PDFItem contains a PDF file with 5 pages excluding a title pageThese newspaper pages are detailing the second annual Hispanic Heritage Month celebration. The celebration took place in Cairo Georgia