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Education and Workforce in Rural North Georgia
Get PDFThe purpose of the current study is to explore experiences that can foster the development of resiliency for exceptional youth living in rural underserved communities, especially within a school setting; identify the needs for support and attention with possible different experiences and views from the norm, and add new knowledge to the existing limited knowledge base. The theoretical framework of the personal talent development theory, the theory of successful intelligence, and the social cognitive career theory framed the current study and provided a basis for interpreting the findings through cross-comparison. A basic interpretive approach of qualitative research was utilized as the appropriate research design in order to obtain an in-depth description of the lived phenomenon.
I interviewed nine adult students from one local High School in Cleveland, Georgia. Participants were asked to describe significant experiences that influenced their career decision-making processes. Data were collected through three in-depth interviews, which provided a platform to let the students speak to their experiences. The students articulated the following common experiences that influenced their career decisions: parents, siblings, relatives, teachers, college financial advantage, employment, perceived college rank and reputation based on selected major, and college proximity. The statements obtained during the student interviews provided valuable insight and aligned with previous researcher’s statements linking the conceptual framework and theory with practice. This qualitative study of rural education and workforce development can make an important contribution. Making education relevant to the contextual realities of the student is essential, and support from research helps to identify issues.
Keywords: exceptional youth, local, contextual supports, rural, high school, underserved communitiesChapter I: INTRODUCTION 1 -- Topic and Purpose of this Study 1 -- Chapter II: CONCEPTUAL FRAMEWORK 5 -- My Experiential Knowledge 5 -- Educational Attrition in Rural Communities 6 -- Education Achievement Gaps 7 -- Curriculum Effectiveness in Rural Communities 8 -- Major Factors Affecting Student Decision-Making Processes 9 -- Adequate Preparation and Professional Development 11 -- Linking Theory with Practice 12 -- Chapter III: METHODOLOGY 16 -- Research Questions 16 -- Description of the Population and Sample 17 -- Research Procedures 18 -- Data Analysis 20 -- Validity 20 -- Chapter IV: RESULTS (Findings) 22 -- Overview 22 -- Participants Biographies 23 -- Angela 23 -- Bill 24 -- Craig 25 -- David 26 -- Ed 27 -- Fiona 29 -- Gail 30 -- Heather 31 -- Jenny 32 -- Common Themes 35 -- Summary 59 -- Chapter V: CONCLUSION AND DISCUSSION 63 -- Overview 63 -- Summary of Findings 65 -- Discussion of Findings 67 -- Limitations of the Study 70 -- Implications for Future Research 71 -- Conclusion 72 -- APPENDIX A (REMOVE=IRB APPROVAL) 83 -- APPEN-DIX B (Research statement) 86 -- APPENDIX C (Informed consent) 88Waugh, C. KeithHolliman, Diane C.Wright, DianneEd.D.Education in Adult Career and Educatio
Experiences and Perceptions of First-Generation, Low- Income Students’ First Semester of Dual Enrollment in Georgia
Get PDFThis research sought to understand the experiences and perceptions of first-generation, low-income (FGLI) students enrolled in their first semester of a dual enrollment program (DEP) in a rural county in the southeastern United States. The study followed a basic qualitative design. Participants enrolled in their first semester of college courses during the 2019-2020 school year, were first in their family to attend college, and qualified for the Free or Reduced Lunch (FRL) program. Eight participants were selected, one from each of the following categories: male and female, White and non-White, and high- and low-grade point averages. Data were collected during three interviews and coded by In Vivo, Emotion, Process, and Pattern coding during the analysis process. Five themes were uncovered through the data analysis process including college readiness skills, anxiety, support systems, interactions, and persistence. Implications for practice are provided, including teacher recommendations and surveys within the application process and creating a mentor program to provide support systems for the students. Future research is suggested to include studying the differences in experiences and perceptions of FGLI students in DEPs at 2-year and 4-year colleges, the difference in persistence rates in academic and technical courses for the DEP at 2-year colleges, the differences in anxiety and self-confidence levels for female and male students, and the experiences and perceptions of FGLIs in a DEP during the Covid-19 global pandemic.
Keywords: Dual Enrollment, First-Generation Students, Georgia Dual Enrollment, Dual Credit, Low-Income Students, Concurrent CoursesChapter I INTRODUCTION 1 -- Statement of the Problem 2 -- Summary of Methodology 3 -- Conceptual Framework 3 -- Dual Enrollment and College Preparedness 4 -- Dual Enrollment and Socialization 5 -- Significance of Study 8 -- Delimitations 9 -- Research Questions 9 -- Definition of Terms 9 -- Summary 11 -- Chapter II LITERATURE REVIEW 13 -- History of Dual Enrollment 18 -- Dual Enrollment and Georgia 19 -- Dual Enrollment and Two-Year Colleges 22 -- Dual Enrollment and Rural High Schools 22 -- Dual Enrollment and Technical College System of Georgia 23 -- Dual Enrollment and Type of Courses 24 -- Advanced Placement Courses 25 -- Dual Enrollment vs. Advanced Placement Courses 27 -- College Preparedness 29 -- Self-Efficacy & Social Cognitive Theory 31 -- Underrepresented Populations in Dual Enrollment 43 -- Dual Enrollment and Low Socioeconomic Students 43 -- Dual Enrollment and Gender 45 -- Dual Enrollment and Ethnicity and Race 46 -- Chapter III METHODOLOGY 49 -- Methods 49 -- Rationale for Qualitative Design 49 -- Site & Sample Selections 51 -- Data Collection Techniques 54 -- Managing & Recording Data 59 -- Data Analysis Procedures 60 -- Data Credibility 64 -- Chapter IV DESCRIPTION OF SITE AND PARTICIPANTS 72 -- Introduction 72 -- Site Description 73 -- Descriptions of Participants 74 -- Participant Profiles 74 -- Disclaimer on Participant Identities 74 -- Participant Profile: Abigail 76 -- Participant Profile: Bella 79 -- Participant Profile: Piper 83 -- Participant Profile: Eva 85 -- Participant Profile: Bailey 88 -- Participant Profile: Rango 92 -- Participant Profile: Bo 95 -- Participant Profile: Bolt 98 -- Chapter V RESULTS 101 -- Introduction 101 -- Participant Results 102 -- Participant Results: Abigail 102 -- Participant Results: Bella 108 -- Participant Results: Piper 112 -- Participant Results: Eva 116 -- Participant Results: Bailey 119 -- Participant Results: Rango 124 -- Participant Results: Bo 127 -- Participant Results: Bolt 131 -- Chapter VI ANALYSIS 136 -- Themes 136 -- Discussion of Themes 138 -- Chapter VII DISCUSSION OF RESULTS 152 -- Methods and Procedures 153 -- Research Questions 154 -- Interpretations of Findings 154 -- Research Question #1: 155 -- Research Question #2: 160 -- Limitations 162 -- Implications for Practice 163 -- Recommendations for Future Research 167 -- Conclusion 169 -- REFERENCES 171 -- APPENDIX A: Email Request for Participation 186 -- APPENDIX B: Questions for Qualtrics Survey 188 -- APPENDIX C: Matrix for Participant Selection 190 -- APPENDIX D: Interview Guide 192 -- APPENDIX E: Contact Summary Form 201 -- APPENDIX F: Data Accounting Form 204 -- APPENDIX G: IRB Approval Form 206Bochenko, Michael J.Fiester, Herbert R.Kelly, HeatherLeech, Don W.Ed.D.Education in Curriculum and Instructio
A Phenomenological Study of the Self-Efficacy of Program Completers of the Georgia Teacher Academy for Preparation and Pedagogy
Get PDFColleges and universities are trusted with the responsibility of preparing the professionals of tomorrow. However, the number of individuals seeking a profession in education has been on a steady decline over the past 4 decades (King, 2018). This deterioration of education graduates has exacerbated the issue of poor teacher retention, leading to nationwide teacher shortages. (United States Department of Education [ED], 2017). In Georgia, 26.3% of those hired in 2013 were no longer employed in the Georgia public school system by 2018, leaving thousands of teaching vacancies unfilled statewide (Georgia Professional Standards Commission [GaPSC], 2019). High rates of new teacher attrition have a significant negative financial impact on America’s school districts as 40% of new teachers leave their jobs during their first 5 years of teaching, at an estimated national cost of over $8 billion annually (King, 2018; Phillips, 2015; Sutcher et al., 2019). The purpose of this study was to explore the lived experiences of successful veteran completers of the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP), a non-traditional teacher development program. As more school districts fill vacancies with candidates who have obtained certification through alternative means, the importance of better understanding the experiences of the study participants may increase. This study may benefit organizations involved in the education, certification, and employment of educators. The information gained from this study may also be beneficial to individuals interested in obtaining a teaching certificate through an alternative certification program.
Keywords: Self-Efficacy, Teacher Academy for Preparation and Pedagogy, GaTAPPChapter I 1 -- Overview 2 -- Problem Statement 4 -- Purpose Statement 5 -- Research Questions 5 -- Significance of the Problem 6 -- Conceptual Framework 7 -- Summary of Methodology 15 -- Limitations 17 -- Definition of Terms 18 -- Summary 21 -- Chapter II 23 -- Literature Review 23 -- Experiential Knowledge 25 -- Historical Background of Teacher Training and Certification 27 -- Foundation of Certification 28 -- Normal Schools 29 -- Original Teacher Shortages 29 -- Establishment of Teacher Training and Certification in Georgia 30 -- Teacher Shortages 33 -- Factors of Teacher Attrition and Retention 35 -- Financial Influence 37 -- Rural, High-Poverty, and High-Minority Schools 39 -- School Climate 40 -- Teacher Attrition and Retention in Georgia 41 -- Teacher Shortages in Critical Fields 42 -- Special Education 43 -- Math and Science 44 -- Foreign Language 45 -- Teacher Workforce Supply and Demand 46 -- Alternate Certification 48 -- Georgia Teacher Academy for Preparation and Pedagogy 51 -- Self-Efficacy 55 -- Performance Experience 56 -- Vicarious Experience 57 -- Social Persuasion 59 -- Physical and Emotional States 60 -- Imaginal Experience 61 -- Summary 61 -- Chapter III 64 -- Methodology 64 -- Research Design and Rationale 66 -- Setting 67 -- Role of the Researcher 68 -- Proposed Sampling Technique 70 -- Data Collection Procedures 72 -- Interviews 72 -- Documents 74 -- Researcher Memos 75 -- Data Analysis Procedures 76 -- Issues of Trustworthiness 78 -- Credibility 78 -- Transferability 79 -- Dependability 80 -- Confirmability 80 -- Ethical Procedures 81 -- Summary 83 -- Chapter IV 84 -- Participants 84 -- Abbey 85 -- Desmond 91 -- Martha 97 -- Julia 103 -- Nancy 108 -- Eleanor 113 -- Summary 119 -- Chapter V 120 -- Results 120 -- Discussion of Themes 123 -- School and District Culture 125 -- GaTAPP Experiences 131 -- Self-Efficacy Strategies 136 -- Participant Barriers and Mitigating Strategies 141 -- Summary 142 -- Chapter VI 144 -- Conclusion 144 -- Research Questions: Summary Discussion 146 -- Research Question 1: What are the life and career experiences of successful veteran teachers who completed the GaTAPP in southwest Georgia? 147 -- Research Question 2: What were the perceived barriers of successful veteran teachers who completed the GaTAPP in southwest Georgia? 153 -- Research Question 3: What strategies were used by successful veteran teachers who completed the GaTAPP in southwest Georgia to mitigate completion barriers? 155 -- Implications of the Study 158 -- Implications to School Districts 159 -- Implications to GaTAPP Program Providers 161 -- Implications to GaTAPP Candidates 163 -- Limitations of the Study 165 -- Researcher Bias 165 -- Generalizability 166 -- Sample Size 166 -- Geographic Region 167 -- Purposive Sampling 167 -- Limited Related Literature 168 -- Impact of COVID-19 169 -- Recommendations 169 -- Recommendations for Future Studies 169 -- Increase Sample Size and Expand Diversity 169 -- Specify Grade and Content 170 -- Study Unsuccessful GaTAPP Candidates 170 -- Conduct Quantitative, Mixed Methods, or Longitudinal Studies 171 -- Expand Geographic Region 171 -- Study Effects of COVID-19 Pandemic 171 -- Summary 172 -- References 176 -- Appendix A 191 -- Appendix B 193 -- Appendix C 197 -- Appendix D 199 -- Appendix E 204 -- Appendix F 212Bochenko, Micheal J.Truby, William F.Haralson, J. ShawnWilliams, Lisa N.Ed.D.Education in Leadershi
Metaphysical Times Ostara 2021
Get PDFThis item contains 1 PDF file that has 16 pages with a title page and table of contentsThis volume discusses the values and traditions of Ostara. The volume further discusses the different pacts that can be made in the spring. In addition to the pacts different plants are discussed and how the plants are useful in regards for connecting with nature and the Earth
The Effects of Educational Attainment on Incarceration Sentence Length
Get PDFEducation is known to be valuable, which in turn can be a critical component to the rehabilitation process. Reasoning behind the apparent disparity in sentencing decisions is extrinsic and complicated, although research has provided multiple avenues of explanation. The empirical literature on education and crime has focused almost exclusively on the effects of educational attainment on post-school criminal activity; however, a few studies have attempted to estimate the ‘effects’ of educational attainment on contemporaneous crime. This study will evaluate the level of education that has been attained by federal inmates and see if inmates with some education background have lesser sentences than inmates with no educational background. In order to get the full scope of the independent variable effect on sentence length this study will use crosstabulation. This study plan on using cross-tabulations to describe the relationship between educational attainment and sentence length, while controlling for serious crimes and maximum sentence length. Variable coding will support the analysis. The results from this study showed educational attainment plays a role in sentencing and criminal offenses. The discussion of the findings is important because it will show that educational attainment plays a role in the criminal sentencing process. This study hopes to find educational attainment a key factor in how people are sentenced. Results from this study showed educational attainment play a role in sentencing but it does not do a good job in helping predict sentence length.FAIR USE 4 -- DUPLICATION 4 -- ABSTRACT i -- LIST OF TABLES iii -- DEDICATION v -- ACKNOWLEDGEMENTS vi -- CHAPTER 1 1 -- INTRODUCTION 1 -- REVIEW OF THE LITERATURE 7 -- History of Sentencing 7 -- Norval Morris Theory of Punishment 8 -- Focal Concerns Theory and Development Life-Course Criminology 10 -- Inmates Level of Education 14 -- Sentence Length 15 -- Current Study 17 -- CHAPTER 3 19 -- METHODOLOGY 19 -- Data and Sample 19 -- Analytic Strategy 20 -- Variables and Measurement 20 -- CHAPTER 4 22 -- Analysis and Results 22 -- Table 1. Crosstabulations Education and Maximum Sentence 22 -- Table 2. Chi-Square Test 25 -- Table 3. Symmetric Measures Kendall’s tau-b 25 -- Table 4. Crosstabulation Education and Time Served 26 -- Table 5. Chi-Square Test 28 -- Table 6. Symmetric Measures 28 -- Controlling For Offense Level 29 -- Table 7. Crosstabulation Education and most serious Offenses 29 -- Table 8. Crosstabulation Education, Maximum Sentence, Serious offense 36 -- CHAPTER 5 45 -- Culture/Social Capital behind Bars 48 -- Limitations of study 50 -- APPENDIX 58Wilfred, Shani P.Knowles, Fred E.Robinson, Deborah M.M.S.Criminal Justic
Comparison of Gopher Tortoise and Nine-Banded Armadillo Associate Fauna
Get PDFBurrowing organisms are ecosystem engineers that augment the availability of resources for other species. Throughout the Coastal Plain of the southeastern United States the gopher tortoise (Gopherus polyphemus) is a keystone species in open canopy pine-forest ecosystems as its burrows are utilized by over 360 species. These species are responsible for numerous ecosystem processes that maintain ecosystem functionality and health. Across its current range, the gopher tortoise is in decline and has been listed as a vulnerable species by the International Union for the Conservation of Nature (IUCN). Declining tortoise abundance negatively impacts the populations of species that depend on tortoise burrows which will, in turn, have negative impacts on ecosystem function. The introduced nine-banded armadillo (Dasypus novemcinctus) is another burrowing species of similar size that is highly abundant and syntopically distributed with the gopher tortoise. Recent research has found high diversity of vertebrates utilizing armadillo burrows, implicating that armadillos support local biodiversity in a similar manner as gopher tortoises. I compared vertebrate visitation between armadillo and tortoise burrows in a mixed-pine hardwood forest at the Lake Louise Field Station in Lowndes County, Georgia using motion activated game cameras placed at equal numbers of burrows produced by each excavator species. I also tested for burrow and microhabitat effects on visitation by associate vertebrates and investigated patterns of metacommunity nestedness within the study area. A total of 40 vertebrate taxa were observed visiting burrows between October 2019 and December 2020. Species richness, biodiversity, and community composition were not significantly different between burrow types. However, total visitation was significantly greater at tortoise burrows as well as visitation frequency for 15 taxa. Burrow and microhabitat variables showed varying effects on burrow visitation for different categories of vertebrates. Most notably, vertebrate visitation frequency was positively affected by tortoise burrows, active burrows, and increased tree species richness while consistently negative effects were observed for increased canopy cover and high proportions of hardwood trees. Patterns of nestedness were not found to correspond with any applicable environmental variable. This research provides a unique framework for comparing utilization of habitat features, adds information to the growing body of work on the ecological effects of the nine-banded armadillo’s range expansion, and pinpoints aspects of the habitat that relate to the importance of burrows for other species. My study also highlights and reinforces the ecological significance of the gopher tortoise and suggests that armadillo control efforts may need to be considered on a case-by-case basis.Introduction 1 -- Study Objectives 5 -- Hypotheses 9 -- METHODS 12 -- Study Site 12 -- Survey 13 -- Camera Trap Configuration 15 -- Sampling 16 -- Environmental Data 19 -- Statistical Analysis 22 -- Differences in Commensal Visitation Between Burrow Types 23 -- Community Dissimilarity 24 -- Environmental Characteristics’ Influence on Commensal Visitation 25 -- Meta-Community Nestedness 26 -- RESULTS 28 -- Survey Data 28 -- Camera Trap Data 29 -- Multiple Individuals 31 -- Comparison of Species Richness, Diversity, and Visitation Frequency 32 -- Mean Comparisons 32 -- Comparisons of Burrow Visitation Frequency 32 -- Community Dissimilarity 34 -- Environmental Factors’ Effects on Commensal Visitation 35 -- Meta-Community Nestedness 39 -- DISCUSSION 40 -- Conclusion 48 -- Literature Cited 50Anderson, CoreyMcDonough, Colleen M.Lockhart, Jack MitchellM.S.Biolog
Nonprofit Professional Theatre Executive Leadership: Seeing 2020 and Beyond
Get PDFThis study approaches examining nonprofit professional executive leadership through a qualitative study, based in the content analysis of secondary data from the leadership biographies of 30 different nonprofit theatres across the nation. Organizations of various sizes and budgets were included to provide a comprehensive examination of executive leadership, with attention paid to education and experience in the nonprofit and theatre realms. This research will add foundational data to aid to professionalize the field of arts managers/executives by providing information for the standardization of qualifications. It examined these qualifications through the lens of visionary leadership theory and upper echelons theory. The principle of multiplicity and unity was used to provide a theoretical basis for understanding how the field of theatre operates. The findings of the study include a graduate-level degree as the most common educational level, with a Master of Fine Arts specifically being the most common among artistic directors. It also found the experience realms of nonprofit and theatre were not separate, but rather, that most leaders gained their experience within a nonprofit theatre, equating the two realms in years of experience. An average of 20 years of experience was found in relationship to both the artistic and executive/managing director. Additional observations regarding word choice and important, ancillary information included within many of the biographies are discussed. Overall, the application of the visionary leadership theory and the upper echelons theory to the field of nonprofit theatre leadership was confirmed by the data from the study. The research ends with a discussion of potential expansion of research in the field as well as real-world applications of the findings.CHAPTER I: INTRODUCTION 1 -- Research Question 3 -- Critical Prior Research 4 -- Important Theories 5 -- Significance of the Problem 6 -- Application to Public Administration 7 -- Dissertation Outline 7 -- CHAPTER II: LITERATURE REVIEW 9 -- Leadership 9 -- Leadership Definition 9 -- Leadership Theory 10 -- Leadership Approaches 12 -- Visionary Leadership 12 -- Nonprofit Organizations 14 -- Nonprofit Sector 15 -- Art Nonprofits 16 -- Theatre Nonprofits 17 -- Nonprofit Theatre Leadership Considerations 27 -- Unique Considerations 28 -- Qualifications 32 -- Success 34 -- Nonprofit Theatre Success 35 -- Leadership Success 37 -- Placing the Literature in Context 38 -- Determining the Need 39 -- Summary 41 -- CHAPTER III: METHODOLOGY 42 -- Research Purpose 42 -- Research Questions 43 -- Research Methods 44 -- Data Sources 46 -- Data Measures 48 -- Delimitations and Limitations 49 -- Data Analysis 50 -- Summary 51 -- CHAPTER IV: RESULTS 52 -- Data Collection 52 -- Education Level 53 -- Experience Levels 54 -- Findings and Analysis 55 -- Education Level 56 -- Experience 57 -- Additional Observations 60 -- Summary of Findings 61 -- CHAPTER V: DISCUSSION 63 -- Theoretical Applications 63 -- General Findings Discussion 64 -- Potential Applications 67 -- Future Research 69 -- Conclusion 70 -- REFERENCES 72 -- APPENDIX A: IRB EXEMPTION 88 -- APPENDIX B: THEATRE SITES 91Thomas, Michael BlairDavis, BrittRioux, AislinnD.P.A.Public Administratio
Effect of Independent Living Program Services on Enrollment of Foster Youth
Get PDFEducation is associated with many individual life advantages; yet disparities in educational outcomes exist for some vulnerable populations. Foster youths are young adults generally age 18-25 who were formerly wards of their state due to legal intervention resulting from parental abuse or neglect. The success of these young adults affects the well-being of society, inviting interest from policymakers and child welfare practitioners.
The Independent Living Program (ILP) was introduced nationally by the federal government and is administered by states. This program assists foster youths in their transition to adulthood through various supports and services. The present study explored the effects of ILP services on the educational enrollment of foster youths beyond the legal emancipation age of 18. Logistic regression was utilized to examine relationships between the receipt of ILP services and enrollment in high school, General Education Development (GED) classes, postsecondary vocational training, or college courses while controlling for common life outcome barriers. Ethnicity and gender were also examined.
The study results revealed statistically significant relationships between certain ILP services and enrollment. Results also showed youths who remained in foster care had greater odds of being enrolled. Further results indicated a statistically significant relationship between Black and Hispanic youths and enrollment in each analysis compared to White youths. Female foster youths were also found to be more likely than male foster youths to be enrolled with ILP services. Factors that decreased the odds of enrollment included past incarceration and having children.Abstract I -- List Of Tables V -- Acknowledgements Vi -- Dedication Vii -- Chapter I Introduction 1 -- Study Overview 1 -- The Emerging Adult 5 -- Theoretical Framework 6 -- Scope of the Problem 6 -- Significance of Postsecondary Education 6 -- Enrollment of Foster Youths during Emerging Adulthood 7 -- Lower Achievement of Foster Youths 8 -- Purpose of the Study 9 -- Study Significance 10 -- Summary 11 -- Chapter II LITERATURE REVIEW 14 -- Theoretical Framework Overview 14 -- Adolescent Brain Development and the Emerging Adult 16 -- The Foster Care System 20 -- Negative Outcomes Associated with the Foster Care System 22 -- Low Educational Achievement and Educational Unpreparedness 24 -- Mental Health 26 -- Homelessness and Housing Instability 29 -- Poverty and Unemployment 30 -- Criminal Justice System Involvement 31 -- Pregnancy and Early Parenting 31 -- Connections and Social Support 32 -- Ethnicity and Gender 34 -- The Independent Living Program 36 -- Historical Overview of the Independent Living Program 37 -- Program Administration among States 39 -- Life Skills Training 44 -- Employment Services 44 -- Financial Support 46 -- Study Hypotheses 48 -- Summary 49 -- Chapter III METHODOLOGY 51 -- Research Objectives 51 -- Operationalization of Terms 53 -- Dependent Variable 54 -- Independent Variables 54 -- Control Variables 55 -- Data Collection 58 -- Data Preparation 59 -- Analytic Procedures 60 -- Multivariate Analysis 60 -- Chapter IV RESULTS 62 -- Descriptive Statistics 63 -- Foster Youth Population Description 63 -- Logistic Regression Analysis 68 -- Research Question 1 69 -- Research Question 2 74 -- Research Question 3 79 -- Summary 87 -- Chapter V CONCLUSION 92 -- Introduction 92 -- Interpretation of Findings 94 -- Research Question 1 94 -- Research Question 2 95 -- Research Question 3 96 -- Life Outcome Variables 100 -- Demographic Traits 102 -- Limitations 104 -- Future Research 105 -- Policy and Practice Implications 107 -- Conclusion 111 -- REFERENCES 113Banerjee, NeenaPeterson, BonnieLowney, Kathleen S.D.P.A.Public Administratio
Metaphysical Times Midsummer 2021
No full textThis item contains 1 PDF file with 20 pages and a title page with table of contents.This item discusses Midsummer gods and the sabbat associated with the gods. The magazine then discusses different oils and their effects. The volume continues by discussing the effects of lavender. Finally, this issue discusses Wiccans and their witchcraft practices
A Narrative of African American Males Taught Mostly by White, Female Educators
Get PDFThis narrative inquiry was designed to understand how Black male students made sense of experiences with White female teachers, to expose educational hindrances, and to provide White female teachers ideas to better educate Black males. Three interviews were conducted with each of five Black males in an urban metro area. One interview was conducted with each of three White female teachers to add context. Interviews were transcribed and analyzed. Data was presented as a narrative profile of each Black male participant. Findings, reported as themes after in vivo and focused coding, included building positive relationships, embracing cultural responsiveness, learning from others, and working to reach ALL students. A discussion of each theme concluded the study to help teachers provide a classroom environment suited to more effectively educate Black males. Keywords: narrative profile, in vivo coding, focused coding, cultural responsiveness.Chapter I: Introduction 1 -- Statement Of The Problem 2 -- Goals Of The Study 5 -- Conclusion 7 -- Chapter Ii: Conceptual Framework 8 -- Personal Experience And Thoughts 8 -- Theoretical Framework 12 -- Literature Review 18 -- Statistical Presence In Education 21 -- Beyond The Numbers 23 -- Critical Race Theory-informed Research 25 -- Permanence Of Racism 25 -- Persistence Of Stereotypes 27 -- Whiteness Of America’s Schools 28 -- Microaggressions 30 -- Black Culture 31 -- Impact Of Cultural Differences 35 -- Strategies From Research 39 -- Culturally Responsive Teaching 39 -- Recognizing And Rejecting Whiteness 43 -- Summary 47 -- Conclusion 48 -- Chapter Iii: Narrative Inquiry 49 -- Research Questions 49 -- Research Methods 50 -- Research Design 50 -- Setting And Participant Selection 54 -- Setting 54 -- Participants 56 -- Research Relationships 59 -- Data Collection 61 -- Data Analysis 66 -- Data Presentation 75 -- Summary 77 -- Validity 78 -- Conclusion 83 -- Chapter Iv: Participant Introductions And Narrative Profiles 84 -- Black Male Participants 84 -- Anthony 85 -- Meet Anthony 85 -- In His Words 87 -- Reflection 110 -- Brian 111 -- Meet Brian 111 -- In His Words 113 -- Reflections 123 -- Johnny 124 -- Meet Johnny 124 -- In His Words 125 -- Reflection 139 -- Chad 140 -- Meet Chad 140 -- In His Words 141 -- Reflection 156 -- Manny 157 -- Meet Manny 158 -- In His Words 158 -- Reflection 162 -- Summary 163 -- White Female Teachers 163 -- Ms. Louis 163 -- Ms. Fitts 164 -- Ms. Mady 165 -- Data From Teachers 166 -- Summary 170 -- Conclusion 170 -- Chapter V: Discussion Of Themes 172 -- Building Positive Relationships 173 -- Embracing Cultural Responsiveness 178 -- Understand The Family Role 179 -- Support Music And Sports Dreams 182 -- Recognize Differential Treatment 186 -- Expect Greatness 189 -- Summary 192 -- Learning From Others 192 -- Listen To Students 193 -- Get To Know Students Personally 195 -- Collaborate With Teachers 198 -- Summary 199 -- Working To Reach All Students 199 -- Use Data For Decisions 199 -- Incorporate Interests And Experiences 201 -- Advocate For Children 205 -- Summary 207 -- Conclusion 208 -- Chapter Vi: Cross Case Analysis 209 -- Building Positive Relationships 211 -- Embracing Cultural Responsiveness 214 -- Role Of Family 215 -- Music And Sports At The Core Of Their Memories 217 -- Different Treatment 218 -- Low Expectations 219 -- Summary 221 -- Learning From Others 221 -- Students Unheard 221 -- Know Students Personally 223 -- Elementary Was Lit With Good Teachers 224 -- Summary 225 -- Working To Reach All Students 225 -- Continuous Bad Grades 226 -- Interests And Experiences 227 -- Fight For Children 228 -- Summary 230 -- Conclusion 230 -- Chapter Vii: Conclusion 231 -- Research Questions Revisited 232 -- Limitations 234 -- Further Study 235 -- Final Thoughts 236 -- References 238 -- Appendix A: Participant Questionnaire 247 -- Appendix B: IRB Approval 249 -- Appendix C: Interview Questions For Black Males 251 -- Appendix D: Teacher Interview Questions 255 -- Appendix E: Characteristics Of An Effective Female Teacher 257Schmertzing, Richard W.Schmertzing, LorraineJames, ChristineEd.D.Education in Curriculum and Instructio