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Milk as Political Aesthetic: Alt-Right Symbolism and Trolling to Culture Jam
Get PDFIn this thesis, I analyze the use of milk as a symbol for white supremacy and masculinity in four different case studies: the protest of Shia Lebouf’s He Will Not Divide Us art installation, the 4chan thread “Enter the Milk Zone,” Richard Spencer’s 2017 Twitter bio, and PewDiePie’s S O Y B O Y S. In this ideological criticism, I examine the use of milk as a means of culture jamming, the act of taking an entities’ message/symbol and appropriating/changing it to level criticism. I first examine the arguments being made with milk appropriation to construct an ideology of the alt-right. Then, for milk appropriation, I argue that the alt-right is culture jamming the political left by muddying our understanding of the alt-right by the appropriation of normative symbols, utilizing superiority humor to differentiate themselves, and establishing an affective political identity of trolling that exists as a means of subverting the political and social order. Ultimately, I argue that this analysis is useful for developing further solutions in opposing and countering the alt-right’s harmful rhetorical practices.
Keywords: Alt-Right, Culture Jamming, Political Aesthetic, Superiority Humor, milkCHAPTER 1: INTRODUCTION 7 -- Rational for Study 7 -- Overview of Study 10 -- CHAPTER 2: LITERATURE REVIEW 12 -- The Alt-Right 12 -- The Manosphere 18 -- Milk and its symbolic history 20 -- Culture Jamming 23 -- Superiority Humor 28 -- Political Aestheticization 34 -- CHAPTER 3: METHODOLOGY & CASE STUDIES 43 -- Ideological Criticism 43 -- Methods 46 -- CHAPTER 4: ANALYSIS – CULTURE JAMMING THE LEFT WITH -- WHTIE SUPREMACIST AND MASCULINE MILK 51 -- Milk as White Supremacy 51 -- Milk as Masculine Juxtaposition 54 -- Applying New Meaning 58 -- CHAPTER 5: ANALYSIS – CULTURE JAMMING THE LEFT -- THROUGH SUPERIORITY HUMOR 61 -- Superiority Humor in the Alt-Right 61 -- Humor as a Shield 65 -- Laughter is their Jam 69 -- CHAPTER 6: ANALYSIS – CULTURE JAMMING THE LEFT -- THROUGH AN AFFECTIVE POLITICAL AESTHETIC OF TROLLING 73 -- Disruption and Critique through Trolling 73 -- The Troll Ethos 76 -- Disingenuous Engagement as Expectation 79 -- CHAPTER 7: CONCLUSION 81 -- Future Research. 84 -- Appendix: Artifacts 85 -- Bibliography 98Robson, DeborahLandau, JamieNelson, DavidM.A.Communication Art
Legislation Impacts upon Georgia High School Learners’ Success
No full textCareer Technical and Agricultural Education (CTAE) provides opportunities for learners to participate in academic rigorous, engaging, and career readiness courses to meet the workforce demands for the twenty-first century, to persist and succeed in graduation from high school, and to earn specialized skills. The State of Georgia lags behind national four-year cohort graduation rates. This mixed-method study employed a qualitative historical component and a quantitative Graduation Rate Model based on human capital theory. The purpose of the study is to offer insights by exploring the historical evolutionary impacts of major American federal and Georgia state legislation on education and human capital from the founding of the nation to the present. Also, the purpose of the study is to analyze The State of Georgia high school four-year cohort graduation rate relationships and mean scale scores and differences of learners designated as CTAE concentrators and Non-CTAE concentrators using four locales (town, rural, suburban, and city), for the State of Georgia 179 school districts, and from 48 school districts or locales, with twelve each randomly selected school district locales, applicable to Academic Years 2014-2016. There was a p-value of < 0.05 to test quantitative hypotheses. Findings were that American federal and the State of Georgia legislation impacted education and human capital. Twelfth grade CTAE concentrator graduates had higher mean scale scores than Non-CTAE concentrator graduates in all school district locales. CTAE concentrator graduates had higher mean differences than Non-CTAE concentrator graduates in all school district locales. Suburban school district locales tended to have higher mean graduation rate scores than other school district locales. Program Types and School District Locales lacked significant interactions.
Keywords: High School Graduate, Student Graduation Rate, CTAE Concentrator, Non-CTAE Concentrator, Locale Type, Human Capital TheoryWaugh, C. KeithOtt, KennethWright, DianeEd.D.Adult and Career Educatio
A Quantitative Framework for Understanding Academically Underachieving Students
Get PDFThis study explored the relationship of cognitive and noncognitive variables within academically underachieving high school students. The research on academic achievement variables is plentiful in the literature among high performing populations. Past studies reveal that a multitude of factors effect academic achievement in high school students. This population differs from the majority of the research in that this study utilizes at-risk and beyond at-risk high school students from a rural Georgia system. As a result, the purpose of this study was two fold: to determine if there were academic and background variables that significantly predict course completions and EOC scores in at-risk high school students from data collected in the 2018-2019 school year and to gain an understanding of grit and resilience among gender, minority, and nonminority high school students in the 2018-2019 school year.
A quantitative design was employed to investigate the relationship of the aforementioned variables in these at-risk high school students. Descriptive and inferential statistics were applied to discover such relationships. Results indicated several significant predictors in both cognitive and noncognitive variables. Specifically, the variables of attendance and resilience stand out as strong predictors of academic achievement. Implications reveal implementing resilience building characteristics in school may increase academic achievement results.
Keywords: resilience; grit; high school; at risk; early warning;Chapter I: INTRODUCTION 1 -- A Brief History of Underachieving Students 2 -- Conceptual Underpinnings for Self-Efficacy 4 -- Statement of the Problem 5 -- Purpose Statement 6 -- Limitations and Assumptions 9 -- Definition of Key Terms 9 -- Organization of the Study 10 -- Chapter II: LITERATURE REVIEW 12 -- Theoretical Framework 12 -- Sense of Urgency 12 -- Social Cognitive Theory 14 -- Self-Efficacy Theory 18 -- Why Students Drop Out 24 -- At Risk and Credit Recovery 27 -- Resilience Risk Factors 28 -- Academic Risk Factors 32 -- Academic Resilience 37 -- Growth Mindset 41 -- Summary 42 -- Chapter III: METHODOLOGY 44 -- Research Design 45 -- Participants 47 -- Instrumentation 49 -- Data Collection 55 -- Data Analysis 55 -- Statistical Considerations and Assumptions 58 -- Summary 60 -- Chapter IV: RESULTS 61 -- Description of the Population 63 -- Data Analysis 64 -- Descriptive Statistics 65 -- Results by Question 74 -- Summary 87 -- Chapter V: SUMMARY AND DISCUSSION 92 -- Quantitative Findings 94 -- Discussion of Results 97 -- Implication of Findings 101 -- Limitations and Assumptions 104 -- Recommendations for Future Research 105 -- Summary 106 -- REFERENCES 108 -- APPENDIX A: FTE Data Collection 124 -- APPENDIX B: Free/Reduced Lunch Report 126 -- APPENDIX C: Institutional Review Board Protocol Exemption Report 128 -- APPENDIX D: Surveys 130Workman, JamieSiegrist, GeraldPate, JamesEd.D.Education in Leadershi
Georgia Library Association Handbook
Get PDFGeorgia Library Association Handbook(s), October 30, 2020 and February 15, 2021. 2 PDF files.This handbook exists to help GLA members in carrying out the activities of the organization with clarity and continuity. Please contact the Handbook Committee if you know of changes that need to be made or if you see any errors. Remember that changes in bylaws and constitutions usually have a prescribed procedure for approval within each subgroup. We are committed to keeping this publication up to date, and we appreciate your input
The Design and Implementation of a Center for Teaching and Learning at a Small, Regional College: A Case Study
Get PDFFaculty at colleges and universities across the nation are under pressure to provide engaging classroom environments suited to a diverse student population in order to increase student retention. Faculty professional development is often supported by Centers for Teaching and Learning (CTL). Larger, well-funded schools have created CTLs with dedicated space and staff to administer faculty professional development programming to increase teaching effectiveness. Smaller, less well-funded schools are left to design and implement CTLs without necessary resources.
The purpose of this study was to explore the CTL design and implementation at one such regional school in Georgia. Using a case study methodology, the researcher interviewed six participants who were directly involved in the design and implementation process. Data analysis revealed four distinct themes: Support It but not Control It, the Bookcase in an Office, Check the Box, and Creative, Collaborative Space. The findings from this study revealed the challenges stakeholders faced in the development of a CTL. Analysis showed funding was the largest barrier to successful implementation but other barriers such as a perceived disconnect between faculty and administrative ideas hindered the process as well. Even with conflicts during implementation, the analysis showed participants were all willing and eager for a collaborative learning space created by faculty and supported by administration.
Findings from this study can benefit administrators, faculty, and staff at similar schools by revealing the experiences of the participants involved in the implementation process. Stakeholders at similar schools can use this study to determine and avoid common barriers and develop strategies to implement CTLs.
Keywords: Faculty, Development, CTL, Programming, Change, AdministrationChapter I: INTRODUCTION 1 -- Statement of the Problem 3 -- Purpose of the Study 5 -- Conceptual Framework 5 -- Research Design 8 -- Significance of Study 9 -- Limitations of the Study 10 -- Definition of Terms 10 -- Summary 12 -- Chapter II: REVIEW OF RELEVANT LITERATURE 14 -- Student Retention and Progression 16 -- Impact of Student Characteristics 24 -- Teaching and Learning in Higher Education 32 -- Teaching and Learning Centers 41 -- Theoretical Framework 48 -- Transtheorectical Model of Change 49 -- Summary 55 -- Chapter III: METHODOLOGY 56 -- Research Design 56 -- Research Site 57 -- Participants 58 -- Researcher Relationships 59 -- Data Collection Procedures 60 -- Data Analysis 62 -- Validity and Trustworthiness 63 -- Summary 64 -- Chapter IV: FINDINGS 65 -- Background of Participants 66 -- Narrative Profiles 66 -- Ann 66 -- Franklin 76 -- Eliot 84 -- Justine 92 -- Julia 98 -- Megan 105 -- Summary 113 -- Chapter V: RESULTS 114 -- Discussion of Themes 115 -- Support It but not Control It 115 -- Bookcase in an Office 123 -- Check the Box 129 -- Creative, Collaborative Space 131 -- Summary 136 -- Chapter VI: DISCUSSION AND CONCLUSION 137 -- Research Question Summary 138 -- Implications 144 -- Study Limitations 147 -- Recommendations for Future Studies 149 -- Conclusion 150 -- REFERENCES 154 -- APPENDIX A: IRB Approval 169 -- APPENDIX B: Interview Questions – Faculty Senate 171 -- APPENDIX C: Interview Questions – Faculty Development -- Committee 174 -- APPENDIX D: Interview Questions – Administration 177Truby, William F.Lairsey, John D.Bochenko, Michael J.Ed.D.Education in Leadershi
A Qualitative Study of the Experiences of Higher Education Faculty in Faculty Developer-Led Instructional Consultations
Get PDFHigher education faculty receive assistance with their instruction, often through teaching or faculty development centers. Instructional consultations, offered by teaching centers, help to examine and analyze teaching to establish areas of improvement. This study examined the perceptions and experiences of higher education faculty who participated in an instructional consultation. The purpose of this study explored the reason for the participants to attend a consultation, their emotions and feelings throughout the consultation, and the perception of the consultation’s benefits. Also, this research showed the differing consultation approaches and processes used by teaching centers consultants.
Twelve faculty from the University System of Georgia (USG), which consists of 26 public colleges and universities, participated in the study. The participants varied in rank and institution-type. Data collection occurred through comprehensive semi-structured interviews, summarized in Chapter 4. The three research questions examined in this study: (1) What were the experiences and perceptions that led faculty from the University System of Georgia higher education institutions to participate in an instructional consultation? (1a) What teaching challenge led these higher education faculty to participate in an instructional consultation? (3) How beneficial did the faculty member perceive the consultation process in addressing the reason for the consultation? Major findings include differences in the consultation process based on the institution type, the participant’s motivation to attend, the emotions experienced by the participants, and support for consultations and teaching centers.
Keywords: Faculty Development Higher Education, Consultations, Instructional Consultations, Adult Learners, MotivationLIST OF TABLES vii -- Chapter 1 INTRODUCTION 1 -- Statement of the Problem 2 -- Conceptual Framework 3 -- Adult Learning Theory 3 -- Motivation Theory 4 -- Purpose of the Study 5 -- Research Design 6 -- Research Questions 7 -- Data Collection 7 -- Significance of the Study 8 -- Limitations and Delimitations 8 -- Definition of Terms 10 -- Organization of Study 12 -- Chapter 2 LITERATURE REVIEW 13 -- Consultation Services and Approaches 14 -- Faculty Services and Processes 15 -- Consultation Approaches 17 -- Effectiveness of Consultations and Faculty Development 20 -- Impact of Faculty Development on Institutions 20 -- Impact of Faculty Development and Consultations 21 -- Effectiveness of Discipline-Based Consultations 23 -- Addressing Gaps in Literature 25 -- Conceptual Framework 27 -- Adult Learning Theory 27 -- Motivation Theory 32 -- Chapter Summary 35 -- Chapter 3 METHODOLOGY 36 -- Research Design 36 -- Research Questions 37 -- Population and Sample 38 -- Data Collection 40 -- Participant Interviews 42 -- Data Coding and Analysis Procedures 43 -- Validity 47 -- Research bias 47 -- Peer Checking 47 -- Rich Data and Extended Time in Field 48 -- Transferability, not Generalizability, of Findings 48 -- Audit trail 48 -- Human Participants and Ethical Precautions 50 -- Chapter Summary 51 -- Chapter 4 RESULTS 52 -- Alan 55 -- Betsy 58 -- Donna 60 -- Fran 62 -- Goldie 64 -- Howard 66 -- Kathy 69 -- Mike 71 -- Molly 72 -- Sam 75 -- Tom 78 -- Violet 81 -- Chapter Summary 83 -- Chapter 5 FINDINGS 84 -- Findings for Research Question 1: Teaching Center Specific 85 -- Exposed to Consultation Service 86 -- Consultation Procedure 86 -- Presence of Teaching Center on Campus 87 -- Findings for Research Question 1: Motivation and Emotions 88 -- Feelings Prior to or During the Consultation 89 -- Feelings After the Consultation Revealed 90 -- Findings for Research Question 1: Rapport of Consultant and Faculty Participant 91 -- Effect of Prior Connections with Consultant 92 -- Collaboration in the Consultation 92 -- Uncomfortable Feelings and Rapport Change 93 -- Perceived Expertise of Consultant 95 -- Findings and Connections to Research Question 1a: Teaching Challenge 96 -- Findings and Connections to Research Question 2: Beneficial 99 -- Meaningful Takeaways 100 -- Seek Additional Consultations 103 -- Share with others 104 -- Additional Developments 105 -- COVID-19 Effect on Consultations 105 -- Mandatory Professional Development 106 -- Chapter Summary 107 -- Chapter 6 DISCUSSION 110 -- Summary of Study 111 -- Restatement of the Problem and Research Questions 112 -- Summary of Methods 113 -- Major Findings 115 -- Approaches and Processes of Consultations 115 -- Motivation for Consultation 119 -- Benefit of Consultation 123 -- Limitations of the Study 127 -- Researcher Bias 127 -- Population Sampling 128 -- Documentation 128 -- COVID-19 129 -- Implications for Current Practice 129 -- Implications for Future Research 131 -- Conclusion 132 -- References 134 -- Appendix A Participant Recruitment Email 142 -- Appendix B Protocol: Opening and Closing Script 145 -- Appendix C Protocol: Interview Questions 149 -- Appendix D Institutional Review Board Approval 152 -- Appendix E Consent Form 154Workman, Jamie L.Landau, JamieAlemanne, NicoleEd.D.Education in Curriculum and Instructio
Title I Principals' Leadership Experiences and Strategies Influence on School and Student Improvement
Get PDFAfter years of school improvement efforts to include Georgia’s four hundred-million-dollar Race to the Top grant, Georgia’s elementary, middle, and high schools have failed to significantly improve schoolwide student achievement. This qualitative portraiture study focused on three successful principals of previously chronically failing Title I schools in Glenn County, Georgia. Purposeful sampling methods were used to select principals based on three years of increases in College and Career Readiness and Performance Index (CCRPI) scores. Each principal was able to improve schoolwide student achievement thus having their schools removed from the chronically failing list. The purpose of this study was to understand the roles of identified school principals with regards to improving chronically failing Title I K-5 schools in Northeast Georgia. Data were collected using multiple virtual interviews with the participants, observations of the participants in their schools, and a review of school documents. The researcher collected field notes and used school documents to triangulate the data with information shared during the interviews. Data were analyzed using in vivo, values, process, and content coding methods. Themes were derived during the data analysis process to answer the research questions. The themes included participants’ experience in Title I, identifying student and staff needs, shared leadership, Title I budgeting, community partnership, intervention programs, collaborative planning, and culture and climate.
Keywords: Title I, Leadership, Student achievement, School improvement, turnaround leadership, principalsList of Tables v -- List of Figures vi -- I. INTRODUCTION 1 -- Statement of the Problem 3 -- Purpose 4 -- Research Questions 4 -- Significance 4 -- Conceptual Framework 5 -- Summary of Methodology 12 -- Limitations 13 -- Definition of Terms 15 -- Summary 18 -- II. LITERATURE REVIEW 18 -- Introduction 18 -- Description of Literature 20 -- Historical Background of Reforms to Increase Student Achievement 20 -- Legislation, Initiatives, Purpose, and Results 21 -- Current Status of Educational Change in Georgia 28 -- Title I 32 -- The Challenge to Lead Change 41 -- Principal Readiness: Collegiate Programs 41 -- Principal Readiness: Prior Assistant Principal Experience 42 -- Principal Readiness: Mentorship 43 -- Leading School Change 45 -- Teacher Perception 52 -- Support 53 -- Part of the Decision-Making Process 54 -- Dedication to Improvement 56 -- Empirical Study on the Principal and Teacher Perception/Support 56 -- Culture 59 -- School Culture 60 -- Student Culture 63 -- Turnaround Leadership 65 -- Role of the Turnaround Leader 66 -- Instructional Leadership 69 -- Data Analysis 72 -- Summary 73 -- III. RESEARCH DESIGN AND METHODOLOGY 75 -- Methods 75 -- Research Design and Rationale 76 -- Research Setting 77 -- Participant Selection 78 -- Data Collection 80 -- Interviews 80 -- Observations 81 -- Documents 82 -- Data Analysis 83 -- Interviews 83 -- Observations/Field Notes 84 -- School Documents 85 -- Threats of Validity 85 -- IV. PORTRAITS 89 -- Portrait of Wendy Smith 89 -- The Art of the Start 89 -- Landscape and Sketching 100 -- Portrait of Victoria Date 105 -- The Art of the Start 105 -- Landscape and Sketching 110 -- Portrait of Ruby McNair 116 -- The Art of the Start 116 -- Landscape and Sketching 121 -- Summary 123 -- V. RESULTS 124 -- Cross Analysis 129 -- Leadership Basis 129 -- Mentoring and Experience in Title I schools 129 -- Shared Leadership 132 -- Identifying the Students’ Need 135 -- Culture and Climate 140 -- Identifying the Staff’s Need 143 -- School Funding 146 -- Title I Budget 147 -- Community Partners 151 -- Teaching and Learning 153 -- Collaborative Planning 153 -- Intervention 156 -- VI. CONCLUSION 159 -- Conclusion 159 -- Research Questions 159 -- Methods and Procedures 160 -- Interpretation of Findings 160 -- Implications of the Study 177 -- Limitations of Study 178 -- Recommendations for Future Research 180 -- Final Conclusions 181 -- References 183Bochenko, Michael J.Tsemunhu, Rudo E.Truby, William F.Gunn, Nicole P.Ed.D.Education in Leadershi
Fro Wordes to Ymages: Reading Chaucer's Words with Morris's Visuals
Get PDFThis thesis examines how William Morris visually reimagines the works of Geoffrey Chaucer in The Kelmscott Chaucer. My focus is on how Chaucer uses the visual, rhetorically, and how Morris's integrated translation of Chaucer's text, through visual representation, intersects and/or interrupts the original work. I engage with theories of liminality to navigate the integration of Chaucer's original works with Morris's visual, written, and editorial aspects. I demonstrate how the text functions as a liminal space collectively yet also making the two texts inseparable disclaiming the void of a transitional space and rather identifying how these liminal spaces form bridges of access for intertextual connections of meaning and critique. In the process, I walk readers across the borders on the page and into the images to examine the meanings, or absence of meanings, therein. Drawing also on spectacle theory, I demonstrate how Morris uses the act of spectatorship in these liminal spaces created on the page to create an alternate text within a text that draws our attention to a more integrated meaning-making scene(s) embedded in the text yet not always visual to the reader's eye. The forced gaze(s) functions within the realm of liminality to create or deny new meaning between the text and the visual. This liminal space then allows a transtextual reading of both texts while negotiating meaning through and between each text simultaneously which is explicitly inherent with Morris's imaged text. These thresholds are multi-layered on any given illustrated page in The Kelmscott Chaucer, creating an increased number of boundaries to explore---boundaries that draw out the need for a reading within the reading; to read Chaucer with the text, and to be seen in the image which offers a textual transcendence of the text, collectively.I. INTRODUCTION 1 -- CHAUCER AND VISUAL CULTURE 2 -- Geoffrey Chaucer's England 2 -- William Morris's and Edward Burne-Jones's England 4 -- LIMINALITY AND LITERARY SPECTACLE 7 -- READING AS SEEING 20 -- CONCLUSION. 31 -- II. INTRODUCTION 32 -- TYPE 34 -- FRAMES AND BORDERS 36 -- IMAGES 37 -- MARGINS 38 -- ORNAMENT 40 -- ILLUSTRAED AND ILLUMINATED CHAUCER 40 -- ANALYSIS 43 --52 -- Historical Context. 52 -- Image and Art Historical Descriptions 53 -- Analysis 55 -- THE PARLEMENT OF FOULES 61 -- Historical Context 62 -- Image and Art Historical Descriptions 62 CONCLUSION 50 -- III. INTRODUCTION 51 -- THE TREATISE ON THE ASTROLABE -- Analysis 69 -- IV. CONCLUSION 97 -- WORKS CITED AND REFERENCED 104Clegg-Hyer, MarenMiller, NicholasJames, ChristineM.A.Englis
Stories from the Trenches: Exploring Strategies Used by a Group of African American Female Teachers to Enhance the Learning Experiences of Black Students
No full textIn an effort to learn how to best educate Black students from low socioeconomic schools who were struggling academically and performing significantly lower than their White counterparts, this study unpacked the educational and professional experiences of the researcher and five like participants and reflected upon those experiences as a critical race theorist researcher. To further understand effective strategies used by other teachers, the theoretical framework of critical race theory (CRT) was used to explore the experiences of five African American female teachers who had success educating underachieving Black students. Interviews were conducted with each of the five women and group discussions were held with the same interviewees to gather additional data. Subsequent narrative data were used to construct three prominent themes. The themes were centered on building relationships with students and their families, creating high expectations for students to meet or exceed, and implementing cultural connections in the classroom to enhance academic success. This study contributes to the growing body of literature on addressing the opportunity gap to combat the educational disparities in education for students of color. The results suggest teachers can help resolve the opportunity gap conundrum if they are willing to meet students where they are. Results also suggest the need for researchers to do more qualitative research on teachers’ strategies to help educate academically low achieving Black students through the implementation of culturally relevant pedagogy.
Keywords: African American Female Teachers, Enhance the Learning Experiences of Black Students, Exploring StrategiesACKNOWLEDGEMENTS vi -- CHAPTER 1 INTRODUCTION 1 -- Background 4 -- Researcher as Instrument 7 -- Educational Recollections 8 -- Professional Recollections 12 -- Statement of Problem 16 -- Goals and Purposes 24 -- Research Questions 26 -- Summary 27 -- CHAPTER 2 CONCEPTUAL FRAMEWORK 28 -- The Model and Its Relevance 28 -- Selected Literature 29 -- School Resources and Teacher Expectations 31 -- Culturally Relevant Teaching and Negative Stereotyping 34 -- Promising Practices and Strategies 37 -- Critical Race Theory 40 -- Summary 49 -- CHAPTER 3 METHODS 50 -- Research Design 52 -- Participants 55 -- Data Collection 58 -- Data Analysis 61 -- Validity 65 -- Summary 68 -- CHAPTER 4 STORIES: MINE, STUDENTS’, AND THOSE -- FROM THE SHE-DECK 69 -- Personal Plights 71 -- Students Who Stick In My Head 75 -- Introducing Sassy 76 -- Introducing Cloud 79 -- Introducing Runner 82 -- Introducing MJ 83 -- Introducing Preacher 85 -- Introducing Marta Bus 87 -- Introducing Bring It 89 -- Introducing Caregiver 90 -- Introducing Ain’t Got Time 91 -- Strategies That Worked For These Kids 93 -- Training Day 94 -- Extrinsic Rewards 95 -- Change in Perspective 96 -- The Blueprint 97 -- Dialogue Discussions 100 -- Mrs. Lou Parish 102 -- Mrs. Urban Scholar 111 -- Mrs. Talented Tenth 121 -- Mrs. Liberty City 127 -- Mrs. Prioress High 132 -- Common Factors 139 -- She-Deck Sessions 140 -- Black Teacher Magic (BTM) and Critical Race Theory 141 -- Black Teacher Magic and Culturally Relevant Pedagogy 156 -- Black Teacher Magic and Deficit Thinking 165 -- Black Teacher Magic, Traditional and Non-Traditional Strategies 171 -- Summary 180 -- CHAPTER 5 CONCLUSIONS 181 -- Relationships Matter 186 -- TeacherExpectations Matter 187 -- BlackCulture Matters 189 -- Limitations of the Study 190 -- Recommendations to Guide Further Research 191 -- REFERENCES 194 -- APPENDIX A IRB APPROVAL 215 -- APPENDIX B EMAIL INVITATION TO PARTICIPANTS 217 -- APPENDIX C INFORMED CONSENT SCRIPT 220 -- APPENDIX D TEACHER PARTICIPANT INTERVIEW QUESchmertzing, Richard W.Clevenger-Schmertzing, LorraineJames, Christine A.Ed.D.Education in Leadershi