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The Disengagement of African American Male Students in Public Schools: The Perceptions of White Female Teachers
Full text linkHistorically, African Americans have fallen well behind their White peers when it comes to academic achievement, and this persists today. This phenomenological qualitative study examined the perceptions of White female teachers and the academic engagement of their African American male students in an effort to determine if teachers’ perceptions influence students’ classroom performance. This study’s ten participants were teachers from two school districts in Southern California. I conducted interviews with each participant using open-ended questions, and their personal narratives yielded results which indicate that their perceptions of the African American males they are responsible for educating do impact their students’ learning, thus resulting in African American male students’ loss of interest in academics. These results indicate that White female teachers would benefit strongly from multicultural education that could help them relate to their African American students and teach from a culturally responsible pedagogical stance
2019 InSPIRe Annual Report
Full text linkMeant to inspire creativity and scholarship, InSPIRe@Redlands collects and shares intellectual artifacts from the University of Redlands community. InSPIRe is a project of the Armacost Library in support of our institutional mission to foster a community of scholars through the sharing of ideas.
This Annual Report includes news, updates, statistical and other information about InSPIRe@Redlands spanning from January 1 to December 31, 2019
Closing the Gap: Digital Equity Strategies for the K-12 Classroom
No full textClosing the Gap is an ISTE book series designed to reflect the contributions of multiple stakeholders seeking to ensure that digital equity is achieved on campuses, in classrooms, and throughout education. In this series, authors Nicol R. Howard, Sarah Thomas, and Regina Schaffer offer historical and philosophical insights while exploring challenges and solutions unique to teacher preparation programs, pre-service and in-service teachers, and instructional coaches. The second book in the series, Closing the Gap: Digital Equity Strategies for the K-12 Classroom, includes: Examination of digital equity and the “problem of practice” for teachers and coaches Strategies for connecting the ISTE Educator and Student Standards to practice Discussion of key challenges facing teachers in today’s classrooms, such as access, connectivity, limited resources, digital divide, and the homework gap Research-based vignettes from teachers who have encountered and conquered some of the challenges addressed in the book, and from edtech coaches who have implemented equity-centered innovative professional development Concrete, evidence-based strategies for teachers
This book will help K-12 classroom teachers address the challenges of teaching in the digital age, providing positive examples and recommendations for moving toward digital equity in K12 settings.https://inspire.redlands.edu/oh_books/1060/thumbnail.jp
Examining Teachers\u27 Pradigm and Pedagogy in Manifesting Critical Hope in Low-Income Middle School Classroom: A Narrative Inquiry
Full text linkThe purpose of this dissertation was to develop pedagogy of “Critical Hope” with the aim of creating professional development experiences for educators, administrators, and policymakers who desire to infuse and adopt this pedagogy. Working in trauma-sensitive urban schools for the past 10 years steered the researcher to challenge how systemic oppression in society comfortably and continuously perpetrates the “hope gap” in low-income students, which framed the conceptual framework and the imperative work of “Critical Hope.” The findings revealed the manifestations of Critical Hope in teachers’ paradigm that influence their pedagogy and classroom practices. In this study, evidence of hope has been observed and identified in: (1) teachers’ vocabulary expressions and written directions that connect, connote, or imply valuing and trusting optimistic aspirations to succeed, (2) teachers’ written tasks and assignments that prompt critical thinking and aspirations to be caring, and (3) teachers’ lesson plans that may elicit a sense of community and humanizing practices. A qualitative methodological approach using narrative inquiry was selected to seek answers to the research questions used to study, understand, and reconstruct the lived experiences of 10 teachers in the realm of practice with hope as the forum, while delving into conceptual exploration. Critical Hope paradigm-pedagogy informs teachers, administrators, and policy makers how to work effectively with children of poverty whose voices and experiences have been traditionally and historically silenced, or disregarded in the current system of education. Subsequently, other incidental findings revealed the danger and troubling ways common teaching practices unintentionally contribute to hopelessness
Navigating a Cleft Habitus: A Phenomenological Study of Social Class and the College Experience
No full textNavigating the complex system of college enrollment can be challenging for most, and even more so for working-class students and families. But what happens once students are admitted and arrive on campus? This qualitative study explores the phenomenon of the college experience for students who identify as working class by investigating how social class shapes their higher education experience. It explores the role social background plays in the college experience for working-class students who may be regarded by the institutions at which they are enrolled as an invisible minority given the habitus with which they arrive to a campus that privileges the middle and upper classes. Specifically, it seeks to understand how students manage the blurring and crossing of class boundaries are well as identity development. Higher education is seen as one means to social mobility, but for socially mobile working-class students, overcoming middle-class bias and acclimating to a new culture may be challenging
Entre Mis Mundos Me Encontre: First-Generation Chicanas/Latinas\u27 Experiences in Higher Education
No full textExisting research illustrates that although Latinos make up the largest ethnic minority group in the country, Latinos continue to have the lowest college degree attainment rates (Ramirez, 2014). Despite the increasing rates of high school graduation rate, there remains a large educational achievement gap between Latinos and their white and Asian counterparts (Perez Huber, Malagon, Ramirez, Camargo Gonzalez, Jimenez & Velez, 2015). As we see the increase of the Latino population, it is important to highlight the disparities between Latina and Latino students. Although female students over exceed in enrollment and retention numbers across K-12 and higher education over their male counterparts, they continue to graduate and attain degrees at a lower rate (Perez Huber, Velez, & Solorzano, 2014).
This study serves to highlight the experiences first-generation Chicanas/Latinas have within higher education, their navigation and negotiation within academia, their personal sectors as that of self-wellness and family, and the barriers they face within higher education and their personal identities. The research used a qualitative counter-narrative case study inquiry approach to interview, observe and analyze the experiences of first-generation Chicanas/Latinas in higher education. Latino Critical Race (LaCrit) (Solorzano & Yosso, 2001), Chicana Feminist Theory (Moraga & Anzaldua, 1983; Delgado Bernal & Elenes, 2011), and Critical Consciousness (Freire, 2007) guide the theoretical framework of the study. Therefore, this study will add to the existing literature by conducting counter-narrative testimonios of five muxeres who illustrated their pathways in higher education while maintaining their various identities
Introducing Web GIS to a Remote Island: Long Caye, Lighthouse Reef, Belize
Full text linkThis project focuses on the flexibility of web GIS’ integration at a small scale. The study area of this project was on Belize’s tropical island, Long Caye. Its private owners sought to share its features to adventurous tourists and potential land investors. The effectiveness of its low-quality geographic information delivery and lack of a centralized source for property data were problematic for management to reach higher efficiency levels. The web applications created in this project serve the purpose of public education and land administration by transforming traditional descriptions of the island features onto an interactive interface. The two final deliverables were scalable applications with a target audience being either the general public or the island owners. The results paved the way for further exposure of the island to GIS to enhance the system behind maintaining Long Caye’s treasures
Organizational Health as a Foundation for Inclusion in the Least Restrictive Environment
Full text linkInclusive education, although a civil right and moral imperative, is a complex issue complicated by societal and organizational cultures, policies, and practices where leadership teams are tasked with identifying and removing barriers to participation and student achievement. Examining school communities through their organizational health is a means of illuminating what changes could be made to improve inclusion and achievement for all students. In this research study, the relationship between organizational health and inclusion of students with disabilities in elementary and secondary local educational agencies (LEAs) in California was examined. A quantitative approach was used to analyze the results from the Team Assessment (Lencioni, 2012) in relation to inclusion rates of students with disabilities in general education settings. Four major findings were revealed, including a consistent pattern that individuals within LEAs at or above California’s benchmark for least restrictive environment (LRE) had higher Team Assessment (Lencioni, 2012) scale scores. The results and recommendations presented may encourage educational leadership teams to lean into organizational health in a united and coherent effort to create and sustain inclusive spaces for all students to learn and thrive
Diagnosis of Developmental Language Disorders in Incarcerated and Non-incarcerated Adolescents: A Systematic Review
Full text linkAdolescents with Developmental Language Disorders (DLD) often have academic difficulties, experience limited vocational opportunities, and are potentially more likely to be incarcerated. This review sought to determine how DLD is defined and evaluated in the current literature and if this differs in studies specifically concerning incarcerated adolescents. This review also aimed to discern if and how the current research literature considers comorbid disorders when studying these populations. The search for this review was conducted in ComDisDome and yielded 24 eligible articles. The results indicate that the current literature does not have a consistent way of defining or testing for DLD, and the majority of the articles reviewed did not consider co-existing conditions in their populations of study. More research with consistent assessment and diagnostic methods and thorough consideration of comorbidity is necessary to accurately determine the prevalence of DLD in incarcerated populations. An accurate estimate of the prevalence of DLD in these populations could allow for policy changes regarding the provision of services for incarcerated adolescents and early intervention for at-risk youth
Identifying Oak Tree Mortality Using Image Analysis
Full text linkOak trees cover more than 8 million hectares of land in California. They have a significant role in providing an anchor for many wildlife habitats, settling soil for a watershed, and preserving the beauty of nature and the environment. Drought stress, wildfires, sudden outbreak of native pest occurrence, and improper interaction with humans, threaten California oaks. The Wildlands Conservancy’s Wind Wolves Preserve has a great concern for oak tree mortality. But has had difficulty finding and mapping oak tree health. To assess and monitor oaks field data collection has been expensive and timeconsuming, and field data collection may not be accessible to field survey. Using satellite imagery, aerial photography and drone imagery, areas of stressed and dead trees were identified. Python geoprocessing tools were developed that automate calculation of NDVI, identification of tree-clusters, and calculation of tree-cluster difference from season to season or year to year. Satellite imagery showed clusters of trees but were unable to identify oaks specifically due to resolution limitations. Spatial resolution was a very determinant factor in assessment of oak tree health. Thus, Sentinel-2 at 10m resolution was better at finding tree-clusters than Landsat-8 at 30m resolutio