Дисертації з теми "Marginalised students"
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Frost, Helen. "Promotional approaches to undergraduate recruitment for marginalised courses and marginalised students." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43236/.
Повний текст джерелаBland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.
Повний текст джерелаBland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.
Повний текст джерелаWalls, Chad Alan. "Using the views of marginalised students about effective teaching." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/using-the-views-of-marginalised-students-about-effective-teaching(02f64f2d-14e8-4bea-ab56-5b2b14cdff9e).html.
Повний текст джерелаJones, Tom. "A social model of learning constructed from the perceptions of marginalised art and design students." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020794/.
Повний текст джерелаNewton, Steven John. "Resisting education: A capital idea." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/125534/1/Steven_Newton_Thesis.pdf.
Повний текст джерелаSlaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
Повний текст джерелаThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
Повний текст джерелаLesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Kaufmann, Shayla. "Marginalized students accessing museum art education programs." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21185.
Повний текст джерелаFor many years as an art educator, this researcher, has observed, the positive impact an art education program can have on a variety of different student populations. All students deserve access to a meaningful art education. It has been shown that developing brain health and looking at art is beneficial for the human mind. Scientists in collaboration with artists have recently shown, through Computed Axial Tomography (CAT scans) something that we already knew (or suspected), from our own experiences; making and looking at art is positive for human cognition. According to Professor Semir Zeki, Chair of the Neurasthenics Department at University College London: (1999, p.187). Inner Vision: An exploration of art and the brain: "What we found is when you look at art – whether it is a landscape, a still life, an abstract or a portrait – there is strong activity in that part of the brain related to pleasure. We put people in a scanner and showed them a series of paintings every ten seconds. We then measured the change in blood flow in one part of the brain. The reaction was immediate. What we found was the increase in blood flow was in proportion to how much the painting was liked. The blood flow increased for a beautiful painting just as it increases when you look at somebody you love. It tells us art induces a feel-good sensation direct to the brain." This thesis will not be examining the positive impact art has on the brain; it is referred to in order to acknowledge the fact many artists and art appreciators already know: Looking at art is a valuable thing, and art education is important for developing minds. This thesis will examine the bridge between art museum programs and marginalized student populations. These are the students who have Individualized Education Programs (IEP’s), or those for whom English is a second language and who may live in low-income urban communities. It will also examine what museum-based art education programs can provide to this population of youth. In the Wall Street Journal, as cited by (Winner, Goldstein, and Vincent-Lancrin, 2013, p.18) the former chairman of the National Endowment for the Arts, Rocco Landesman offers pointed remarks when arts education comes up: "Some students don’t fit the No Child Left Behind regime and other subjects don’t inspire them. Talented but offbeat, they sulk through algebra, act up in the cafeteria, and drop out of school. The arts 'catch' them and pull them back, turning a sinking ego on the margins into a creative citizen with 'a place in society.'" Museums often provide a place for students to go and engage with art in a meaningful way that captures their imagination and engages them in learning. The emphasis of this research falls on the unusual student, the difficult learner, the student who has a learning style difference and who may never have encountered an original work of art. The purpose of this study is to report the ways in which students responded to art in a museum setting. Why art museums enjoy a reciprocal benefit from serving these students will also be examined. Art educators know that art is important for the development of creativity in students, and students’ benefit from engagement in studio art activities. Yet, most crucially, art programs are often marginalized in low-income urban communities. According to the Center on Budget and Policy Priorities, more than 95 percent of schoolaged children are attending schools that have cut art education since the recession. In low-income communities, many students have few studio art classes along their journeys through pre/K-12 public education. Those denied an art education often find themselves without the benefit of an education that includes studies about the value of culture, leaving those affected by poverty with little impetus to reach for higher educational goals. Art education programs at two museums are examined to show how their programs reach out to students from underserved communities. In particular, this study looks at the Cape Ann Museum in Gloucester and Peabody Essex Museum in Salem, both in, Massachusetts, to evaluate how to engage marginalized, urban students and retain these youth as enthusiastic lifetime museumgoers.
2031-01-01
Ruich, Lawrence Joseph. "Voices of Special Educators Teaching Students with Emotional Disturbances (ED)| Examining the Marginalized of the Marginalized." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244144.
Повний текст джерелаThis qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and professional contexts that contribute to it is critical to the retention of these teachers in the field and the preparation of future special educators. Interviews, observations, and the use of image elicitation provided data to examine each participant’s identity in relation to the students they taught, the school setting, and their sense of self. Analysis of collected data emphasized their historical past, present relationships (e.g., family, colleagues), professional development, and lives within the school.
Cross-case analysis findings illuminate each teacher’s reasons for working with students who exhibit challenging behaviors and how their personal experiences shaped their identity and approach to teaching. Findings demonstrate how teacher-participants addressed student autonomy through empowerment or control via an instituted behavioral model. Social and relational aspects of teaching effected collaboration within the classroom and school setting.
Findings from this study indicate several implications. Due to the stressful and emotional work environment, the field has both a quantity and a quality shortage. Preparation programs must offer prospective teachers the chance to observe and participate in daily work within restricted settings while cultivating and recognizing a network of supports. Well-planned mentor and field-based programs offer on-the-job resources that help incoming teachers with classroom practice and the stimulation of identity development. Schools should implement strategies to improve the consistency of instructional aide support for special education teachers.
It is important to recognize the systemic structures that shape teacher identity. Institutional settings rarely challenge the status quo; so it is important that teachers resist, otherwise practices appear fixed and unalterable. While working with students who are emotional, aggressive, combative, and traumatized, teachers should detach from maladaptive conduct and not associate the student with their behavior. It is essential for special educators experiencing the effects of a school system and the challenges brought by students to practice a method of self-care.
Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
Повний текст джерелаThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Mencke, Paul D. "Responding to critical pedagogy marginalized students and the college classroom /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/P_Mencke_042010.pdf.
Повний текст джерелаTitle from PDF title page (viewed on June 30, 2010). "Department of Teaching and Learning." Includes bibliographical references (p. 145-156).
Garland, Michelle Nichole. "Christian privilege Do Jewish students feel marginalized in public schools? /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403164.
Повний текст джерелаSias, Betty A. "Marginalized students' perspectives of school consolidation: a case study in rural West Virginia." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=860.
Повний текст джерелаPellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.
Повний текст джерелаTraditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Oonge, Harrison Ntabo. "Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571653.
Повний текст джерелаThis study examined how teachers perceive Free Primary Education had influenced access, retention and progression of marginalized students in primary schools in Kisii County, Kenya. A critical pedagogy framework was used to unpack and shed light on teacher and school practices that affected access to basic education of at risk students. Data was collected through 217 surveys given to teachers from 28 purposefully selected primary schools in Kisii County, 3 administrator interviews, and 4 focus group interviews comprised of a total of 30 classroom teachers from 14 schools in a sequential mixed methods design. Four research questions that guided this research were: a) How do teachers perceive Free Primary Education in Kenya has influenced access to primary education for marginalized students? b) What do teachers perceive to be at risk categories for marginalized students? c) How do teacher practices influence the retention of marginalized students in education in Kenya? Finally, d) to what extent do teacher beliefs influence their desire to differentiate instruction for marginalized students? Findings from this study indicated that Free Primary Education had led to increased access to basic education through reduction of fees paid by parents to schools, provision of instructional materials, open admission policy, and construction and/or renovation of existing educational facilities. The study also revealed roadblocks that hinder access to basic education for marginalized students such as extra fees levied by schools to parents, poverty, high teacher pupil ratio, lack of skills to equitably educate at risk students in classrooms, and poor health. The participants identified orphans, students with low incidence disabilities, children from extremely poor families, children from single parent households, children engaged in child labor, and children from negligent parents as categories of students who were at risk for marginalization. Moreover, the study revealed some of the teacher and schooling practices with regard to handing marginalized students which included teacher care, professional development, accommodations, remedial teaching, and guidance and counseling. There was a significant correlation between teacher philosophies and teacher willingness to differentiate instruction (rs= 0.43, p<0.05), and also a significant correlation between teachers’ philosophies and their willingness to give various accommodations to marginalized students in their classrooms (rs=0.34, p<0.05). Further analysis of data revealed that, a) access to basic education as a class issue, b) access to basic education as a gender issue, c) national tests and measurements as instruments for marginalization, and d) access to education as a teacher critical consciousness issue.
Misa, Christina Marie. "Marginalized multiplicities : the journeys of Chicana/Latina lesbian and bisexual high school students /." Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3250294.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0425. Adviser: Laurence Parker. Includes bibliographical references (leaves 149-158) Available on microfilm from Pro Quest Information and Learning.
Smith, Kathleen M. "How Central Office Administrators Organize their Work in Support of Marginalized Student Populations: Collaboration in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108002.
Повний текст джерелаLeading discussions in education today center on closing academic achievement gaps and it is widely believed that school districts are responsible for creating the conditions for all students to be successful in school. Recent state and federal policies place demands on central office administrators to help schools improve, which has resulted in a shift in the work of central office administrators. As central office administrators shift work practices to help schools develop their capacity for improving teaching and learning, they need to collaborate to build new and collective knowledge. This qualitative case study describes the collaboration of one central office administrator team when working to support historically marginalized populations. It is one section of a larger research project on how central office administrators organize their work in support of historically marginalized populations. Two research questions guided this study: (1) How do communities of practice emerge within the central office when working to improve outcomes for historically marginalized students? (2) What conditions foster or hinder administrator collaboration? Interviews, a document review, and an observation were used to answer the research questions. Findings suggest that structures in the district existed that both support and hinder collaboration of central office administrators. Time to collaborate and tools used provided structural support for collaboration. The organizational structure of the central office and limited authority to make decisions hindered efforts at collaboration. To better understand how communities of practice emerge, I focused on two specific elements, joint enterprise and learning in practice. The joint enterprise of central office administrators related broadly to improving outcomes for all students, however there were limitations to the extent that joint enterprise existed in the district. Further, there were instances in which learning in practice seemed to occur in the district, however an implementation orientation and overreliance on prior knowledge limited adult learning, at least at the central office level. Collaboration is held up as an improvement strategy for schools and districts, yet there is limited research on central office administrator collaboration. This study contributes to the body of research on central office administrator collaboration, specifically those working in support of historically marginalized populations
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Russell, Elizabeth (Annie). "Voices Unheard: Using Intersectionality to Understand Identity Among Sexually Marginalized Undergraduate Students of Color." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333141044.
Повний текст джерелаWickline, Mary K. "Capitalist Reproduction in Schooling: The social control of marginalized students through zero tolerance policies." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5782.
Повний текст джерелаCannella, Chiara Marie. ""Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195378.
Повний текст джерелаPamuntjak, Laksmi. "The Indonesian student movement in the 1980s/1990s: The development of resistance by a 'marginalised minority'." Thesis, Pamuntjak, Laksmi (1993) The Indonesian student movement in the 1980s/1990s: The development of resistance by a 'marginalised minority'. Honours thesis, Murdoch University, 1993. https://researchrepository.murdoch.edu.au/id/eprint/51937/.
Повний текст джерелаWelch, Edwina F. "Campus based community centers havens, harbors, and hope for underrepresented and marginalized student success /." Diss., [La Jolla] : [San Diego] : [San Marcos] : University of California, San Diego ; San Diego State University ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344609.
Повний текст джерелаTitle from first page of PDF file (viewed March 13, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 155-163).
French, Judith C. "Support of marginalized students in science an examination of successful lesbian individuals in science career paths /." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249396616.
Повний текст джерелаFrench, Judith. "Support of marginalized students in science: An examination of successful lesbian individuals in science career paths." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249396616.
Повний текст джерелаGoodman, Cecil. "Landscapes of Belonging| Systematically Marginalized Students and Sense of Place and Belonging in Outdoor Experiential Education." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278854.
Повний текст джерелаThis qualitative case study explores the intersection of social justice pedagogy and Outdoor Experiential Education (OEE) sense of place and belonging curriculum. The purpose of this study was to gain a comprehensive understanding of, and engage in critical analysis of how students systematically marginalized by race, ethnicity, and/or class experienced sense of place and belonging in OEE. Data was collected through in-depth interviews of OEE Students and Interns of Color, and White OEE field instructors at one program site, as well as through the critical textual analysis of program materials. Theoretical and conceptual frameworks for this study used Critical Race Theory, critical multiculturalism, the cultural construction of the Outdoors, and core concepts from OEE scholarship. Data analyses revealed existing institutional and curricular inequities in OEE for Students of Color. To address these systemic inequities, findings supported the adoption of social justice pedagogy across the field of OEE. Specific recommendations for future practice as a result of the research included the implementation of equity and inclusion trainings for field instructors, professional development programs for OEE field instructors and administrators of Color, and the development of curriculum across the field of OEE to understand the implications of the cultural construction of the Outdoors in order to better serve a racially and ethnically diverse OEE student population.
Galligan, Hugh T. "How Central Office Administrators Organize Their Work in Support of Marginalized Student Populations: Co-Construction of Policy in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107982.
Повний текст джерелаPurpose and Research Questions: Some educational reform efforts aim to support marginalized populations and narrow long-standing achievement and equity gaps, influencing the ways in which educators implement policy. While researchers have identified ways that educators implement policy, there is a research gap concerning how central office administrators implement policy in support of traditionally marginalized students. This study describes the policy implementation process of one central office administration team with the specific goal of supporting traditionally marginalized students, addressing two research questions: (1) In what ways are central office administrators working together to implement policy in support of traditionally marginalized students? (2) How do central office administrators balance external policy demands with internal goals when implementing policy in support of traditionally marginalized students? Methods: This qualitative study draws upon semi-structured interviews, observations, and document review to answer the aforementioned research questions. Findings: Central office administrators in this turnaround district organize policy work by dividing up tasks according to established goals and benchmarks, and communicating to other central office administrators regarding the progress towards meeting them. These goals and benchmarks represent the primary policy work designed to support traditionally marginalized students. Central office administrators have a shared understanding of and respect for the turnaround plan’s goals and benchmarks. Since this district is under state receivership, central office administrators face demands from the state department of education regarding progress towards meeting the goals of the turnaround plan. As part of this work, central office administrators bridge internal goals of the district to external pressures of the state Department of Education, forming a unique partnership between district and state actors
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Kukenberger, Julie R. "How Central Office Administrators Organize Their Work in Support of Marginalized Student Populations: Advice Networks in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107985.
Повний текст джерелаBackground: Examining the underlying social networks of a central office leadership team in a school district focused on accelerated improvement may provide insight into the organizational structures that support or constrain improvement efforts. These networks play a critical role in identifying strategies and practices that will enable district leaders to better support marginalized student populations and strive toward the goal of halving the achievement gap for all students. Purpose and Research Questions: The purpose of this individual research study is to carefully examine and analyze the structure of social relations in a school district under sanction, aiming to answer the following research question: How do social networks between and among district leaders relate to turnaround efforts designed to support marginalized populations? Methods: This study applies social network theory of central office leadership and relationships within a public school district aimed to accelerate improvement and support traditionally marginalized students. The network boundary is limited to central office administrators. In concert with the Dissertation in Practice (DIP), this individual study was designed to be emergent and flexible. Data sources include semi-structured interviews and document review. Findings: This study found that day-to-day, central office administrators in one turnaround district, rely heavily on a high number of external ties. The advice network is highly centralized around two key players which may constrain the exchange of advice or knowledge and ultimately slows or inhibits efforts designed to improve outcomes for marginalized student populations. High personnel turnover and lack of network stability are to be expected in a turnaround district, however, it has a ripple effect on the district’s ability to establish systems and structures that facilitate accelerated improvement for marginalized student populations. Significance. Organizational change is often socially constructed. Understanding which actors have positive influences and positive social relations will ensure that formal and informal network roles are identified and maximized to their full potential. Social network analysis has the potential to provide school districts information regarding the capacity of central office administrators to implement accelerated improvements
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Palmer, Christina Desmond. "How Central Office Administrators Organize Their Work In Support Of Marginalized Student Populations: Communication and Language Use In A Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107975.
Повний текст джерелаAbstract Purpose and Research Questions: To understand central office leadership, it is necessary to examine how language grounds leaders’ actions, and influences their effectiveness among themselves and with stakeholders, including other central office leaders, building principals, teachers, community and students. This study explores the relationship between central office administrators’ language and their support of historically marginalized students. Looking closely at how language shows commonality or disconnect in understanding and action, this study is guided by the following research questions: (1) What language do leaders use to talk about their work with marginalized populations? (2) How does this language influence practice? Methods: This qualitative case study analyzes with the use of discourse analysis the language of central office administrators and their work in support of historically marginalized populations, using semi-structured interviews, and document review to answer the aforementioned research questions. This is one section of a larger research project studying how central office administrators organize their work in support of marginalized populations. Findings: Turnaround districts such as the district in this case study face complex and urgent issues, which seem to influence the language central office administrator’s use. In this study, central office administrators expressed language of frustration to talk about lack of time. Second, central office administrators used language that either recognized or demonstrated implicit bias in what marginalized populations heard or saw. Third, central office administrators relied on expressions of mandated language when they communicated about their work in support of marginalized populations, and lastly, central office administrators used language of care to talk about why they worked in a turnaround district. Significance: Given the importance of communication in district leadership, practitioners should work to establish and integrate consistent language into practice. Researchers will find it a valuable contribution to examine the outcomes of central office administrators’ language use in supporting traditionally marginalized student populations, as research is limited
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Joyce, Liam J. "Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/554.
Повний текст джерелаKokka, Kari. "Social Justice Mathematics: Pedagogy of the Oppressed or Pedagogy of the Privileged? A Comparative Case Study of Students of Historically Marginalized and Privileged Backgrounds." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052854.
Повний текст джерелаKilgo, Cindy Ann. "An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2098.
Повний текст джерелаSumner, Christopher Mark. "A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5654.
Повний текст джерелаTaylor, Kimberly L. "My Brothers' Keeper." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883.
Повний текст джерелаFarmer, Laura, and Rebekah J. Byrd. "Genderism in the LGBTQQIA Community: Implications for Counselors." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/927.
Повний текст джерелаSenate, University of Arizona Faculty. "Faculty Senate Minutes October 3, 2016." University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/621304.
Повний текст джерелаBills, Andrew Maynard. "The (UN) critical school teacher: three lessons about teacher engagement work with marginalised students in neoliberal times." Thesis, 2011. http://hdl.handle.net/2440/72157.
Повний текст джерелаThesis (D.Ed.) -- University of Adelaide, School of Education, 2011
"The Role of School Practices in Supporting Marginalized Students." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49134.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Family and Human Development 2018
LIN, JHIH-LONG, and 林志龍. "The Experiences of Marginalized Students in Elementary School Physical Education Lessons—A Case Study." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/34294551416039295983.
Повний текст джерела國立臺中教育大學
體育學系碩士班
103
The Experiences of Marginalized Students in Elementary School Physical Education Lessons—A Case Study Abstract This study explores the learning experiences of two marginalized students in physical education lessons. The two cases were fourth-grade students selected from two different class of one elementary school in Taichung City. Data of this study were collected through non-participant observation of, informal interviewing with the teacher or students after, and group interviewing with the students about the PE lessons. Different data were used to illustrate the situation of the marginalized students and how it has happened. It was found that, despite many literature promoting group sports for it benefit of developing social skill of the pupils, the two cases were found to be marginalized. They were alienated when students searching for teammates, and were assigned to unimportant or marginalized positions in the team. The reasons for these two students to be marginalized were different, though could be attributed to factors such as: personal character, teacher, curriculum content, teaching method and the influence of particular student-leaders. This study suggested that, social skills are not developed as a consequence of simply putting a group of diverse students together, rather it can only be achieved if the teachers are aware of the characters of all students and deliberately employ appropriate curriculum and teaching methods. It was argued that, a further understanding of marginalized students in the lesson was an important foundation to achieve this goal. Key words: marginalized students, marginalization, learning experience
Iwenofu, Linda. "Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community." Thesis, 2013. http://hdl.handle.net/1807/42626.
Повний текст джерелаNembhard, Gillian N. "Storying for Social Justice: A Professional Learning Journey." Thesis, 2012. http://hdl.handle.net/1807/32450.
Повний текст джерела"The U.S. Public School System and the Implications of Budget Cuts, the Teacher Shortage Crisis, and Large Class Sizes on Marginalized Students." Master's thesis, 2018. http://hdl.handle.net/2286/R.I.49189.
Повний текст джерелаDissertation/Thesis
Masters Thesis Social Justice and Human Rights 2018
Batchelor, Heather A. "The Rise Up and Leadership in Community Service Classes and Their Impact on the Relationships, School Retention and Persistence of Marginalized Students at One Level Four School." 2012. https://scholarworks.umass.edu/dissertations/AAI3545901.
Повний текст джерела