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High-Stakes Education: Dual Language Immersion in Portland, Oregon
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In: University Honors Theses (2021)
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| 2 |
"We, As Parents, Do Have a Voice": Learning From Community-Based Programs Effectively Engaging Parents in Urban Communities
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In: GSE Faculty Publications (2021)
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Hearing the Voices of Bicultural and Bilingual Teachers: Using a Case Study Approach to Explain the Professional Identity Development of Early Career Native Chinese Mandarin Teachers
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In: Dissertations and Theses (2020)
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| 4 |
Translanguaging through Story: Empowering Children to Use their Full Language Repertoire
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In: School of Social Work Faculty Publications and Presentations (2019)
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| 5 |
Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
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In: ETSU Faculty Works (2019)
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| 6 |
Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect
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In: Dissertations & Theses (2017)
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| 7 |
An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies
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In: Dissertations and Theses (2017)
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| 8 |
Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement
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In: Dissertations and Theses (2016)
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| 9 |
Gifted Black and Biracial Students at a Predominantly White Gifted School
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In: Dissertations and Theses (2015)
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Abstract:
The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
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Keyword:
African Americans -- Education (Elementary) -- Pacific Northwest -- Case studies; and Multicultural Education; Bilingual; Gifted children -- Education (Elementary) -- Pacific Northwest -- Case studies; Gifted Education; Multicultural education -- Pacific Northwest -- Case studies; Multilingual; Racially mixed people -- Education (Elementary) -- Pacific Northwest -- Case studies; School children -- Attitudes
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URL: https://pdxscholar.library.pdx.edu/open_access_etds/2347
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=3351&context=open_access_etds
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| 10 |
Disproportionate representation of English Language Learners in special education.
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| 11 |
A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2014)
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| 12 |
The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula
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In: Dissertations and Theses (2013)
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| 13 |
The Effectiveness of A Teen Pregnancy Prevention Program That Offer Special Benefits For Pregnant and Parenting Teens: A Qualitative Study
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In: Doctoral Dissertations and Projects (2013)
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| 14 |
Strategic plan for switching from a transitional bilingual education program to a two-way immersion program.
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| 15 |
Motivation in the Portland Chinuk Wawa Language Community
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In: Dissertations and Theses (2012)
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| 16 |
Writing Chinuk Wawa: A Materials Development Case Study
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In: Dissertations and Theses (2010)
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| 17 |
Fast capitalism, school reform, and second language literacy practices
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In: Meg Gebhard (2004)
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| 19 |
Conceptions of learning identified by indigenous students entering a University preparation course
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Bunker, Alison M.. - : Edith Cowan University, Research Online, Perth, Western Australia, 2000
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In: Theses: Doctorates and Masters (2000)
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| 20 |
A case study of employees' motivation to participate in a workplace language and literacy program
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In: Theses: Doctorates and Masters (1998)
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