Efforts to improve learning outcomes in undergraduate mathematics are backed by calls for instructors to move away from persistent pedagogical norms, such as traditional “chalk-talk lectures” and timed closed-book exams. Although the movement towards active learning pedagogies and alternative assessments is gaining ground, uptake has been slow. But when traditional practices became virtually impossible to maintain during the coronavirus pandemic, many instructors quickly gave up old methods for new ones. This qualitative study sheds light on how twenty-eight instructors of undergraduate mathematics experienced teaching through the coronavirus pandemic. It documents stories they told to describe their experiences and explores how they adjusted their teaching practices. A purposeful sample of instructors whose teaching experience spans 58.5 years participated in the study. They taught lower- and upper-division courses during the pandemic and came from colleges and universities across the United States. The primary data collection method was semi-structured interviews. Four salient storylines emerged from data: (1) Remembering other times of change and disruption, (2) Pivoting to emergency online instruction, (3) “Like flying blind:” navigating a new normal, and (4) Coping. In addition, analysis of participants’ stories revealed that they adjusted five dimensions of practice for teaching during the pandemic: (1) Representing Mathematical Content, (2) Choosing Tasks and Content, (3) Monitoring: “Leaning Over Their Shoulders,” (4) Building a Community of Mathematics Learners and Doers, (5) Assessing for Learning During the Pandemic. The lessons we learn from this emergency will be “educative” for this crisis and the next. Moreover, the coronavirus pandemic also offers an opportunity to examine longstanding norms in undergraduate mathematics education. This study offers recommendations for practitioners, leadership, and further research.

Bibliography: pages 115-119. / As the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.

Submitted in accordance with the requirements for the degree of . DOCTOR of EDUCATION in the Faculty of Education at the University of Zululand, 2004. / This research focused on describing "The Place of African Renaissance in the South African Education". The motivating factor is how African cultures can be restored through education. The research is intended to explore how the present education system can direct African education when faced with challenges that the African Renaissance would usher in. There is need to grapple with the problem of how the process of educational transformation as embodied in the current Philosophy of Education can transmit African values, cultures, norms and beliefs. The relevant literature reviewed the African Renaissance idea and its conceptualization. It debated two perspectives surrounding it; philosophies underlying the African Renaissance; Afrocentricity and the notion of this ideal; the dichotomy between African Renaissance call and the present education system. African Renaissance and education were studied with particular reference to African centered Psychology, African Philosophy and African centered curriculum. The qualitative ideographic research method was used in this research. Data was collected through interviews. Conversational analysis drew full transcript and recorded conversations that were carried out. Qualitative research was relevant in that the phenomenon under study was "seen throush the eyes" of the African people, thereby rejectins the deleterious formulations of theories and concepts in advance. Throush qualitative research, the perceptions, the feelinss and the attitude of the African people about the place of African Renaissance in the South African education were critically analysed. The findinss of the study significantly revealed that there is a place for African Renaissance in the South African education. The study further found that: African Renaissance could revive self-esteem amons Africans and renew African consciousness; African Renaissance was an ideal worth striving for; important education considerations should not ostracise African cultural backgrounds; the incorporation of African Renaissance at school level demands broad-minded educators with a particular character. The study furthermore revealed critical challenges facing the South African Education system, the African traditional culture of Ubuntu hold much promise and should receive significant consideration in education for the realisation of African Renaissance; there is an essential need for reconstruction of African consciousness among African learners; African educators are not better positioned to facilitate African Renaissance; and there is dire need for the reawakening of African languages. The most significant aspects of the recommendations address the incorporation of African Renaissance in the South African education. Both the indigenous African education and Outcomes Based Education (OBE) Curriculum frameworks are recommended in good stead for incorporation. The implementation thereof demands unbiasness and apolitical objectives. There is demand for making the present curriculum relevant to the needs of the African people in South Africa. African education needs to be globally competitive, and emancipatory without losing the notion of African identity.

Sublllitted to the Faculty of Education in fulfilment of the requirements for the DEGREE Of DOCTOR Of EDUCATION in the Department of Educational Psychology and Special Education at theUniversity of Zululand, 2003. / This study examines teachers' perceptions of the elements of whole school development and the extent to which certain essential features of such development are associated with school effectiveness. The study aims at determining the extent to which school effectiveness is associated with the following four elements (or sets of elements) in terms of respondent dimensions: (1) access to technical and human resources; (2)adoption of a clear culture, vision and identity; (3) involvement in efficient strategic planning, structural arrangements and procedures; and (collectively) (4) gender, age, teaching qualifications and teaching experience. To this end an instrument was constructed based on the Government bluebook for inspection of schools. The bluebook-based instrument was found to be descriptive and, therefore, intended to collect data of a qualitative nature. On the grounds of this serious omission the instrument had to be adapted so as to yield quantitative data covering all the essential features of school organisation. Care was taken to ensure that the instrument has content validity that covers all the essential features of school organisation. The findings revealed that there is a very strong association between the essential features of whole school development and school effectiveness. The analysis of responses in respect of these essential features has enabled us to arrange them in a rank order. The factor that covers adoption of a clear culture, vision and identity was rated in the first position. This was followed by a factor dealing with access to technical and human resources. The last position was occupied by the factor dealing with involvement in efficient strategic planning, structural arrangements and procedures. The study revealed that while age, gender and teaching experience, as aspects of teacher characteristics, did not influence teachers' opinions on the essential features of school organisation, the variable of teaching qualification was found to be influential in this regard.

In American high schools, students are sorted into three "tracks" to cluster resources for students of similar abilities and interests. Much is known about the high track student, and especially in the past decade, the low track or "at-risk" student. However, the middle track--or marginally achieving student--has been largely overlooked in the literature. Acknowledged as "lost in the middle" (Judson, 1992), as well as deserving of higher quality of service in their school systems (Powell, Farrar, & Cohen, 1985), marginal achievers-defined here as having a GPA of 1.5-2.5, still maintain a profile of invisibility. Current reform efforts to increase student engagement and achievement increase the importance of understanding the characteristics of this student population to enhance the quality of instructional practices, program options, and support services. This study described the characteristics of marginal achievers and the nature of their school experiences. Five groups of students were interviewed in two local high schools. These data were combined with the results of a quantitative analysis of 165 variables from the National Longitudinal Educational study for a 500 case sample. The results indicated: • Gender, race, and socio-economic status could not be used to identify marginal achievers. Seventy-nine point four percent of the students reported being in two-parent families. Most students indicated feelings of high self-esteem. • No demographic characteristics could be used to identify any school structure that was more likely to foster marginality, however, several climate factors emerged. • Marginal achievers were not visible in their school's system of rewards or sanctions. • Marginal achievers did not believe they had much value in their school system. They believed high track achievers were most valued. • Marginal achievers had no intentions of dropping out of high school. They believed they would have little trouble being successful in college. They reported their parents had the same expectations. • The students reported the primary parental support activity was student-parent discussions about school. • The cost of college led many students to consider attendance at a community college. The reduced financial burden of a community college, along with lower GPA expectations, influenced how hard they worked in high school.

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Historically, disenfranchised students in the American education system have been promised opportunity through successful participation in the school system. These promises are voiced in legislation like the Elementary and Secondary Education Act of 1965 and by executive actions like President Obama’s Race to the Top Initiative. Evidenced by the continuing education gap, the promises of success through education continue to evade many American children across the nation, especially students who are most in need of the support promised in these quixotic visions of opportunity. This is a qualitative interview study that aimed to gather the voices of educators involved in the implementation of the English Language Arts Common Core State Standards (ELA CCSS) to investigate the potential benefit of an information loop during the time period Bridges (2009) labeled the Neutral Zone, a period when change agents can reflect on and possibly enhance the implementation of an initiative. The study aimed to answer the following research question: What are the experiences of teachers, school principals, and district-level administrators during the transition to the ELA CCSS in three public school districts in the greater Los Angeles area? The narratives constructed throughout the interview process with the study’s participants point to the value of establishing an information loop during the Neutral Zone as an untapped vein of knowledge in the change process. This information can potentially be used to take inventory of the trajectory an implementation process has taken.

The purpose of the study was to identify assistant principals' perceptions of their roles in school leadership, their experiences with student discipline in the public school setting pre- and post-COVID-19, and the professional learning they were provided to navigate the student discipline process. The basic qualitative study addressed two research questions: What were high school assistant principals' perceptions of leadership related to student discipline in public schools pre- and post-COVID pandemic? Furthermore, what professional development would support assistant principals with the student discipline process post-COVID-19? Using a standard interview protocol, the researcher interviewed eight high school assistant principals in one southeastern Virginia school division. The interview questions were organized into themes in response to the research questions based on the respondents' shared perceptions of their roles, student discipline experiences pre- and post-COVID-19 pandemic, including professional development needs. This study revealed that assistant principals perceived changes in their leadership capacity due to declining student behavior, and the frequency of student discipline referrals "increased dramatically" post-COVID-19 pandemic. Whereas high school assistant principals prioritized instructional leadership before the pandemic, in the post-COVID-19 pandemic, negative student behavior caused school leaders to focus on processing school discipline over instructional leadership. This research found that student behaviors changed the educational landscape post-COVID-19, highlighting areas of concern for student well-being, such as physical aggression, substance abuse, lack of school attendance, and mental health concerns. The study also found that high school assistant principals reflected positive outcomes post-COVID-19 pandemic as they adjusted their professional practice as empathetic leaders fostering positive relationships with school stakeholders. Finally, the researcher sought to examine the high school assistant principals' experiences with professional development opportunities when learning the student discipline process. The study found that assistant principals wanted actionable, collaborative, and interactive learning opportunities, including authentic mentorships, hands-on learning experiences, and guidance to communicate with stakeholders during the student discipline process. Implications from this study include calling on the Department of Education, school divisions, and school principals to identify, plan, and support high school assistant principals as they navigate the role of school leaders post-COVID-19 pandemic. / Doctor of Education / The COVID-19 pandemic created a catalyst for change in an uncertain educational environment for school leaders. As the "boots on the ground," high school assistant principals became the front-line offense for school divisions and principals in navigating students' return to face-to-face instruction post-COVID-19 pandemic. This research interviewed eight high school assistant principals for their perceptions, interactions, and experiences as administrators, especially with the school discipline process before and after the COVID-19 pandemic. The study also examined the professional development assistant principals perceived they needed to navigate the post-pandemic student discipline process. This study revealed that assistant principals perceived changes in their leadership capacity due to declining student behavior, and the frequency of student discipline referrals "increased dramatically" post-COVID-19 pandemic. Student behaviors changed the educational landscape post-COVID-19, highlighting areas of concern for student well-being, such as physical aggression, substance abuse, lack of school attendance, and mental health concerns. Although pre-COVID-19 pandemic high school assistant principals prioritized instructional leadership, in the post-COVID-19 pandemic school setting, the study found that negative student behavior shifted the school leaders' priority to processing school discipline over instructional leadership. In addition, the administrators in this study expressed the need for professional development focused on the school discipline process that is actionable, collaborative, and involves interactive learning opportunities. Authentic mentorships, hands-on learning experiences, and communication guidance during traumatic events are suggested. The study closed by calling on the Departments of Education, school divisions, and school principals to identify and plan for support of high school assistant principals' need to navigate the role of school leaders post-COVID-19 pandemic.

Thesis advisor: Patrick McQuillan / Urban school districts' educational leaders face what seem to be an endless number of challenges, such as closing the achievement gap, enhancing student performance, building teacher capacity, creating leadership opportunities, and adapting to a student population that is changing rapidly and increasingly made up of students from low socioeconomic status backgrounds who are limited English speakers and/or English language learners. Through the lens of complexity theory, this three-year instrumental case study examined the leadership practices of two Lynch Leadership Academy Principal Fellows in relation to their leadership growth project that they determined would benefit from improvement and, as a result, would be implemented in their urban schools. Using principal and teachers’ interviews and observation fieldnotes of the professional learning communities meetings at the schools, this study chronicled the actions and behaviors of the principals and teachers through their interdependent and mutual relationships as they developed a theory of action and conducted their Leadership Growth Project, taking into account the concepts of complexity theory and the influence on the school community. The findings demonstrate that principals, through their leadership and relationships with their teachers and their engagement in professional learning community activities, complicated and disrupted the complacency, compliance, and comfort of the teachers. The formation of a theory of action, however, which was a way for the teachers and the principals to satisfy the needs of their urban school community in response to the challenges they faced, was sparked by such disruptions. Additionally, teachers had to reconsider how they interacted with their students as a result of their capacity for self-organization at the edge of chaos. A conclusion of this research is that in order to achieve successful professional learning outcomes and emergence through adapted change that incorporate the principal's leadership, teachers must be willing to communicate practice-related issues and to offer and accept constructive criticism in an environment of disequilibrium. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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