Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xii, 136 p.; also includes graphics Includes bibliographical references (p. 108-117). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Dissertation (Ph. D.)--University of Akron, College of Education, 2006. / "May, 2006." Title from electronic dissertation title page (viewed 09/16/2006) Advisor, Francis Broadway; Committee members, Lathardus Goggins, Suzanne MacDonald, Carole Newman, John Queener; Department Chair, Evonn Welton; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Historically, African American male students have been marginalized in our society and we have seen the repeatedly through the media, educational statistics, and prison statistics. This study was completed to examine the intersection of race and gender in urban classroom setting by looking at the impact of African American male student. This study challenges culturally responsive pedagogy and looks at a more specific pedagogy, African Centered pedagogy to determine the effective practices African American female educators use to positively impact the African American male student in the classroom setting. The data collected in this study demonstrated that African American female educators make a conscious effort to prepare African American male students in their class for the obstacles they will have to face in society. They provide positive classroom environments and multiple opportunities for these students when American society does not, and they demonstrate a critical understanding of the gendered experiences of African American students and act accordingly. This study proposes that there is a need for a more specific pedagogy introduced in teacher education programs in order to prepare not only African American educators but also all educators to better support African American male students by using Black feminist thought.

The public school teacher population of the United States is predominantly White, while the demographics of P-12 student population continue to grow increasingly diverse. Across the nation, there has been a call for the recruitment and retention of culturally and linguistically diverse teachers. The state of Oregon passed the Oregon Educator Equity Act, originally called the Oregon Minority Teacher Act, in 1991, and with recent renewed attention, the preparation of more culturally and linguistically diverse teachers in the state has gained prominence. Refocused consideration to the lack of diversity in the teaching workforce is overdue, as evidenced by the low numbers of African Americans found in Oregon's teacher workforce. Moreover, the experiences of African American teachers are underexplored. The purpose of this dissertation was to examine the factors that contributed to the successful recruitment of African American teachers, specifically graduates of a teacher pipeline program. Employing an assets-based framework, a qualitative multiple-case design was used; data analyses included open coding of interview data, a constant comparison analysis of individual cases, and cross-case analysis. The predominant themes that contributed to the success of participants in this study included, belonging, accountability, and commitment to equity. While these findings, consistent with much of the literature on achievement of students of color, are not new, this study adds African American teacher voices to the existing research on the diversification of the teacher workforce. Additionally, this dissertation highlights successful efforts made toward recruitment of teachers of color with an Oregon lens.

Thesis (Ph.D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

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This dissertation is a critical ethnography of teachers working abroad in an American/International school (ASC/pseudonym) located in the People’s Republic of China. The study focuses on the teacher abroad identity process of EC-12 teachers who moved from their country of origin to work in the PRC from 2008 to 2011. The three-year study serves as a snapshot of the formation of the teacher abroad identity. The theoretical framework include theories of identity in figured worlds (Holland et al., 1998), symbolic capital (Bourdieu, 1991), and language as mediator that served to answer three questions: 1) How does a teacher’s biography relate to the experience of working in an American/International school in China? 2) How does a first-time teacher at ASC recreate and negotiate her/his personal and professional self understandings? 3) What role does language play in the making of the teacher abroad identity at ASC? The study follows an interpretivist approach to explain, understand, and unveil the figured world of teaching abroad from the perspective of the participants’ and data analysis by the researcher. Data includes participant observation, interviews, observations, and field notes collected while closely following four teachers who portrayed the making of the teacher abroad identity. The researcher became a teacher abroad at the same school to fully immerse herself in participant observation. The inclusion of document analysis, interviews, and field notes, serve as validation and triangulation of the process. A reflexive approach to data analysis was followed at all times for trustworthiness of the study. Findings suggest that teaching abroad is a complex figurative world. Teacher abroad identity is created at the intersection of the social, personal, emotional, professional, and linguistic spaces. A major finding reveals that individuals who are hired overseas and teach abroad for the first time have to learn new ways to cope with unexpected landscapes brought by living in new country, and by teaching students from a plurality of nationalities, languages, and races. Teachers experience mostly a transformation at the personal level, but the transcendence at the professional level in the classroom is limited. / text

This naturalistic investigation examined how the implementation of a teacher study group assisted African-American teachers in instituting culturally relevant pedagogy. Ladson-Billings (1994) coined the term culturally relevant pedagogy to address the need for developing and implementing authentic methods for teaching African-American students. However, teachers also need opportunities to be engaged in learning experiences that will facilitate their growth in this area. Although teacher study groups are a popular form of professional development (Birchak et al., 1998), research on teacher study groups designed exclusively for African-American teachers is absent from the literature. Informed by tenets of sociocultural theory (Lave & Wenger, 1991), critical race theory (Solórzano & Bernal, 2001), and feminist theory (Belenky et al., 1997; Collins, 2000), this study involved participants in what I have termed culturally relevant professional development. Research questions included (1) What are the characteristics of an African-American teacher study group? (2) What are the topics and themes discussed in an African-American teacher study group that is focused on “culturally relevant pedagogy”? (3) How does participation in a teacher study group inform the participants’ views about (a) literacy and the literacy curriculum and (b) their teaching practices? (4) According to the study group participants, how does the African-American teacher study group compare to other professional development experiences in facilitating their growth as learners? (5) How might the participation of a school administrator in a teacher study group assist teachers in their professional growth? Data sources included audiotaped and videotaped study group sessions, field notes from study group sessions, in-depth interviews, field notes from classroom observations, participant journals, and a researcher’s journal. Constant comparison and grounded theory methods (Glaser & Strauss, 1967) guided data analysis. Methodological rigor was established using criteria for trustworthiness (Lincoln & Guba, 1985). Participants reported that culturally relevant professional development is essential to address the specific needs of African-American students. The teacher study group inquiry centered on ways to support African-American male students, ways to address curriculum mandates, the need for administrative support and parental involvement, the importance of spirituality, the need for collegiality and building relationships, and ways to challenge the status quo.