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  • Critical Race Theory in Urban Classrooms: A Qualitative Exploration into Pedagogical Strategies

    Description:
    This qualitative study analyzed how five middle-school Language Arts teachers from an elementary school in the Northeastern United States implemented Critical Race practices to meet the curricular, social, emotions, cultural and educational needs of urban students. This research examines how critical race theory practices were used to meet the curricular, social, etc. needs of K-6 students. The pathway which led the researcher to this study began with a question, as in the case of all research: How are teachers using small group instruction to target Critical Race Theory practices (CRT) within the theoretical framework? Participants in this study include five middle-school English Language Arts teachers in an urban school. This research is developed from data acquired through five interviews. Interview transcriptions were analyzed, organized, coded by the NVivo software, and the researcher also cross-checked for accuracy. The emerging themes were building relationships, social and emotional learning, district policy, small group instruction, and student engagement. More research is needed to focus on how teachers are currently implementing the Critical Race Theory practices into the curriculum and how it can inform and drive student teaching and learning. The recordings were then transcribed using WebEx transcription software. Transcriptions from interviews were analyzed, organized, and validated by the NVivo software. Five themes emerged from this study. Building relationships surfaced early as a theme, supported by teachers knowing their students, by establishing well-balanced relationships before teaching the content and placing an inference on students' interest and motivation. Social Emotional Learning (SEL) surfaced as the second theme providing planning time for the students to work collaboratively to address students' individual needs. The other themes focused on district policy, student engagement, and small group instruction.
    Keyword:
    Critical Race Theory, Urban Education, Qualitative Study, Small group instruction, Student engagement, Implementing Critical Race Theory, Pedagogy Teacher Support, and Social Emotional Learning (SEL)
    Creator:
    Saleem-Muhammad, Rasheedah
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    09/21/2023
    Date Modified:
    02/23/2024
    Date Created:
    May-2023
    Rights Statement:
    In Copyright - Educational Use Permitted

  • An Analysis of Study Abroad as a Factor to Increase Student Engagement and Reduce Dropouts in Higher Education

    Description:
    Study abroad has been a part of the curricular and co-curricular programming of higher education since 1875. Yet, despite the long history, a literature search revealed that study abroad is the least examined of the high impact practices (HIPs) related to engagement theory. Further, despite its promise as a retention strategy, study abroad has never been fully explored as a solution to the retention ills of higher education. Therefore, using data from the 2011 National Survey of Student Engagement (NSSE), this study analyzed the engagement and retention value of higher education, principally through the use of MANOVAs and Mann-Whitney U tests. To learn more about the engagement practices of students who study abroad and elucidate learning style characteristics of study abroad participants, an analysis using Chi-square testing was conducted about students’ participation in study abroad, other voluntary high impact practices, and co-curricular activities. The results of the analysis illuminated that study abroad participants have a significant, impactful tendency to hyper-participate during and after their study abroad experience, suggesting an overall positive effect on the outcome variables. Students who studied abroad made significant gains in relation to Tinto’s construct of social integration; this was consistent across race/ethnicity, academic major, and gender factors. The students made different gains in retention, albeit to varying degrees, as measured by level of academic integration and positive feelings about institutional actions. Finally, students demonstrated engagement gains that were mostly significant; these differed by race/ethnicity, academic major, and gender. As a result of these findings, leaders in higher education should consider study abroad as a tool to help students socially integrate, increase their engagement, and, among certain student populations, increase retention. If study abroad were integrated as a part of the core curriculum, study abroad would stifle the high dropout rates currently plaguing American higher education.
    Keyword:
    Study abroad, Student engagement, Reduce dropouts, Higher education institutions, high impact practices (HIPs), MANOVAs, Mann-Whitney U tests, and Chi-square testing
    Subject:
    Education
    Creator:
    Lily M., Di Maggio
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    01/07/2020
    Date Modified:
    11/17/2023
    Date Created:
    May-2016
    Rights Statement:
    In Copyright
    Resource Type:
    Dissertation