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"We Tell Our Story": The Power of Critical Literacy with Refugee-Background Students
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Jennifer C. Mann; Sarah Williams – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2024
As the number of displaced people increases, providing refugee-background students with critically engaging classrooms is essential. Supporting diverse learners, while focusing on issues of social justice and equity, critical literacy facilitates a perspective where texts are analyzed for underlying messages of power and sociopolitical issues.…
Descriptors: Refugees, Personal Autonomy, Equal Education, Background
An Avenue for Challenging Sexism: Examining the High School Sociology Classroom
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Stevens, Kaylene Mae; Martell, Christopher C. – Journal of Social Science Education, 2016
In this interpretative qualitative study, the researchers investigated the beliefs and practices of six high school sociology teachers in relation to the teaching of gender. Using a feminist lens, this study employed mixed methods, analyzing teacher interviews, observations, and classroom artifacts. The results showed that the teachers viewed…
Descriptors: High School Students, Secondary School Teachers, High Schools, Gender Differences
Early College High School Principals as Democratic, Socially Just, Culturally Responsive Leaders
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Hammonds, Hattie Lee – AERA Online Paper Repository, 2016
The purpose of this qualitative study was to examine how early college high school (ECHS) principals promote the success of the first generation, students of color and low-income students they serve. Three ECHS principals were examined through two lenses: the traditional role of principals and a conceptual framework of democratic, socially just,…
Descriptors: High Schools, Acceleration (Education), College Preparation, Principals
Studies in Teaching: 2016 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, Jun 30, 2016)
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McCoy, Leah P., Ed. – Online Submission, 2016
This document presents the proceedings of the 21st Annual Research Forum held June 30, 2016, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 11 action research papers: The Use of Mexican Folk Art to Develop Oral and Written Language Ability and Cultural Awareness in the Secondary Spanish Classroom (Antonio…
Descriptors: Conference Papers, Action Research, Folk Culture, Oral Language
Leading and Learning with Diverse Families in Schools: Critical Epistemology amid Communities of Practice
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Cooper, Camille Wilson; Riehl, Carolyn J.; Hasan, Angela Laila – Journal of School Leadership, 2010
In this article, we draw on critical philosophies and theories related to diversity, leadership, and learning to suggest that successful school-family partnerships not only encompass collaborative structures but involve educators who reject deficit-based views of diverse families. We marshal data from our studies of school-family relations in two…
Descriptors: Parent School Relationship, Minority Group Students, Parent Student Relationship, Teacher Attitudes
Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)
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McCoy, Leah P., Ed. – Online Submission, 2015
This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…
Descriptors: Conference Papers, Action Research, Simulation, Social Studies