No One Rises to Low Expectations: Citizenship Education in an "Urban" Charter School

Autor/in	Hinton, Harvey, III.
Titel	No One Rises to Low Expectations: Citizenship Education in an "Urban" Charter School
Quelle	(2010), (272 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Purdue University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-9797-8
Schlagwörter	Hochschulschrift; Dissertation; Citizenship Education; Mathematics Instruction; Charter Schools; Focus Groups; Substitute Teachers; Pedagogical Content Knowledge; African American Students; African American History; Social Sciences; Investigations + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Mathematics lessons; Mathematikunterricht; Charter school; Charter-Schule; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Pädagogische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Untersuchung
Abstract	This dissertation examines how middle level teachers at HOPE Academy, an urban charter school with a majority African American student population, understand citizenship education and what it means to teach African American students to be good citizens. Specifically, the study: (a) investigated how teachers' personal histories and pedagogical knowledge informed their definitions and concepts of citizenship education (b) explored whether and how teachers practiced citizenship education/instruction at the school and (c) revealed complexities associated within the teachers' citizenship education constructs. Data collection took place during 2006-2007, while I was teaching Math and Black History as a long term substitute teacher at the school. I utilized teacher interviews, focus groups discussions, reflective journals, and classroom observations techniques to address the following research questions: (1) How is citizenship education/instruction taught in an urban, mid-level charter school where the majority of students are African American; (2) How do social, historical, and cultural forces shape teachers' citizenship education curricular/instructional decision-making, motivation, and teaching/learning expectations for African American students; and (3) How does citizenship education promote justice, while challenging social inequities? Because citizenship education/instruction constructs are not neutral, a critical racial analysis was beneficial to the exploration of important connections between teachers' personal histories, beliefs, classroom practices and discourses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10