Teachers Beliefs about Educational Justice in an Advancement via Individual Determination A.V.I.D. ProgramReport as inadecuate




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Universal Journal of Educational Research, v2 n3 p299-308 2014

This research project explored the impact of seven teachers' life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers' life experiences and their beliefs about educational justice. The research was conducted at high-school sites within programs designed to foster educational opportunities for students not academically succeeding within their respective institutions. Results were based on extensive interviews and classroom observations. The work is grounded in educational justice scholarship and has particular significance for teachers who work with disenfranchised student populations.

Descriptors: Secondary School Teachers, Qualitative Research, Phenomenology, Case Studies, Educational Practices, Educational Philosophy, Academic Achievement, Educational Opportunities, Observation, Teacher Attitudes, Program Effectiveness, High School Students, At Risk Students, Social Justice, Focus Groups, Semi Structured Interviews

Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor[at]hrpub.org; Web site: http://www.hrpub.org





Author: Gillmore, Marina V.; Sullivan, M. Alayne

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2479&id=EJ1053903



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