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Title: A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator: Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings: Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format: Document (PDF)

Title: Black adolescents’ critical encounters with media and the counteracting possibilities of critical media literacy.
Creator: Waldon, Kalisha, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This transformative mixed-methods research study, uniquely designed as a 12-week curriculum to facilitate critical media literacy, drew upon the principles of critical pedagogy to investigate Black adolescents ‘perceptions of the impact of media on their racial identities. Responding to the high rate of media consumption among Black youth, the Critical Encounters Unit engaged 79 Black high school students in the southeast United States in examining how they made sense of their media...
Show moreThis transformative mixed-methods research study, uniquely designed as a 12-week curriculum to facilitate critical media literacy, drew upon the principles of critical pedagogy to investigate Black adolescents ‘perceptions of the impact of media on their racial identities. Responding to the high rate of media consumption among Black youth, the Critical Encounters Unit engaged 79 Black high school students in the southeast United States in examining how they made sense of their media encounters. Data on participants ‘perceptions of the role media plays in constructing Black identities and societal perceptions of Blacks were gathered through pre-post study surveys of all participants‘ self-identities and media literacy, interviews with 15 participants, 467 student journals, and 15 video observation field notes.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004474, http://purl.flvc.org/fau/fd/FA00004474
Subject Headings: African Americans in popular culture, Blacks -- Race identity -- United States, Critical theory, Critical thinking, High school students, Black -- Attitudes -- United States, Mass media and youth, Racism -- Prevention
Format: Document (PDF)

Title: Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes.
Creator: Leichtman, Anala, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight...
Show moreThis hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight high school language arts teachers in South Florida to gain an understanding of how they use their pedagogical practices to navigate changes that occur in the practice field and create spaces to utilize culturally responsive pedagogy in their implementation of the current secondary school English/Language Arts curriculum. Teachers’ reflections on their experiences, descriptions of the climate of their practice and how teachers create spaces for culturally responsive pedagogy were analyzed to consider how their pedagogical practices conform to or challenge the structural and normative assumptions of the practice field. Findings revealed that despite the constraints imposed on their pedagogy by education reform, including standardization of their practice, all teachers used culturally responsive pedagogy in their classrooms to achieve state mandated goals, albeit at a foundational level. While teachers unencumbered by standardized testing expressed higher levels of freedom to make pedagogical choices in their classrooms, all participants suggested that prescribed curriculum and resources could do more to represent students’ needs and growing diversity in schools rather than standardized assessments. Furthermore in their implementations of culturally responsive pedagogy, teachers continue to use students’ voices to represent standardized curriculum and universal literary themes rather than establishing them as curriculum in their own right. As such, this study’s findings extend discussions by educational and postcolonial literary theorists regarding whose knowledge has legitimacy as a part of curriculum especially in a practice field that emphasizes student performance at state mandated levels above all else.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013084
Subject Headings: Culturally relevant pedagogy., Multicultural education., Language arts (Secondary) Study and teaching
Format: Document (PDF)

Title: Developing Empathetic Responses in Third-Grade Students Through Multicultural Literature.
Creator: Gordon, Linda Kim, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture and Educational Inquiry
Abstract/Description: This study utilized an action research design with qualitative methods to explore the transformative potential of a multicultural literature curriculum within a general education setting. Providing young students with opportunities to develop perspective taking and empathetic responses to others who are different, offers the critical potential for reducing prejudice. Based on Allport’s (1979) contact theory, originally written in 1954, multicultural literature served as indirect contact,...
Show moreThis study utilized an action research design with qualitative methods to explore the transformative potential of a multicultural literature curriculum within a general education setting. Providing young students with opportunities to develop perspective taking and empathetic responses to others who are different, offers the critical potential for reducing prejudice. Based on Allport’s (1979) contact theory, originally written in 1954, multicultural literature served as indirect contact, providing access to characters who were different from the students. The design included the researcher’s classroom and a teacher cohort of five third grade teachers interacting with a total of 103 students in a public charter elementary school in South Florida. The selection of third graders was purposeful by the developmental window of social perspective taking identified by Selman (1980). Each teacher utilized the multicultural book set to conduct interactive read-alouds along with critical questions to support the students in understanding the settings and problems and therefore the perspective of the diverse characters. We gathered data from student work samples, audio tapes, cohort meetings, teacher journals, researcher journals, and critical friend meetings. Computer-assisted qualitative data analysis aided in the organization and handling of the quantity of data as Glasser’s (2008) constant comparative method was applied to coding through the action research recursive cycles. Emergent themes and patterns from the data demonstrated positive development in the depth of discussion through improved emotional vocabulary and new understanding of mixed emotions. The variety of storylines offered new knowledge of social justice issues such as immigration, refugees, religious tolerance, slavery, and poverty while developing vocabulary to engage in reading and discussion. The indirect contact experiences with diverse characters and the lessons provided practice in perspective taking and emotional empathy skills. This study contributes to the body of literature using multicultural literature for empathy and perspective taking development and adds to indirect contact studies for prejudice reduction by focusing on younger students and being conducted within an authentic school context.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013210
Subject Headings: Third grade (Education)--Florida, Multicultural stories, Empathy in children
Format: Document (PDF)

Title: Perspectives of Florida Middle Social Studies Teachers Regarding the Impact of High-Stakes Testing on Their Instructional Choices and Resulting Student Learning.
Creator: Mulhall, Jennifer, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting...
Show moreThis mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting student learning with and without the presence of the Civics EOC examination. A subset of department instructional leaders were interviewed providing additional qualitative data with a wider scope due to their dual positioning as teachers and as links between the social studies teachers at their school and the School District of Sunshine County. The analysis of the data reveals that while civics teachers value the increased prestige brought to the subject area with the introduction of the end-of-course examination, the heightened importance of standards has a resulted in a focus on breadth of content coverage rather than depth of learning, leading to content-centered rather than student-centered classroom environments and subsequent loss of voice and choice in curricular decisions for teachers and students. Teachers feel intense pressure to cover the curriculum, raise test scores and engage in test preparation; they question the soundness of the examination to adequately assess the learning of all students and to capture the essence of civics education: active engagement. Teachers’ perspectives on the effect of the examination on teacher practice and student learning were framed within contextual factors that emerged in the analysis: the abandonment of the policy to introduce foundational content at the elementary level; a lack of communication among stakeholders, but particularly between state-level decision makers and local educators; and an absence of the ongoing scaffolding required to create a strong foundation of knowledge and skills to foster continued growth. Consequently, the recommendations of this study of educators’ voices on the policies that impact their profession are directed primarily at state level policy makers and future researchers regarding the flow of communication, inclusion of teacher feedback, continued teacher development, addition of a participatory component, and curricular alignment.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013134
Subject Headings: Middle school teachers, Social studies--Study and teaching (Middle school), Civics--Examinations, Education and state--Florida, Mixed methods research
Format: Document (PDF)

Title: Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator: Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings: Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
Format: Document (PDF)

Title: Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.
Creator: Mann, David A., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods,...
Show moreDrawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004747, http://purl.flvc.org/fau/fd/FA00004747
Subject Headings: Education, Bilingual., Second language acquisition., Language arts (Elementary)--Curricula., Education, Elementary--Curricula., English language--Study and teaching (Elementary)--Foreign speakers--Curricula., Teachers--Training of--Curricula., Psycholinguistics.
Format: Document (PDF)

Title: The Beliefs of Advanced Placement Teachers Regarding Equity and Access to Advanced Placement Courses: A Mixed-Methods Study.
Creator: Igualada, Mirynne, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience...
Show moreThis mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004506, http://purl.flvc.org/fau/fd/FA00004506
Subject Headings: Academic achievement -- Florida, Advanced placement programs (Education), Critical pedagogy, Discrimination in education, Expectation (Psychology), High schools -- Curricula, Prediction of scholastic success
Format: Document (PDF)

Title: THE EFFECTS OF END-OF-COURSE EXAMINATIONS ON TEACHERS’ LIVED EXPERIENCES.
Creator: Infanzón, Jatiel, Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools...
Show moreThis phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools of habitus, capital, practice, and fields to explain the role of education in the reproduction of social system. The study examined how standardized testing shaped teachers’ use of habitus and capital to determine their practice in their curriculum, instruction, relationships in different educational fields, morale, and perspectives on teacher evaluation.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013523
Subject Headings: Teachers--Decision making, Curriculum, Instruction, Phenomenology, Examinations
Format: Document (PDF)

Title: THE PERSPECTIVES OF BLACK CHURCH LEADERS ON THEIR ROLES IN THE EMPOWERMENT OF BLACK MALE STUDENTS.
Creator: McEwan, Deborah King, Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This qualitative interpretive study was designed to understand the perspectives of Black church leaders on their roles in addressing the educational concerns of Black male students. The underlying theoretical framework drew from critical/social justice pedagogy contextualized in the transformative role of Black churches as advocated by scholars. The study investigated the critical reflections and praxis of 13 leaders, who represented three generational eras, which included Baby Boomers,...
Show moreThis qualitative interpretive study was designed to understand the perspectives of Black church leaders on their roles in addressing the educational concerns of Black male students. The underlying theoretical framework drew from critical/social justice pedagogy contextualized in the transformative role of Black churches as advocated by scholars. The study investigated the critical reflections and praxis of 13 leaders, who represented three generational eras, which included Baby Boomers, Generation X and Generation Y. In a two-phase interview process, participants reflected on their roles in addressing the systems of power and privilege, which impairs the academic performance of Black male students. An analysis of the critical reflections of these leaders re-kindled the potential role of Black churches in social justice advocacy and as sources of empowerment for Black male students in the United States public education system. The study’s findings revealed the Black church leaders’ awareness and articulation of the oppressive conditions within and outside public education, the church leaders’ acceptance of their social justice leadership roles, and an expressed desire to contribute additional actions to address the plight of Black male students. The results distinctively intimated that Black churches are potential sources of empowerment for Black males with space for increasing critical awareness; however, as pivotal organizations within Black communities they are grossly underutilized. For Black male students, Black churches offer different types of capital that may be understated, and Black church leaders as social justice leaders have not optimized their roles by routinely engaging in critical dialogues with their congregation to address the educational concerns of Black males. Recommendations highlighted the need for expanded partnerships with local schools, the initiation of critical dialogues in the church, amongst churches, in the community, and in public education.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013393
Subject Headings: African American churches, African American students--Education, Empowerment
Format: Document (PDF)

Title: UNDERSTANDING THE BANNING OF THE TUCSON UNIFIED SCHOOL DISTRICT’S MEXICAN AMERICAN STUDIES PROGRAM FROM AN HISTORICAL PERSPECTIVE: IMPLICATIONS FOR MULTICULTURAL EDUCATION NATIONWIDE.
Creator: Hector, Julie E., Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Drawing on historical case study methodology informed by critical perspectives of education, this study examines the decision by Tucson United School District (TUSD) to ban its nationally recognized Mexican American Studies (MAS) program in 2012. Framing public education as a site of contestation for equality and democratization, the ban is examined within a five-phase historical context of the struggles of Chicanos for equity in the USA. The research questions address the dismantling of the...
Show moreDrawing on historical case study methodology informed by critical perspectives of education, this study examines the decision by Tucson United School District (TUSD) to ban its nationally recognized Mexican American Studies (MAS) program in 2012. Framing public education as a site of contestation for equality and democratization, the ban is examined within a five-phase historical context of the struggles of Chicanos for equity in the USA. The research questions address the dismantling of the program in terms of the ongoing historical disparities between the education of Chicanos and Anglo Americans in Tucson, diverse stakeholders’ perspectives on equality and inequality in the decision making, and the response of stakeholders who supported the program to the attempts to dismantle it. The theoretical framework of this study intersects Critical Race Theory and its corollary Latino Critical Theory, Critical Multicultural Pedagogy that centers Critical Pedagogy and Historical Discourse Analysis that focuses attention to the use of power in educational decision making. The interview data from nine study participants who were closely affiliated with the MAS program and selected historical documents and archival data were analyzed to uncover Anglo and Chicano perspectives on education for Mexican Americans in Tucson. The analysis revealed that the differences between Chicano and Anglo perspectives on equity and the role of education in facilitating equality for Chicanos laid the groundwork for the conceptualization of the MAS program by its supporters, and the rationale for its banning by its opponents. The interview data revealed that all participants contextualized their work in the MAS within the history of struggle for Chicano education, they represented a cohesive “Dream Team” committed to implementing a program grounded in critical and culturally relevant pedagogies, and that initial marginalization provided them the space for unimpeded development of the program. Participants’ responses further revealed evidence of the deep psychological toll, intellectual energy demands, and civic engagement required of MAS supporters in the face of this particular episode in the ongoing history of the struggle for Chicano educational equity. The implications for critical multicultural education programs operating within culturally hegemonic policy and social contexts are examined.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013796
Subject Headings: Mexican American studies, Educational equalization, Multicultural education
Format: Document (PDF)

Critical pedagogy (2)	+ -
Academic achievement -- Florida (1)	+ -
Achievement in education (1)	+ -
Action research in education (1)	+ -
Advanced placement programs (Education) (1)	+ -

African American churches (1)	+ -
African American students--Education (1)	+ -
African Americans in popular culture (1)	+ -
Blacks -- Race identity -- United States (1)	+ -
Civics--Examinations (1)	+ -
Critical theory (1)	+ -
Critical thinking (1)	+ -
Culturally relevant pedagogy. (1)	+ -
Curriculum (1)	+ -
Discrimination in education (1)	+ -
Education -- Philosophy (1)	+ -
Education and state--Florida (1)	+ -
Education, Bilingual. (1)	+ -
Education, Elementary--Curricula. (1)	+ -
Educational equalization (1)	+ -
Educational leadership (1)	+ -
Educational sociology -- United States (1)	+ -
Effective teaching (1)	+ -
Empathy in children (1)	+ -
Empowerment (1)	+ -
English language--Study and teaching (Elementary)--Foreign speakers--Curricula. (1)	+ -
Examinations (1)	+ -
Expectation (Psychology) (1)	+ -
High school students, Black -- Attitudes -- United States (1)	+ -
High schools -- Curricula (1)	+ -

Florida Atlantic University (11)	+ -
Department of Curriculum, Culture, and Educational Inquiry (9)	+ -
Bogotch, Ira (1)	+ -
Department of Curriculum, Culture and Educational Inquiry (1)	+ -
Department of Educational Leadership and Research Methodology (1)	+ -

Gordon, Linda Kim (1)	+ -
Hector, Julie E. (1)	+ -
Igualada, Mirynne (1)	+ -
Infanzón, Jatiel (1)	+ -
Leichtman, Anala (1)	+ -
Mann, David A. (1)	+ -
McEwan, Deborah King (1)	+ -
Mulhall, Jennifer (1)	+ -
Svendsen, Jared C. (1)	+ -
Waldon, Kalisha (1)	+ -
Williams, Kyla L. (1)	+ -

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