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Title: “Panyard” Steelpan Experiences Impact on Secondary Teachers’ Pedagogical Practices: A Case Study.
Creator: Massy, Paul, Nightengale-Lee, Bianca, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the...
Show moreThis study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the community Panyard contributing to its global growth. The symbiosis among instructional practices in the Panyard, the K-12 system, and postsecondary institutions continues to be the fertile space for understanding steelpan curriculum and instruction. Using the lenses of Culturally Sustaining Pedagogy, Decoloniality and Legitimation Code theory I analyzed these Panyard steelpan experiences and their impact on teachers’ pedagogical practice. I used some of the data to map the observed integrative knowledge building using the Autonomy dimension of Legitimation Code Theory. “Within-group cultural practices” and “common, across-group cultural practices” (Paris, 2012, p. 95) were also analyzed iteratively, contributing to the growth of both the researcher and participants. This study intentionally provided opportunities to understand Steelpan's histories and social constructs better. Moreover, participants’ backgrounds, biographies and experiences also provided contextual evidence for their pedagogical perspectives (Greene, 2001).
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014332
Subject Headings: Pedagogy, Teachers—Training of, Curriculum planning
Format: Document (PDF)

Title: RAISING THE BAR: HISPANIC/LATIN* HIGH SCHOOL STUDENTS’ EXPERIENCES IN AN EARLY COLLEGE PROGRAM.
Creator: Taylor, Pilar Forero, Willems, Patricia, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: As the Hispanic/Latin* population in the United States experiences rapid growth, a concerning decline in college completion rates among these students demands further investigation. This study aims to establish an understanding of historical disparities that pervade the provision of advanced education and experiences, which consequently impact access to postsecondary education for Hispanic/Latin* students. Given the heightened likelihood of encountering such disparities within this...
Show moreAs the Hispanic/Latin* population in the United States experiences rapid growth, a concerning decline in college completion rates among these students demands further investigation. This study aims to establish an understanding of historical disparities that pervade the provision of advanced education and experiences, which consequently impact access to postsecondary education for Hispanic/Latin* students. Given the heightened likelihood of encountering such disparities within this demographic, the pursuit of college degree attainment goals may necessitate particular emphasis. Utilizing Self-Determination Theory (SDT) as a foundation, the satisfaction of the three basic psychological needs—competence, autonomy, and relatedness—can be examined to elucidate how students’ intrinsic motivations are influenced by their interests and needs. As the nation grapples with equity challenges, identifying opportunities to expedite progress toward academic goals is crucial. This phenomenological study delves into the lived experiences of Hispanic/Latin* high school students who have opted for accelerated university curricula. The research investigates the impetus behind participation in dual-enrollment/early-college programs and the subsequent impact on undergraduate degree attainment. Employing an SDT framework, the motivational constructs affecting persistence are analyzed to address the question, "How does participation in a dual-enrollment/early-college curriculum influence undergraduate degree attainment?" Answering this query provides an essential foundation for educational researchers, policymakers, and school personnel to address the factors contributing to the low undergraduate degree attainment rates among Hispanic/Latin* students. A comprehensive understanding of SDT’s core tenets can reveal the significance of self-efficacy and motivation, as well as the adjustment experiences of Hispanic/Latin* high school students attending university full-time. By eliminating barriers to accelerated programs such as dual enrollment, positive implications for employment and socioeconomic equity are likely to ensue, propelling the United States toward becoming a global leader in college degree attainment.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014335
Subject Headings: Hispanic American high school students, Dual enrollment, Educational attainment
Format: Document (PDF)

Title: TOWARD A FRAMEWORK FOR CREATIVE TEACHER PREPARATION.
Creator: Williams, Luke, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework,...
Show moreThis mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework, teacher candidates engaged in an eight-week seminar designed to improve their understanding of creative pedagogy and prepare them to implement creative teaching strategies during field-based learning. Employing an bb, the study consisted of two phases: an initial phase utilizing semi-structured interviews and field notes for data collection, followed by a final phase using a modified version of the Creativity Fostering Teacher Behaviors Index (CFTBIndex) (Soh, 2000). A control group was also observed to assess the statistical significance of the impact of the CTP framework, implemented through the eight-week seminar, on participants' creative teaching approaches.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014338
Subject Headings: Teachers--Training of, Creative teaching, Education--Study and teaching
Format: Document (PDF)

Title: A CRITICAL CONTENT ANALYSIS OF FOUNTAS AND PINNELL’S LLI SYSTEM.
Creator: Fedderman, Diana, Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016...
Show moreThe Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016). Moreover, NAEP data indicates that students of color are overrepresented in reading intervention courses; thus, instructional materials choices made for these courses disproportionally affect this population (The Nation’s Report Card, n.d.). As culturally relevant texts are academically beneficial, it is critical that intervention materials are appropriately representative (Aronson & Laughter, 2016; Au, 2001; Sampson & Garrison-Wade, 2011). The purpose of this qualitative critical content analysis of the 731 books within the LLI system was to examine the cultural, ethnic, and racial representation of people/characters of color within the series. Major findings revealed that people/characters of color were depicted from a deficit model (Ladson-Billings, 2018). Coded information revealed 41.5% included a negative characterization while 7.6% offered a positive portrayal. Further, the books exploring the experiences and cultures of people/characters of color depicted undesirable conditions 25.7% of the time while presenting favorable information 2.5% of the time. The final finding centers on what is missing from the stories. Other than a select few texts, the LLI books are colorblind, presenting students an inaccurate view of society. Accordingly, counternarratives and stories that center on social justice/equity are notably absent.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014261
Subject Headings: Content analysis, Literacy--Study and teaching (Elementary), Critical race theory
Format: Document (PDF)

Title: THE EDUCATOR PERSPECTIVE: A CASE STUDY EXAMINING THE EXPERIENCES OF LGBTQ EDUCATORS WITH INCLUSIVE CURRICULUM IN K-12 PUBLIC SCHOOLS.
Creator: Antonelli, Melissa A., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This multiple case study explored the lived experiences of LGBTQ educators while they navigated the ongoing disclosure of their sexual orientation and inclusion of LGBTQ curriculum in K-12 public schools. Two main research questions and four sub-research questions guided this study. An electronic questionnaire was used to collect initial information and recruit participants for two rounds of semi structured interviews. The sample population for this study consisted of 8 participants. All...
Show moreThis multiple case study explored the lived experiences of LGBTQ educators while they navigated the ongoing disclosure of their sexual orientation and inclusion of LGBTQ curriculum in K-12 public schools. Two main research questions and four sub-research questions guided this study. An electronic questionnaire was used to collect initial information and recruit participants for two rounds of semi structured interviews. The sample population for this study consisted of 8 participants. All eight participants completed the initial questionnaire and the first round of interviews. The first interview focused on the educator’s disclosure and school climate. From the original eight participants, six completed the second round of interviews which focused on inclusive curriculum. Data analysis supported themes and findings which emerged from the coding and are presented according to the research question they address. Research Question 1 found negative and positive experiences LGBTQ educators encountered that are presented according to shareholder groups: (a) administrators, staff, and community, and (b) students. Sub-Research Question 1 had three themes related to the influences school climate had on LGBTQ educators’, and Sub-Research Question 2 findings included the negative, positive, and neutral factors that influence an LGBTQ educator’s disclosure decision. Research Question 2 depicted LGBTQ educators’ experiences with LGBTQ inclusive curriculum. Sub-Research Question 3 identified two themes relating to LGBTQ educators’ feelings toward inclusion. Finally, Sub-Research Question 4 found three shareholder groups: (a) students, (b) school and district, and (c) society. Each group comprised factors that impacted the inclusion of LGBTQ curriculum including (a) barriers, (b) benefits, and (c) support.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014135
Subject Headings: LGBTQ+ people, Education, LGBTQ studies
Format: Document (PDF)

Title: GRIT IN ADULT STUDENTS WITH DISABILITIES: A MULTIPLE-CASE STUDY.
Creator: Kamburov, Teodora, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This multiple-case study sought to understand how adult students with disabilities demonstrate grit in the pursuit of higher education. Through in-depth, semi-structured interviews, this study found that adult students with disabilities demonstrate grit through seeking to understand their own disabilities and the impacts of those disabilities on their academics, finding solutions-based approaches in improving their academic skills, persevering through various forms of sacrifice, “pushing...
Show moreThis multiple-case study sought to understand how adult students with disabilities demonstrate grit in the pursuit of higher education. Through in-depth, semi-structured interviews, this study found that adult students with disabilities demonstrate grit through seeking to understand their own disabilities and the impacts of those disabilities on their academics, finding solutions-based approaches in improving their academic skills, persevering through various forms of sacrifice, “pushing through,” and practice, seeking help from their support networks, and maintaining consistent interests in their courses of study while also keeping a greater purpose in mind. These findings are discussed in detail and implications for practice as well as future research are identified.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014139
Subject Headings: Students with disabilities, People with disabilities--Education (Higher), Perseverance (Ethics)
Format: Document (PDF)

Title: EARLY CHILDHOOD TEACHERS’ PERSPECTIVES AND PRACTICES IN MULTICULTURAL EDUCATION IN SOUTH KOREA.
Creator: Lee, Yoonhee, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research...
Show moreThe purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research questions serve as a compass for the study: (a) What are South Korean early childhood teachers’ understandings and beliefs about multicultural education in their classrooms? (b) How do South Korean early childhood teachers implement multicultural practices in their classroom environment and curriculums? Findings show that teachers recognized a need for multicultural education because of the increasing diversity in South Korea. Although they understood embracing diversity, they shared opposing views about multicultural families while recognizing their bias as a challenge in the classroom. Teachers were unaware of the significance of the classroom environment and its influence on multicultural teaching, adding multicultural materials to accommodate children from multicultural families rather than actively integrating multiculturalism in curriculum and instructional interactions. Implications suggest avenues for increased multicultural understanding through teacher preparation, professional development, curricular revision, and policy changes.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014183
Subject Headings: Early childhood teachers--Korea (South), Early childhood education, Multicultural education--Korea (South)
Format: Document (PDF)

Title: EXPANDING THE NARRATIVE: BLACK FEMALE DOCTORAL STUDENTS CREATING CULTURAL SAFE SPACES AS RESISTANCE.
Creator: Rodgers, Iris, Traci P. Baxley, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This narrative research study focuses on the lived experiences of Black female doctoral students navigating predominantly White colleges and universities (PWIs) and their connections within cultural safe spaces. Through the lens of Black Feminist Theory and the application of a Black Feminist-Ecological Perspective, this study investigates how Black female doctoral students are defining cultural safe spaces and how these safe spaces support their academic and personal lives. Specifically,...
Show moreThis narrative research study focuses on the lived experiences of Black female doctoral students navigating predominantly White colleges and universities (PWIs) and their connections within cultural safe spaces. Through the lens of Black Feminist Theory and the application of a Black Feminist-Ecological Perspective, this study investigates how Black female doctoral students are defining cultural safe spaces and how these safe spaces support their academic and personal lives. Specifically, this study explored the narratives of nine Black female doctoral students and how they define and locate cultural safe spaces. This study expanded on the limited existing research on Black women in doctoral programs by delving into a more nuanced look into understanding the specific dynamics of Black female cultural safe spaces and the role they play in supporting Black women pursuing doctoral degrees at PWIs. Using the Rodgers 3-R Framework, three major themes unfold from this narrative, beginning with participants’ initial experiences in their doctoral programs (recognition phase), their journey towards finding a cultural safe space after recognizing that there was a deficit in their doctoral experience (reconciliation phase), and their recounts of how they interpreted their experience after becoming a part of a cultural safe space of their own (reflection phase). Implications for future research are discussed.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014195
Subject Headings: Women, Black, Women doctoral students, Feminist theory, Women's studies, Safe spaces
Format: Document (PDF)

Title: EXAMINING STATISTICAL MODELS TO PREDICT ACADEMIC SUCCESS IN EARLY COLLEGE USING MIDDLE SCHOOL DATA.
Creator: Timar, Agnes A., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA)...
Show moreThe study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA) statistical models. First-year early college academic success can be predicted using BLR and only six input factors from middle school (Accuplacer math scores, interview scores, gender, and race, as three dummy variables) with a 91% accuracy. However, a student academic success prediction model using middle school data for a student’s first year college success could not be built. This finding asserts Astin’s Student Development Theory (1993, 1999a, 1999b), the theoretical framework that guided this study, that students can grow and improve over time and educators need to focus on cultivating and developing students’ smartness through high level instruction and coaching instead of identifying and celebrating smartness by accepting only the most prospective students into colleges (Astin, 1977, 1993, 1999a, 2017, 2018).
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014161
Subject Headings: Prediction of scholastic success, Middle school education, Universities and colleges--Admission
Format: Document (PDF)

Title: 2009-2010 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007914
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2010-2011 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007915
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2012-2013 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007916
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2013-2014 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007917
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2014-2015 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007918
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2015-2016 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007919
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2016-2017 Program Review Curriculum, Culture, and Educational Inquiry.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007920
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: ACHIEVEMENT CENTERS FOR CHILDREN AND FAMILIES: HISTORY OF A FULL-SERVICE COMMUNITY SCHOOL.
Creator: Salzman, Kaitlin Noelle, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Full-service community schools (FSCSs) are a holistic, multifaceted reform strategy aimed at improving the educational life experiences and outcomes of underserved student populations (Sanders, 2016; Sanders & Galindo, 2020), designed to provide more equitable educational experiences (Sanders et al., 2018). Black, Native American, and LatinX children represent three-quarters of children living in poverty today, because of systemic inequities and racial disparities that these groups have...
Show moreFull-service community schools (FSCSs) are a holistic, multifaceted reform strategy aimed at improving the educational life experiences and outcomes of underserved student populations (Sanders, 2016; Sanders & Galindo, 2020), designed to provide more equitable educational experiences (Sanders et al., 2018). Black, Native American, and LatinX children represent three-quarters of children living in poverty today, because of systemic inequities and racial disparities that these groups have experienced for decades (Gennetian & Yoshikawa, 2021). The purpose of this study is to document the evolution of a full-service community school, as well as its alignment to the highly effective community school (HECS) model. Richardson’s (2009) HECS model was implemented to identify the relationship between leadership, collaborative partners, and organizational development, and their ability to produce beneficial outcomes and, ultimately, a highly effective FSCS. The research site was the Achievement Centers for Children and Families (ACCF), a long-standing, full-service community school located in Delray Beach, Florida. Data for this qualitative case study were collected using an oral history methodology which included interviews and document analysis.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014045
Subject Headings: Community schools, Multicultural education, Community schools--Florida
Format: Document (PDF)

Title: NO SUBSTITUTION FOR SUBSTITUTE TEACHING EXPERIENCES: A CASE STUDY EXPLORING PERSPECTIVES OF NEW SUBSTITUTE TEACHERS.
Creator: Barnes, Linda S., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Substitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they...
Show moreSubstitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they believed influenced their confidence for instruction and perceived strengths and weaknesses of the required training in a large urban public school system. This case study explored perspectives of 32 new substitute teachers. An online survey, semi-structured interviews, and artifact reviews captured data. Online tools organized data for coding and analysis to discover themes and answer research questions. Findings indicated that the initial experiences substitute teachers had while working were varied, significant and often had a direct impact on their own performance and perceptions of school community members. Lesson plans, student activities and classroom management contributed to a new substitute teacher’s success in the classroom. Opportunities to interact with school community members strengthened a sense of belonging. These feelings were reflected in their own confidence as a substitute teacher. Additional factors impacting confidence included a personal knowledge of subject areas being taught, consistency with job assignments and building relationships with students in the classroom. The required training for the new substitute teachers highlighted more strengths than weaknesses along with a few recommendations for improvement. Implications from this study can uncover, design and implement a pipeline to full-time teaching - experience as a substitute teacher. There are no substitutes for an optimistic, well-prepared, engaged substitute teacher. By understanding the perceptions of new substitute teachers, a new direction improving the work of this instructional position as a valuable school community member is justified.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013905
Subject Headings: Substitute teachers, Teachers—Training of
Format: Document (PDF)

Title: OPERATIONALIZING ACCREDITATION STANDARDS FOR SELF-DIRECTED LEARNING: EXPLORING THE IMPACT OF CONTEXTUAL FACTORS AND CAPACITY ON UNDERGRADUATE MEDICAL EDUCATION.
Creator: Chiplock, Amanda M., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purposes of this sequential, mixed-methods, multiple-case study were to understand how fully-accredited medical schools in the United States operationalize the accreditation standard for self-directed learning (SDL), and to recommend an innovative framework for guiding SDL implementation across the continuum of medical education programs. The main investigation relied on a survey in Phase 1 to collect quantitative and qualitative data, followed by a multiple-case study in Phase 2 to...
Show moreThe purposes of this sequential, mixed-methods, multiple-case study were to understand how fully-accredited medical schools in the United States operationalize the accreditation standard for self-directed learning (SDL), and to recommend an innovative framework for guiding SDL implementation across the continuum of medical education programs. The main investigation relied on a survey in Phase 1 to collect quantitative and qualitative data, followed by a multiple-case study in Phase 2 to collect qualitative data to gain deeper insights into the overall organizational context and capacity for SDL implementation at the local level. Two cases for Phase 2 were identified through analysis of the quantitative data collected with the survey instrument in Phase 1. A low survey response rate of 10% in Phase 1, and an unexpected high number of declined invitations to participate in Phase 2 (n = 6), were the most significant limitations to this study. However, considering the totality of the findings for this study, there are salient commonalities among the schools for implementing SDL across the continuum of medical education, which may be helpful for many programs struggling to meet LCME expectations for SDL. Commonalities included (a) definitions of SDL aligned or closely with the LCME’s definition; (b) explicit statements of where, when, and how SDL skills are implemented and experienced throughout the curriculum; (c) specific activities implemented to facilitate SDL objectives using clinically-relevant, active learning pedagogy with vertical and horizontal integration; and (d) evaluating implementation and identifying barriers that may impede SDL experiences for all stakeholders. The findings highlight the need for medical schools to increase capacity for SDL implementation at all levels of the organization including optimizing experiential learning opportunities, scaffolding and spiraling SDL throughout the curriculum, and investing time and resources for continuous SDL faculty development. Planning for SDL implementation across the continuum of medical education will be different for each year or phase of a program, and unique for each medical school. It is recommended SDL implementation be explicit and strategic, integrating SDL skills acquisition, development, and refinement throughout the medical education program.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013864
Subject Headings: Medical education, Self-managed learning, Accreditation, Curriculum development
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)

FAU Theses and Dissertations (106)	+ -
Office of Institutional Effectiveness & Analysis (7)	+ -

Achievement in education (8)	+ -
Curriculum planning (8)	+ -
Effective teaching (8)	+ -
Educational technology (7)	+ -
Florida Atlantic University -- History (7)	+ -

Computer-assisted instruction (6)	+ -
Dissertations, Academic -- Florida Atlantic University (5)	+ -
Educational tests and measurements (5)	+ -
Internet in education (5)	+ -
Mathematics (5)	+ -
Multicultural education (5)	+ -
Study and teaching (5)	+ -
Study and teaching (Secondary) (5)	+ -
Teacher effectiveness (5)	+ -
Teachers, Training of (5)	+ -
Education (4)	+ -
Education and state--Florida (4)	+ -
Educational equalization (4)	+ -
Educational leadership (4)	+ -
School improvement programs (4)	+ -
Science (4)	+ -
Study and teaching (Elementary) (4)	+ -
Teachers (4)	+ -
Academic achievement (3)	+ -
Cognition in children (3)	+ -
Computer assisted instruction (3)	+ -
Evaluation (3)	+ -
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United States (8)	+ -
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