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Title: Plugging the school-to-prison pipeline: the impacts of culturally responsive teaching practices.
Creator: Maceda, Cynthia, Baxley, Traci P., Brown, Martha
Date Issued: 2013-04-05
PURL: http://purl.flvc.org/fcla/dt/3361117
Subject Headings: Imprisonment, Teaching--Practice, Student-centered learning
Format: Document (PDF)

Title: Quality children's literature that supports fifth-grade state standards in United States history: A content analysis of historical fiction, biography, and informational tradebooks.
Creator: Baxley, Traci P., Florida Atlantic University, Matanzo, Jane Brady
Abstract/Description: This study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award...
Show moreThis study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award winning and honor books from 1970 to present. Four sets of content-analyzed Historical Literary Triads, one historical fiction, one biography, and one informational tradebook, for three United States Historical Eras most frequently addressed by 48 states and the District of Columbia's fifth grade standards were analyzed. Using a content analysis approach, data concerning the representation of fifth grade United States history state standards in select children's books were compiled. The literature was analyzed for the frequency with which the United States history standards were met and for its ability to support and/or reinforce the standards. Data concerning the presence of criteria designated for quality in children's literature were compiled. The degree of the presence of both quality and standards criteria was calculated both within an Era and among the three Historical Eras. The researcher then compared the comments and examples of individual genres with degrees of standards presented in the completed Historical Literary Triads used within a Historical Era. A discussion of content comparisons, reinforcements, and extensions presented or not presented by the Historical Literary Triads was discussed. These analyses assisted the researcher in determining the degree of quality and supportive content that was contained in the recommended and/or award winning books and the degree to which the Historical Literacy Triads created complemented United States history state standards. The content analysis concluded that while each children's literature book had some merit in terms of literary quality and/or addressing United States history standards, the Historical Literary Triads was overwhelmingly more inclusive, assuring breadth and depth of the materials needed for fostering historical learning and historical inquiry.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12140
Format: Document (PDF)

Title: BURNOUT: THE DEVASTATING IMPACT ON A NEW TEACHER.
Creator: Leichtman, Kevin, Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This autoethnographical study was conducted to add teacher voice and perspective in the topic of new teacher burnout, which has been linked to beginning teachers’ historically high attrition rates within the first five years of their careers. The study was centered on a burned out new teacher who faced cognitive dissonance through attempting to implement critical pedagogy in the context of standards-based reform. Data was gathered through field notes and artifacts encompassing the first five...
Show moreThis autoethnographical study was conducted to add teacher voice and perspective in the topic of new teacher burnout, which has been linked to beginning teachers’ historically high attrition rates within the first five years of their careers. The study was centered on a burned out new teacher who faced cognitive dissonance through attempting to implement critical pedagogy in the context of standards-based reform. Data was gathered through field notes and artifacts encompassing the first five years of the teacher’s career, which spanned two schools and six grade levels in a large, low socioeconomic, southern school district. The data underwent multiple levels of analysis and classifications to allow for emergent themes. This data was then displayed as narrative vignettes, giving a representative sample of the field notes that detailed the experience of new teacher burnout. The data from this study found similarities with the current research on burnout in identifying significant contributors to new teacher burnout. Findings suggested that contributors to burnout work simultaneously and have consistent and pervasive effects. This made every contributor to burnout impactful, as the teacher was constantly suffering from negative health effects of the constant state of burnout.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013386
Subject Headings: Attrition of teachers, New teachers, Burn out (Psychology)
Format: Document (PDF)

Title: Elementary School Teachers’ Perceptions Regarding the Inclusion of LGBTQ Themed Literature.
Creator: Grasso, Dominic, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100...
Show moreThis critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100 participants. All 100 participants completed the electronic survey questionnaire, and a subset of 10 of the survey respondents participated in focus groups to explore further the perceived benefits and barriers relating to the inclusion of LGBTQ-themed literature. There were five key findings that emerged in relation to the research questions for this survey: (1) although teachers perceive parental backlash and insufficient training as the two most significant barriers preventing them from including LGBTQ-themed literature in their classroom, their beliefs and comfort levels surrounding LGBTQ individuals and topics are significant barriers as well; (2) participants felt there were many significant benefits that might result from the inclusion of LGBTQ-themed literature, including building an increased awareness of diversity among students and less bullying in regards to sexual orientation/gender expression; (3) participants felt that parents and administration have significant control over what teachers can teach in their classrooms, and that their autonomy and choice was straightjacketed by the demands of the parents and administrators; (4) participants were interested in attending professional development training focusing on the inclusion of LGBTQ-themed literature; and (5) Black respondents expressed more hesitation towards the inclusion of LGBTQ-themed literature as well as towards attending LGBTQ-themed professional development than other demographic subgroups.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004742, http://purl.flvc.org/fau/fd/FA00004742
Subject Headings: Education, Elementary--Curricula., Sexual minorities' writings, American., Sexual minorities in literature., Human rights in literature--Study and teaching.
Format: Document (PDF)

Title: Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country.
Creator: Carvalho-Mukherjee, Eliana, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-method study, grounded in critical pedagogy, explored teachers of the International Baccalaureate Diploma Program (IBDP) in Costa Rican public and private schools and examined the growth of the IB there. It surveyed the global mindedness of the teachers to understand their perceptions of the IB. The study also aimed to understand the IB’s Creativity, Activity, and Service (CAS) as a form of global education. Furthermore, neoliberalism was explored as a force driving the IB’s growth...
Show moreThis mixed-method study, grounded in critical pedagogy, explored teachers of the International Baccalaureate Diploma Program (IBDP) in Costa Rican public and private schools and examined the growth of the IB there. It surveyed the global mindedness of the teachers to understand their perceptions of the IB. The study also aimed to understand the IB’s Creativity, Activity, and Service (CAS) as a form of global education. Furthermore, neoliberalism was explored as a force driving the IB’s growth in Costa Rica. The study collected quantitative data from the Global Mindedness Scale (GMS) (Hett, 1993) from teachers of the IB in Costa Rica, assessing their level of global mindedness, factors that may have contributed to their score, and what differences, if any, existed between public and private school teachers. In the qualitative phase, four teachers were interviewed to explore how they perceived the IB in Costa Rica. It also critically analyzed the CAS requirement of the IB, as well as the neoliberal forces that have driven the growth of the IB in Costa Rica. The findings show that the type of school does not affect teachers’ global mindedness. Participants’ age and whether they have lived outside their country had a positive but weak relationship to teachers’ global mindedness. Teachers of STEM courses had slightly lower GMS scores. The interviews showed that teachers had positive perceptions of the IBDP and saw benefits for themselves, their students, and Costa Rica. The teachers were mostly uncritical in their responses, but the highest GMS scoring interviewee did express critical ideas. An analysis of the CAS requirement of the IB concluded that it reflects both soft and critical approaches to global citizenship education. Finally, the document analysis confirmed neoliberalism as a force behind the IB’s expansion in Costa Rica. Several recommendations were offered. First, an instrument is needed that can measure global mindedness on an international scale. Second, teacher education should incorporate issues related to global education. Third, implementation of the IBDP and other global education curricula requires ongoing support from policymakers, organizations, and schools. More research should examine the growth of the IB in other countries.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005987
Subject Headings: International Baccalaureate Diploma Programme, Teachers--Costa Rica, Mixed methods research
Format: Document (PDF)

Title: A Critical Comparative Study of Media Literacy in Australia, England, And The United States.
Creator: Rochester, Ramonia R., Hyslop-Margison, Emery, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed...
Show moreUbiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed a multi-theoretical approach to textual analysis, within Bereday’s (1964) comparative structure of inquiry. A critical policy lens supported the contextualization of ideological influences that frame democratic and critical media literacies in standards, per Bay-Cheng, Fitz, Alizaga, and Zucker’s (2015) neoliberal subscales. A purposive sample of civics and citizenship, English/English language arts, and media arts/studies was employed. Differences across three main indicators were identified: socio-cultural and youth-based concerns, personal growth via media production and other skills development, and reasoning and communication skills improvement. The neoliberal influences on curricular standards were subsequently explored across three emerging themes: identity politics, problem-based and critical inquiry experiences, and the inclusion of digital new media in curriculum inquiry. Though recognized in the countries’ standards as multifaceted and complex, each obfuscates identity in some way. Both England and the United States inadequately confront race, class, gender, socio-economic status, cultural commodification, and youthbased issues. Though not overtly neoliberal, the Australian standards present identity hegemonically. The role of media is somewhat siloed from the curriculum’s conceptions of identity and active citizenship across all three countries. The English standards are least adept at developing learners’ understandings of the influence of media on identity development, whereas both England and the United States over-emphasize text to the neglect of new media understandings. An apolitical view of media literacy, accompanied by techno-economic terminology, is pervasive in U.S. standards. Despite a counter-critical approach to the framing of its curriculum priorities, Australia presents the most balanced view of democratic/critical media citizenship. England’s standards reflect neoliberal-communitarian citizenship and largely neglect critical questioning. Whereas the United States takes a similarly cosmopolitan view of citizenship to Australia and England, the standards fail to comprehensively explore the links between digital democracy and political engagement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004973, http://purl.flvc.org/fau/fd/FA00004963
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Media literacy., Comparative Study.
Format: Document (PDF)

Title: A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension.
Creator: Drayton, Audrita, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results...
Show moreThis qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004586, http://purl.flvc.org/fau/fd/FA00004586
Subject Headings: Metacognition--Case studies., Reading comprehension--Case studies., Learning strategies--Case studies., Motivation in education--Case studies., Action research in education--Case studies., Cognitive learning--Case studies.
Format: Document (PDF)

Title: PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.
Creator: Lewis, Rebecca K., Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures, on middle and high school teachers’ perceptions of their role as a teacher, on classroom practices, and on the school policies relating to Transgender students. In this study, teacher perceptions of Transgender students were defined as the attitudes, opinions, impressions, and awareness of Transgender students,...
Show moreThe purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures, on middle and high school teachers’ perceptions of their role as a teacher, on classroom practices, and on the school policies relating to Transgender students. In this study, teacher perceptions of Transgender students were defined as the attitudes, opinions, impressions, and awareness of Transgender students, or individuals who were born as one sex and identify and express themselves as a gender different from the sex assigned at birth. This study was significant as it addressed teacher perceptions and practices as well as the heteronormative and cisnormative structures that are perpetuated and valued within schools. The data were collected via two phases: the quantitative, web-based survey responses, followed by the qualitative, individual interviews. The sample population consisted of 117 middle and high school teachers. Out of the 117 teachers, 90 participants participated in the pre-survey, 71 participants participated in the post-survey, 89 participated in the professional development, and 8 participated in the individual interviews. Five major findings emerged from the data analysis of the interviews as factors influencing and impacting middle and high school teachers’ perceptions of their role and experiences, actions and classroom practices, and perceptions of school policies relating to Transgender students. These findings include (a) teacher experiences, (b) teacher support, (c) lack of understanding, (d) school policy, and (e) school support.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013388
Subject Headings: Transgender students, High school teachers, Middle school teachers, Heteronormativity, Professional development
Format: Document (PDF)

Title: Middle Grades (6-8) Reading Teachers’ Beliefs Regarding the State’s Academic Reading Standards, Curriculum Materials, and Instructional Practices.
Creator: Dacres, Lascelia Cadienne, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Teachers’ beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended questions. Analysis was conducted on the teachers’ beliefs regarding the state’s academic reading standards, content materials the teachers used to...
Show moreTeachers’ beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended questions. Analysis was conducted on the teachers’ beliefs regarding the state’s academic reading standards, content materials the teachers used to teach reading, the teachers’ self-reported instructional practices, and how the selected teachers understand the relationship between their beliefs and instructional practices. Likewise, content analyses were performed using documents such as lesson plans, classroom assignments, and assessments that were collected from the participants. There were six major findings in this study. The first finding indicated that participants had mix feelings regarding the standards; they were viewed by some teachers as guides and building blocks while others viewed the standards as not being beneficial to have in the classroom. The second finding depicted that participants had mixed experiences of collegial planning; some shared that collegial planning assisted their efforts with understanding the standards while others indicated that collegial planning could be improved. The third finding portrayed that the curriculum materials used to teach reading were both district-given and supplemental. Due to a lack of rigor with the district-given resource, some participants opted to use supplemental resources that better aligned to the expectation of the standards. The fourth finding addressed both teacher and student challenges faced by the participants. Teacher challenges included the fast pace and implementation of the standards while student challenges included lack of motivation and student misbehavior. The fifth finding highlighted how participants viewed the relationship between their beliefs and instructional practices. Participants discussed the impact, or lack thereof, of the implementation of the shifts in the standards. The sixth and final major finding of this study emphasized that professional development was needed to teach the reading standards. As a result of these findings, implications include providing teachers with professional development opportunities that target practical ways on how to implement the shifts of the standards in day-to-day instruction and instructional strategies to enhance student motivation.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005964
Subject Headings: Reading teachers, Education and state--Florida, Reading--Standards, Middle school education--United States--Standards
Format: Document (PDF)

Title: THE IMPACT OF FEMALE ENGLISH LANGUAGE ARTS TEACHERS’ INTERSECTIONALITY ON PEDAGOGY.
Creator: Berson, Jillian, Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This mixed-methods phenomenological bounded case study sought to uncover how who teachers are as people impacts what they do in their classrooms. The study examined how teachers’ personal lives (e.g., backgrounds and prior knowledge), their experiences with intersectionality (e.g., race, class, gender, and sexual orientation), and professional lives (e.g., pedagogical beliefs and curricular choices) influence one another. The sample for this student consisted of seven high school female...
Show moreThis mixed-methods phenomenological bounded case study sought to uncover how who teachers are as people impacts what they do in their classrooms. The study examined how teachers’ personal lives (e.g., backgrounds and prior knowledge), their experiences with intersectionality (e.g., race, class, gender, and sexual orientation), and professional lives (e.g., pedagogical beliefs and curricular choices) influence one another. The sample for this student consisted of seven high school female English Language Arts teachers who were teaching the required text, To Kill a Mockingbird, by Lee (1960). Through the use of survey questionnaires, interviews, document analysis of unit lesson plans, and a focus group, a portrait of the relationship between teachers’ pedagogical beliefs and curriculum design choices emerged. Four key themes emerged in relation to the research questions for this study: (a) whether teachers are teaching with the students in mind, (b) uncovering the power structure of the teaching experience, (c) the role of teaching versus facilitating, and (d) curriculum design focusing on the process of learning versus end products.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013355
Subject Headings: Teaching, Pedagogy, Language arts teachers, Phenomenology, Women teachers, Lee, Harper To kill a mockingbird
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)

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