Black Students and Educator Dispositions: A Grounded Theory for Educator Professional Development

Autor/in	Malone, Ayana K.
Titel	Black Students and Educator Dispositions: A Grounded Theory for Educator Professional Development
Quelle	(2023), (195 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2885-0
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Teacher Characteristics; Faculty Development; Race; Cultural Awareness; Secondary School Students; Secondary School Teachers; Teaching Experience; Teacher Attitudes; Student Behavior; Student Characteristics; Teacher Role; Self Concept; Attitude Change; Mentors; Equal Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Cultural identity; Kulturelle Identität; Sekundarschüler; Lehrerverhalten; Student behaviour; Schülerverhalten; Lehrerrolle; Selbstkonzept; Attitudinal change; Einstellungsänderung
Abstract	This qualitative research explored the relationship between Black students, educator disposition, and the potential impact of professional development in race or cultural competency. Sixteen participants representing a range of school-based positions were interviewed, and data were analyzed using the Grounded Theory methodology. Research questions were developed to understand the educator's experiences with their Black secondary students, their interpretations of student behaviors, and their experiences in race or culturally-based professional development. Participant data identified twelve core themes that supported the Cultural-Ecological Theory and contributed further to the Cultural Fluency Model. The Productive Struggle Model of professional development emerged from synthesizing themes into four concepts: background of the student (student demographics, needs, behavior, achievement), educator positionality (role, environment, relevance), educator self-awareness (mindset and reflection), and the disposition change process (mentoring, equity priority, professional development). Professional development must be rethought and restructured with deeper innovation for implementation and a purposeful and targeted focus on educator critical reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01