Literaturnachweis - Detailanzeige
| Autor/in | Becker, Russell |
|---|---|
| Titel | Educationally Affirmed: Exploring Inclusive Practices for LGBTQ+ High School Students |
| Quelle | (2023), (154 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Massachusetts Lowell |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-9469-5 |
| Schlagwörter | Hochschulschrift; Dissertation; LGBTQ People; High School Students; Inclusion; Educational Practices; Mental Health; Well Being; Academic Achievement; Sense of Community; Student School Relationship |
| Abstract | This case study was built following an examination of a series of disparities regarding LGBTQ+ High School aged students. Data has been collected that highlights the differences in Mental Health, well-being, School Performance and School Belonging which all factor into an overtly negative experience for this population. In order to better understand these disparities, this study was built with the intention of enhancing the knowledge base and eventual application of inclusive teaching practices for two educators that may eventually lead to better outcomes for this population. The study hypothesized that utilizing a focus group approach with three separate phases would enhance both the knowledgebase and eventual application of inclusive practices for two High School educators. The first phase allowed these educators to parse through localized data that spoke to the LGBTQ+ experience within their institution. The second phase allowed these educators to speak directly with current LGBTQ+ students through the form of a Gay-Straight Alliance meeting in order to gather recommendations about opportunities for inclusion. The third focus group saw these educators apply these recommendations to their individual practices as they created and piloted interventions within their classrooms. Incorporated within the final phase was an individual interview aimed at identifying changes over the duration of the study. The purpose of this study was to better understand how to enhance the ability of two educators to incorporate inclusive LGBTQ+ practices into their classrooms while setting the foundation for additional research and replication of this process. This study informs further improvement and expansion of the adoption of inclusive practices and may be a model for additional schools or individual educators to follow. [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 |
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