Teachers' Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program

Autor/inn/en	Gillmore, Marina V.; Sullivan, M. Alayne
Titel	Teachers' Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program
Quelle	In: Universal Journal of Educational Research, 2 (2014) 3, S.299-308 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Secondary School Teachers; Qualitative Research; Phenomenology; Case Studies; Educational Practices; Educational Philosophy; Academic Achievement; Educational Opportunities; Observation; Teacher Attitudes; Program Effectiveness; High School Students; At Risk Students; Social Justice; Focus Groups; Semi Structured Interviews; California + Suchen Sie Ihr Suchwort? Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Schulleistung; Bildungsangebot; Bildungschance; Beobachtung; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Kalifornien
Abstract	This research project explored the impact of seven teachers' life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers' life experiences and their beliefs about educational justice. The research was conducted at high-school sites within programs designed to foster educational opportunities for students not academically succeeding within their respective institutions. Results were based on extensive interviews and classroom observations. The work is grounded in educational justice scholarship and has particular significance for teachers who work with disenfranchised student populations. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01