Ph.D., Antioch University, 2020, Leadership and Change

Inservice teachers' influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to learn. The findings reveal that respondents shared five key constructs as being important to Black students' learning: “professional and skills development,” “impacts of administrative responsiveness and supports,” “caring,” “trust,” and “inclusion of lived experiences.” However, what is important to note is that my study indicates that neither Black nor White teachers held the entire picture of what enables Black students to learn. By integrating the results of both Black and White teachers' responses, I theorize a framework which represents a path for Black student learning. I call this framework Culturally Collaborative Teaching, which takes into account both Black and White teachers' understandings of what the critical factors are when educating Black students. Culturally Collaborative teaching is a framework in which teachers, regardless of their race and cultural background, can integrate and develop a shared set of skills and values. The inclusion of administrator support and understanding of cultural practices, serves as the foundation for positively impacting academic learning for Black students. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu (open full item for complete abstract)

Committee: Donna Ladkin PhD (Committee Chair); Lize Booysen DBL (Committee Member); Elmar Kutsch PhD (Committee Member) Subjects: African Americans; Curriculum Development; Education; Educational Leadership; Educational Theory; Elementary Education; Middle School Education; Multicultural Education; Pedagogy; Secondary Education; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2019, Arts Administration, Education and Policy

The purpose of this dissertation is to provide an intrinsic case study investigation of The City of Miami Beach and Miami - Dade County Public School's Education Compact. The Education Compact provides a model of how school districts are using innovative educational governance strategies to improve failing and low performing schools. The impetus for the design and instigation of The Education Compact was to address the rapidly growing changes in 21st century demographics of The City of Miami Beach and Miami-Dade County. The underlying goals of this case study are not to build theory, but to provide context-specific knowledge, and provide a detailed example and understanding of the intrinsic value of The City of Miami Beach and Miami-Dade County Public School Education Compact.

Committee: Candace Stout (Committee Chair); Joni Acuff (Committee Member); Wayne Lawson (Committee Member); James Sanders (Committee Member) Subjects: Art Education; Arts Management; Curricula; Curriculum Development; Demographics; Education; Education Policy; Educational Evaluation; Educational Leadership; Minority and Ethnic Groups; Multicultural Education; Organizational Behavior

Doctor of Philosophy, University of Toledo, 2015, Judith Herb College of Education

This qualitative case study focused on the multifaceted issue of exploring science teacher leaders' understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work of a community of teachers leaders in science professional development. To frame this study, the researcher drew from the interdisciplinary field of multicultural education, transformative learning, and teacher leadership. In drawing out the connections from these vast bodies of literature, the study speaks to the need of both, creating teacher leaders in science education who are capable of meeting the twin demands of excellence and equity, and also attending to the challenges in the professional learning continuums of teachers leaders and their peers towards addressing issues of diversity and equity in science education.

Committee: Lynne Hamer PhD (Committee Chair); Dale Snauwaert PhD (Committee Member); Charlene Czerniak PhD (Committee Member); Mark Templin Phd (Committee Member) Subjects: Education; Educational Leadership; Inservice Training; Multicultural Education; Science Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

In science classrooms, deficit ideologies often undermine the understanding and sense-making abilities of underprivileged students (Bang et al., 2017). To combat this, science teacher education must equip teacher candidates with the skills to embrace diversity, equity, and inclusion in their practices, thereby providing equitable learning opportunities and pedagogy. This study aims to support pre-service science teachers (PSTs) in providing equitable teaching and learning in their science classrooms. Employing a narrative multiple-case studies design, this research investigates (1) the ways PSTs notice their students, science teaching, and classroom interactions regarding equitable science sense-making and (2) how PSTs reflect upon their noticing regarding equitable science sense-making. Conducted in West Java, Indonesia and Ohio, United States, the study offers insights into how cultural contexts may influence PSTs' noticing and reflections on equitable teaching practices and science sense-making. This study used video-based analysis to help PSTs reflect on their teaching in a community learning setting called video club. Moreover, I collected the PSTs' written reflections on their identity and teaching vision, science autobiography, and interview data to answer the research questions. This study analyzes the nature of teachers learning to notice and provides guidance for science teacher educators on preparing PSTs to effectively address deficit practices in the classroom. Thus, the findings from this study contribute to the field of science teacher education as well as the advancement of diversity, equity, and inclusion in STEM education globally, presenting the cases from West Java and Ohio.

Committee: Lin Ding (Advisor); Theodore Chao (Committee Member); Adrian Rodgers (Committee Member); Sophia Jeong (Committee Member) Subjects: Education; Science Education; Teacher Education; Teaching