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Prospective Students
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Faculty and Staff
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Current Students
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Alumni and Friends
This quantitative study explores the potential school-level and school district-level factors associated with North Carolina school performance grades in K-5 elementary schools. The desire was to examine if any of the school- or school district-level factors were associated with the outcome variable of North Carolina school performance grades. This study used the data from the North Carolina school report cards and Civil Rights Data Collection from the 2015 – 2016 school year. The sample had 1096 schools and 92 school districts. A hierarchical linear model was created with the overall school performance grade as the outcome variable and the sixteen school level predictors and thirteen school district predictors. Results indicated that twelve out of sixteen school-level variables were statistically significant. One out of thirteen school district-level variables were statistically significant and two additional variables approached significance. Recommendations for improving student achievement were provided for United States policymakers, university education programs, North Carolina policymakers, local governments, school districts, and schools. These recommendations are presented as opportunities to ensure equitable educational practices and outcomes for all students.
The purpose of this qualitative study was to explore professional development from the perspective of instructional leaders to identify if the assumptions of Knowles’s (1990) Adult Learning Theory were present in the planning and implementation of continuing education. A qualitative case study research design was utilized, and the research setting was dependent on the participants and the locations in which they were contracted to conduct continuing education sessions with teachers. The instructional leaders were committed to plan and present professional development at three different suburban schools surrounding a city in the Southeastern United States. The participants in the study were instructional leaders and educational consultants with at least 10 years of experience who work across school districts with multiple elementary, middle, and high school sites in suburban and urban districts. Data sources included two rounds of interviews, observations of planned and implemented professional development, and document analysis of staff development materials. The data was analyzed using thematic analysis that included within-case and cross-case investigation.
Though North Carolina is home to the 9th largest Indigenous population in America, as well as to the largest Tribe East of the Mississippi, North Carolina curriculum and schools often erode Indigenous histories from the classroom. Indigenous people are presented as forever constrained within antiquity, as savage, as docile, as stoic, and at worst – as nonexistent. This study centers Native students who traverse through these systems that perpetuate stereotypes of Indigenous barbarism, passivity, and erasure, with a focus on Native students living in urban areas of North Carolina. Similarly, non-Native teachers were interviewed for this study to discuss their role in this system as well as what they are doing to challenge it. Themes include problematic curriculum, anti-Indigeneity, erasure, White supremacy, and resistance and resilience.
Excellence in education is based on a curriculum that is true, relevant, and appropriate, and on educational processes that are humane and democratic. A pervasive problem in U.S. schools is a curriculum that perpetuates cultural hegemony, lacks multiple perspectives, and adheres to scripts to accommodate education policy. “Re-membering” history by producing and studying democratized knowledge can counter master narratives. Applying critical race theory and Afrocentricity, this research explores curriculum development, culturally responsive pedagogy, and student outcomes in the context of urban education. Using case study methodology, content analysis, and historical detection, this qualitative multiple article dissertation explores three curricular omissions that can expand multicultural education discourse. Findings show that culturally responsive pedagogy combined with a curriculum that is accurate, relevant, and appropriate can yield improved student outcomes. This has implications for practitioners and scholars in U.S. schools.
This study seeks to explore equity and social justice in a teacher preparation program through the lived experiences of teacher candidates who are attempting to enact equity and social justice in their teaching. This study suggests that for a university-based teacher education program to support teacher-candidates enactment, while addressing the tension between focusing on equity and social justice or pedagogy, they must: a) identify how the curriculum addresses equity and social justice, b) identify how teacher candidates are attempting to enact equity and social justice in the classroom, and c) identify what the teacher candidates gained from the curriculum that helped them incorporate equity and social justice in the classroom. This study applied a case study approach to reveal the lived experiences of teacher candidates, who are student teaching in diverse urban schools during their last year in a teacher preparation program. Findings suggest when incorporating social justice and equity, teacher preparation programs need to thread equity and social justice in the curriculum in a way that is fluid and integral. When supporting teachers’ enactment of equity and social justice, bold and courageous decisions must be made to dismantle the racist systems in education.
MICHELLE B. PASS. Staying the course: the persistence of African American biology majors at a predominantly White Institution. (Under the direction of Dr. CHANCE W. LEWIS)
Increasing the number of African Americans graduating with STEM degrees and entering the STEM workforce has been the focus of countless political reports and educational studies for decades; however, African Americans continue to experience waning graduation rates and mounting attrition rates in STEM disciplines while remaining vastly underrepresented in STEM fields. This study differs from previous studies that have focused on African Americans in STEM utilizing a deficit-based approach. This qualitative, phenomenological study examined the experiences of African American students who were successfully navigating the biology major at a predominantly White institution. This study sought to identify the factors that support the persistence of African American students in the biology major at a predominantly White institution, and to describe how these factors support their persistence in the biology major. Data were collected through in-depth interviews with six African American undergraduate biology students and analyzed using phenomenological analysis. Findings revealed that although the students were successful in the biology major, the lack of support from professors and peers within the biology major, adversely affected their academic and social experiences. Four themes emerged from the analysis of interview data. The themes are: self-determination, peer-support, independence, and adaptation. Recommendations for educational stakeholders and future research are discussed.
This study examined the influence of drama participation on foundational, digital, and Black Girls’ literacies of Black girls in an urban middle school. This case study used the Culturally Relevant Arts Education framework with Black Feminist Thought epistemology to address the following research questions: What are the experiences of middle school Black girls who participate in drama classes in relation to language, identity, and social media engagement? What perceptions do drama teachers have of urban middle school Black girls who participate in drama classes as they address language, identity, and social media engagement? Purposive criterion sampling was used to recruit participants for this study. Semi-structured interviews and a focus group were conducted with five Black females; four participants were middle school students who attended Stonybrook School (pseudonym), and one participant was a teacher who taught at the school. The findings of the study suggest that Black girls who participated in drama 1) Experienced enhanced foundational language, 2) Acquired a more positive racial identity, and 3) Demonstrated effective management of social media engagement. Additional findings suggest that the Black female drama teacher perceives Black middle school girls as mature enough to successfully navigate academics, identity, and social media engagement through practicing drama activities, despite the race and gender challenges they face. The findings from this study help inform educational practices, policies, and research aimed at improving outcomes for Black girls in urban middle schools.
