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Relevant bibliographies by topics / Urban School Experiences / Dissertations / Theses

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Dissertations / Theses on the topic 'Urban School Experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Killen, Andrew. "Democratic experiences for children in an urban primary school?" Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3377/.

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This dissertation is an autoethnographic study recounting my experience of working in an urban primary school between 2008 and 2010. Over a two year period, during which time I was acting headteacher and then principal teacher, I recorded my experiences in a daily journal. My focus was on children, especially children living in areas of challenging socio-economic conditions. Starting with a concern that their school experiences and interactions with adults are undemocratic and unsatisfactory, my focus in this study was to question how democratic schools are for children. From the numerous them

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2

Martin, Stuart. "Choice of secondary school : the experiences of eight urban families." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261357.

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3

Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.

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4

Grubbs, Corey D. "The Lived Experiences of Black Male Principals in Urban Settings." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1620381314626989.

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5

Casto, Trevor W. P. "Urban Music Education: Alternative Experiences in the Middle School General Music Classroom." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391616004.

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6

Benner, Aprile Dawn. "Using piecewise growth modeling to understand urban youth's experiences of the transition to high school." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467892101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

Petersen, Jan L. "A narrative inquiry: Eight urban high school students share about their lives and experiences in school." Diss., Wichita State University, 2008. http://hdl.handle.net/10057/1955.

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This qualitative study focused on what eight urban high school students from varying backgrounds had to say about their lives and experiences in school. Discussions with the students involved multifarious topics such as racism, stereotypes, and discrimination and influences in and outside of school that encourage or hinder their education. The theoretical perspectives of critical theory, critical pedagogy, and critical multiculturalism and the narrative inquiry approach to research provided the foundation for this study. Individual narratives and narratives of the student group discussions are

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8

Petersen, Jan L. Patterson Jean A. "A narrative inquiry : Eight urban high school students share about their lives and experiences in school /." A link to full text of this dissertation in SOAR, 2008. http://hdl.handle.net/10057/1955.

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9

Cooper, Kristie Lynn. "Urban high school counselors' experiences with students' access to and success in college." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1208272710.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 300-313). Available online via the OhioLINK ETD Center. Also available in print.

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Lackritz, Anne D. "Leadership Coaching| A Multiple-Case Study of Urban Public Charter School Principals' Experiences." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263844.

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<p> This multi-case study seeks to understand the experiences of New York City and Washington, DC public charter school principals who have experienced leadership coaching, a component of leadership development, beyond their novice years. The research questions framing this study address how experienced public charter school principals describe the impact of leadership coaching practices on their leadership development, as well as how they describe their own leader identity construction through the process of coaching.</p><p> The education sector faces a shortage of highly skilled leaders in

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11

Majed, Alharbi. "Male Students’ Experiences in Urban High School Physical Education in Makkah, Saudi Arabia." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31483.

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This study explores male students’ experiences in physical education in an urban secondary high school in Makkah, Saudi Arabia. Drawing on Pierre Bourdieu’s concepts of body habitus, social, and physical capital, the purpose of this qualitative case study is to develop a better understanding of Saudi youth body dispositions that influence their experiences in physical education. The paper reports upon data generated by semi-structured interviews with 27 male students between the ages of 15 and 20, all of whom attended one public secondary school in Makkah during the fall of 2012. The PE teache

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12

Carson, Dayanna Vontresea. "What are the Experiences of African American Female Principals in High-Poverty Urban Schools?" Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.

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13

Lucas, Krista L. "What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3053.

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Thesis advisor: Curt Dudley-Marling<br>The central focus of this dissertation is the schooling experiences of a small group of culturally and linguistically diverse students. The problem this study addresses is the relative absence of "student voice" in broader conversations about successful teacher preparation for culturally and linguistically diverse classrooms. Conceptual and empirical literature on culturally responsive pedagogy, student voice and experience are reviewed as a means of situating the study. The theoretical framework incorporates sociocultural theories on teaching and learnin

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14

Molenkamp, Freda Joanne. "Rural and urban, experiences of female school teachers who taught in Alberta, 1905-1930." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/MQ28968.pdf.

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15

Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.

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16

Jones, Marvin Bernard II. "An Exploration of Teachers' Lived Experiences in Professional Learning Communities in One Ohio Urban School." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1541174203405698.

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17

Ockerman, Melissa S. "Unheard voices urban students' school experiences and their perceptions of the Ohio State Counseling and Wellness Center /." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148583602.

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18

Rose-McCully, Melissa Marie. "To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86421.

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This study explores teacher retention and teacher resilience in the United States through the stories of five teachers. The researcher presents the research in two manuscripts. Finding My Way through Teaching: A Critical Autoethnographic Play combines critical pedagogy (Freire, 1970) with autoethnography (Ellis, 2004) to examine the author's personal journey as a teacher in a private school, a public school, and a public school in Central America. The research is presented as a one-act play with scenes focusing on conversations with parents, principals, and students, along with scenes examinin

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Wasserberg, Martin J. "Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/116.

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Stereotype threat (Steele & Aronson, 1995) refers to the risk of confirming a negative stereotype about one’s group in a particular performance domain. The theory assumes that performance in the stereotyped domain is most negatively affected when individuals are more highly identified with the domain in question. As federal law has increased the importance of standardized testing at the elementary level, it can be reasonably hypothesized that the standardized test performance of African American children will be depressed when they are aware of negative societal stereotypes about the academic

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20

Naysmith, Robert Bramwell. "Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5657.

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The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to evolve and develop in accordance with new research, technological innovations and changing school populations so too has curriculum. The curriculum was designed to initiate a transformation in values, principles, and key competencies that are needed for learners to successfully participate in schooling and society. The New Zealand government introduced a new curriculum in 2007 with the intention of it being implemented int

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21

Reynolds-Perez, Cecilia Cissy. "Experiences of Middle and High School AVID Students from an Urban South Texas School District Who Played College Ready-the Game." Thesis, Texas A&M University - Corpus Christi, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641631.

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<p> The college education gap between Latinas/os and whites has grown to 29 percentage points (Kolodner, 2017). I am a product of this gap. As a high school principal, I believe the solution to this problem lies within the creative minds of school principals/leaders. When a resource was not available to address the college readiness gap at my campus, I created one. The resource I created is <i>College Ready-the Game</i>. You can create one too! </p><p> The purpose of this qualitative study is to discover the experiences of middle and high school AVID students who played <i>College Ready-the

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22

Dunn, Lu. "A PHENOMENOLOGICAL STUDY OF THE PERCEPTIONS AND EXPERIENCES OF SEVEN URBAN MIDDLE SCHOOL SCIENCE TEACHERS RELATED TO RETENTION." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2392.

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Background: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today s classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher satisfaction; and helps explain the cumulative effects that contributed to teachers' dissatisfaction. This stud

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23

Rocco, Andrew L. "Experiences of Elementary School Principals Who Have Implemented the Leader in Me Program in a Large Urban District." Thesis, Sage Graduate School, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811928.

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<p> ABSTRACT EXPERIENCES OF ELEMENTARY SCHOOL PRINCIPALS WHO HAVE IMPLEMENTED THE LEADER IN ME PROGRAM IN A LARGE URBAN DISTRICT Andrew Rocco The Sage Colleges, Esteves School of Education, 2018 Dissertation Chair: Jerome Steele The origins of the American educational system have always included a character education component. Teaching students moral values and the ability to know right from wrong is a component of the educational mission of our society. Character education evolved over the centuries, yet the core values of implementing right from wrong and the necessity of building

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24

Boznak, Barbara J. "White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program a critical race theory analysis /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/770.

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25

Johnson, Yelando C. "A study of the lived experiences of academically high achieving black male high school students in an urban district." Diss., Wichita State University, 2014. http://hdl.handle.net/10057/10937.

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This qualitative study examined the school experiences of nine academically high achieving Black males in urban schools to understand how this group is able to succeed in school when others perform so poorly. The theoretical perspective of dominant and non dominant cultural capital and the narrative inquiry approach provided the foundation for this study. Data collection involved semi structured open ended interviews. The themes that emerged from the students' providing insight into their school achievements were, high sense of self-efficacy, resiliency, believing that high school is not the e

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26

Alhassan, Halima. "Experiences of African Immigrant Parents with Children Receiving Special Education Services in an Urban School District: A Phenomenological Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563446471535179.

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27

SHARMA-CHOPRA, LOVELEEN PhD. "ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

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28

Julian, Chris. "Factors Related to Teacher Retention: the Lived Experiences of Four Teachers in an Urban, Hard-to-staff High School." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283824/.

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Retaining quality teachers is critical to the success of America's schools. How to retain quality teachers, especially in high needs schools, is a question of fervent debate among educational researchers, policy makers, administrators, parents, and students. This study examines the issue of teacher retention from an emic perspective, focused on understanding the perspective of those closest to the retention decision, teachers in hard-to-staff schools. This study examines the lived experiences of four teachers at a hard-to-staff, urban, secondary school as these experiences impact their decisi

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29

Cayer, Krista Stinson. "Creating Positive Experiences: Increasing Parent Participation In A Low Income Elementary School." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000116.

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30

Thomas, Terrez R. "A Case Study Exploring the Impact of Trauma-Sensitive Practices on High School Graduation Rates in an Urban Public School." Xavier University Leadership Studies & Human Resource Development / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xulead1626985861669408.

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31

Curtain, Michelle. "Reflections from the field : a snapshot of traditional teacher education and urban professional development school graduates' preparation and teaching experiences /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273562.

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Thesis (Ed.D.)--Indiana University, School of Education, 2006.<br>Title from PDF t.p. (viewed Oct. 30, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2899. Adviser: Khaula Murtadha.

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32

Pavlak, Christina M. "On being a writing teacher: Exploring three middle grade teachers' experiences with a literacy initiative in an urban Catholic school." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3179.

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Thesis advisor: Patrick J. McQuillan<br>Though writing is an essential life skill (National Commission on Writing, 2003, 2004, 2005), time spent writing in classrooms across the US is brief (Applebee and Langer, 2006; Applebee and Langer, 2011; Graham and Perin, 2007; National Commission on Writing, 2003). Furthermore, writing achievement of English learners (ELs) who represent nearly five million US students (Mather and Foxen, 2010) is often lower than other sub-groups (Fry, 2007, 2008). As such, using case study research (Stake, 2000, 2003) this study explored three sixth-eighth-grade teache

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33

Reynolds, Jacquinne. "Secondary Preservice Teachers' Perceptions of Preparation to Teach in Urban Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2685.

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University officials have identified a problem among secondary preservice teachers (SPTs) who have expressed reluctance to teach in local urban schools. The purpose of this qualitative case study was to explore the perceptions of SPTs regarding their preparation for and experiences with teaching in urban school settings. Vygotsky's zone of proximal development and Bruner's concept of scaffolding served as the conceptual frameworks that guided this study. Data were collected from 11 SPTs who completed the requirements of their field service experiences in urban schools. Data collection consiste

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34

Uhle, Karen F. "Graduated students with autism spectrum disorders and their parents lived experiences in public high school." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5068.

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With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in t

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35

Grace, Jennifer. "Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2151.

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The present study consisted of a phenomenological investigation of African American males who have been expelled from traditional educational settings in New Orleans, LA in order to provide educators with information geared towards increasing academic achievement in African American males. It has been noted that one of the reasons that Black males graduation rates are so low is because in addition to other factors that lead to non-completion, black males are more likely to be expelled from school. In this study, I used a Critical Race theoretical framework to explore gain experiential knowledg

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36

Delahunty, Geniene P. "Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283.

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37

Walker, Kenyona N. "At What Cost: The Patterns of Persistence of First-Generation, Urban, Black Female, College Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1578248623563932.

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38

Bell-Nolan, Mary E. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.

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39

Ornelas, Gabriela R. "The Experiences of Teachers at Southern California Continuation High Schools: Exposing the Barriers within Alternative Education." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/79.

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My project explores the role of teachers at Southern California continuation high schools as it relates to serving low-income students of color in the face of the institutional barriers within alternative education. My study focuses on the teachers’ career, interactions with students, and opinions on accessibility to resources and funding. I have examined their experiences through twenty in-depth, semi-structured interviews with teachers from three districts. My findings indicate that district members’ misconceptions of Latinx students as inherently deviant and academically unengaged drive ins

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40

Jeffries, Treva Elise. "A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.

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41

Reyna, Sylvia Ramirez. "An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2338.

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42

Hollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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43

Murphy, Jennifer L. "School Psychologists’ Experience of Identifying Students With Specific Learning Disabilities In Urban Schools." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1605276941214278.

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Hollis, Lanny K. "Catholic schools and student academic performance Does the urban catholic school experience mitigate ethnoracial disparity? /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.

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Pather, Soloshini. "Challenges experienced by learners benefitting from nutritional programmes in urban primary schools in Empangeni." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1492.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2015<br>One of the major obstacles to children’s growth and development, including performance in the classroom, is malnutrition. The National School Nutrition Programme (NSNP) is an effective yet essential means of addressing the learners’ hunger needs on a daily basis, thereby serving as a tool in boosting learner attendance, academic performance, healt

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46

Atkinson, Shamanie. "The Urban Parents' Learning Experiences in an Online Training Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7214.

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Research has shown a link between urban students' success in U.S. schools and the level of parental involvement. However, urban parents have historically low levels of engagement in their children's education. Increased involvement of urban parents in their children's education can increase student success in urban schools. The purpose of this generic qualitative research study was to understand the experiences of urban parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) who have participated in an online training program to learn about their children's learning

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Reeves, Alison G. "To Us They Are Butterflies: A Case Study of the Educational Experience at an Urban Indigenous-Serving Charter School." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194438.

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In recent years, increasing numbers of Indigenous communities in the United States have embraced charter schools as an alternative to traditional federal, district and parochial schools. Often this has been part of an effort begun to further such goals as language and cultural preservation, improved educational programs, and community control of schooling. This study presents, through a single qualitative, ethnographic case study, a detailed portrait of one urban, Indigenous-serving charter school with primary focus on graduates' educational experiences and an exploration of its meaning for

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48

Moreno, Medrano Luz Maria Stella. "Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268098.

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Political recognition of the multicultural nature of Mexico has advanced the understanding of how people live together, as well as how they value and respect each other’s differences. The migration of indigenous populations from rural areas of the country to urban settings has transformed the cities, and also schools, into places of remarkable cultural diversity. This study examines the processes of identity formation of indigenous children in two urban schools in Jalisco, Mexico. By studying the processes of identity formation, I focus on understanding how indigenous children represent themse

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49

Chapman, Angela. "An Investigation of the Effects of an Authentic Science Experience Among Urban High School Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4653.

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ABSTRACT Providing equitable learning opportunities for all students has been a persistent issue for some time. This is evident by the science achievement gap that still exists between male and female students as well as between White and many non-White student populations (NCES, 2007, 2009, 2009b) and an underrepresentation of female, African-American, Hispanic, and Native Americans in many science, technology, engineering, and mathematics (STEM) related careers (NCES, 2009b). In addition to gender and ethnicity, socioeconomic status and linguistic differences are also factors that can margi

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50

McCann, Ann Christine. "A journey to the heart of the matter, guidance counseling experiences in urban high schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54731.pdf.

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