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You searched for subject:(White Teachers). Showing records 1 – 30 of 56 total matches.

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Texas A&M University

1. Milam, Jennifer Louise. Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american students.

Degree: 2009, Texas A&M University

 As a careful look into the daily lived experiences of teachers in today?s schools, the overarching purpose of this study was to seek a clearer… (more)

Subjects/Keywords: White Teachers; Currere

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APA (6th Edition):

Milam, J. L. (2009). Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3152

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Milam, Jennifer Louise. “Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american students.” 2009. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3152.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Milam, Jennifer Louise. “Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american students.” 2009. Web. 25 Jun 2019.

Vancouver:

Milam JL. Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american students. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3152.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Milam JL. Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american students. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3152

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Miele, Anthony. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  A scrupulous search of whiteness literatures in relation to multicultural education reveals a preponderance of scholarship noting White privilege and race evasiveness. Given contrasting… (more)

Subjects/Keywords: Education; Identity; Multicultural; Teachers; White; Education

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APA (6th Edition):

Miele, A. (2013). Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/72

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Miele, Anthony. “Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.” 2013. Thesis, University of San Francisco. Accessed June 25, 2019. https://repository.usfca.edu/diss/72.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Miele, Anthony. “Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.” 2013. Web. 25 Jun 2019.

Vancouver:

Miele A. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jun 25]. Available from: https://repository.usfca.edu/diss/72.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miele A. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/72

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North Carolina State University

3. Dingle, Jesse M. Let the Dialogue Begin: Diversity and the White Preservice Teacher.

Degree: EdD, Adult and Community College Education, 2005, North Carolina State University

 The purpose of this qualitative study has been to explore the various experiences that may have an influence on the perceived readiness of White preservice… (more)

Subjects/Keywords: preservice teachers; White teachers; diversity

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APA (6th Edition):

Dingle, J. M. (2005). Let the Dialogue Begin: Diversity and the White Preservice Teacher. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3610

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dingle, Jesse M. “Let the Dialogue Begin: Diversity and the White Preservice Teacher.” 2005. Thesis, North Carolina State University. Accessed June 25, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3610.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dingle, Jesse M. “Let the Dialogue Begin: Diversity and the White Preservice Teacher.” 2005. Web. 25 Jun 2019.

Vancouver:

Dingle JM. Let the Dialogue Begin: Diversity and the White Preservice Teacher. [Internet] [Thesis]. North Carolina State University; 2005. [cited 2019 Jun 25]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3610.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dingle JM. Let the Dialogue Begin: Diversity and the White Preservice Teacher. [Thesis]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3610

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Columbia University

4. Cook, Eloise R. Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts.

Degree: 2018, Columbia University

 Enactment of social justice education is an important step toward rectifying pervasive discrimination woven into public schools and other American institutions. A social justice educator… (more)

Subjects/Keywords: Multicultural education; Teachers – Training of; Education; Social justice – Study and teaching; Teachers, White; Urban schools

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APA (6th Edition):

Cook, E. R. (2018). Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8BP1KQV

Chicago Manual of Style (16th Edition):

Cook, Eloise R. “Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts.” 2018. Doctoral Dissertation, Columbia University. Accessed June 25, 2019. https://doi.org/10.7916/D8BP1KQV.

MLA Handbook (7th Edition):

Cook, Eloise R. “Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts.” 2018. Web. 25 Jun 2019.

Vancouver:

Cook ER. Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Jun 25]. Available from: https://doi.org/10.7916/D8BP1KQV.

Council of Science Editors:

Cook ER. Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8BP1KQV


University of Toronto

5. Lara Villanueva, Maryacarmen. A (M)other Talks to White Women Teachers: A Critical Autoethnography.

Degree: 2018, University of Toronto

Using critical autoethnography, I explore relationships between White women teachers and Mothers of Colour. Looking beyond a parent involvement analysis framework, I use a decolonial… (more)

Subjects/Keywords: Anti-racist; Decolonial; Feminism; Parent engagement; White women teachers; 0515

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APA (6th Edition):

Lara Villanueva, M. (2018). A (M)other Talks to White Women Teachers: A Critical Autoethnography. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91629

Chicago Manual of Style (16th Edition):

Lara Villanueva, Maryacarmen. “A (M)other Talks to White Women Teachers: A Critical Autoethnography.” 2018. Masters Thesis, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/91629.

MLA Handbook (7th Edition):

Lara Villanueva, Maryacarmen. “A (M)other Talks to White Women Teachers: A Critical Autoethnography.” 2018. Web. 25 Jun 2019.

Vancouver:

Lara Villanueva M. A (M)other Talks to White Women Teachers: A Critical Autoethnography. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/91629.

Council of Science Editors:

Lara Villanueva M. A (M)other Talks to White Women Teachers: A Critical Autoethnography. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91629


Virginia Commonwealth University

6. Moss, Wendi. The Impact of Black Teacher Mentors on White Beginning Teachers.

Degree: PhD, Educational Leadership, 2013, Virginia Commonwealth University

 This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six… (more)

Subjects/Keywords: cross-race mentoring; White teachers; Black mentors; Education; Educational Leadership

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APA (6th Edition):

Moss, W. (2013). The Impact of Black Teacher Mentors on White Beginning Teachers. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2976

Chicago Manual of Style (16th Edition):

Moss, Wendi. “The Impact of Black Teacher Mentors on White Beginning Teachers.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed June 25, 2019. https://scholarscompass.vcu.edu/etd/2976.

MLA Handbook (7th Edition):

Moss, Wendi. “The Impact of Black Teacher Mentors on White Beginning Teachers.” 2013. Web. 25 Jun 2019.

Vancouver:

Moss W. The Impact of Black Teacher Mentors on White Beginning Teachers. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2019 Jun 25]. Available from: https://scholarscompass.vcu.edu/etd/2976.

Council of Science Editors:

Moss W. The Impact of Black Teacher Mentors on White Beginning Teachers. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://scholarscompass.vcu.edu/etd/2976


University of Minnesota

7. Mitchell, Lorraine Marie. Educators' understandings of white privilege and its impact on professional roles.

Degree: EdD, Educational Policy and Administration, 2009, University of Minnesota

 The gap between the demographic of white teachers and administrators working in ethnically and socioeconomically diverse schools and their students continues to widen. While federal… (more)

Subjects/Keywords: Administrators; Teachers; White Privilege; Educational Policy and Administration

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APA (6th Edition):

Mitchell, L. M. (2009). Educators' understandings of white privilege and its impact on professional roles. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/49914

Chicago Manual of Style (16th Edition):

Mitchell, Lorraine Marie. “Educators' understandings of white privilege and its impact on professional roles.” 2009. Doctoral Dissertation, University of Minnesota. Accessed June 25, 2019. http://purl.umn.edu/49914.

MLA Handbook (7th Edition):

Mitchell, Lorraine Marie. “Educators' understandings of white privilege and its impact on professional roles.” 2009. Web. 25 Jun 2019.

Vancouver:

Mitchell LM. Educators' understandings of white privilege and its impact on professional roles. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Jun 25]. Available from: http://purl.umn.edu/49914.

Council of Science Editors:

Mitchell LM. Educators' understandings of white privilege and its impact on professional roles. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/49914


Boston College

8. Demers, Kelly Elaine. The Racial Geography of Teaching: Two White Teachers' Construction of Race.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 In this study I asked two questions: "How does the ideological stance of two White elementary school teachers inform their construction of race?" and, "How… (more)

Subjects/Keywords: Critical Ethnography; Multicultural Education; Race; Urban Schooling; White teachers

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APA (6th Edition):

Demers, K. E. (2009). The Racial Geography of Teaching: Two White Teachers' Construction of Race. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101258

Chicago Manual of Style (16th Edition):

Demers, Kelly Elaine. “The Racial Geography of Teaching: Two White Teachers' Construction of Race.” 2009. Doctoral Dissertation, Boston College. Accessed June 25, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101258.

MLA Handbook (7th Edition):

Demers, Kelly Elaine. “The Racial Geography of Teaching: Two White Teachers' Construction of Race.” 2009. Web. 25 Jun 2019.

Vancouver:

Demers KE. The Racial Geography of Teaching: Two White Teachers' Construction of Race. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Jun 25]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101258.

Council of Science Editors:

Demers KE. The Racial Geography of Teaching: Two White Teachers' Construction of Race. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101258


Temple University

9. Whiting, Ross. Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas.

Degree: PhD, 2016, Temple University

Urban Education

This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship… (more)

Subjects/Keywords: Educational sociology; American studies;

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APA (6th Edition):

Whiting, R. (2016). Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,390560

Chicago Manual of Style (16th Edition):

Whiting, Ross. “Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas.” 2016. Doctoral Dissertation, Temple University. Accessed June 25, 2019. http://digital.library.temple.edu/u?/p245801coll10,390560.

MLA Handbook (7th Edition):

Whiting, Ross. “Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas.” 2016. Web. 25 Jun 2019.

Vancouver:

Whiting R. Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jun 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,390560.

Council of Science Editors:

Whiting R. Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,390560


The Ohio State University

10. Fasching-Varner, Kenneth James. Black, white, or whatever: Examining racial identity and profession with white pre-service teachers.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

White educators comprise between 85-92% of the current teaching force in the United States. Often contemporary research in education investigates aspects of education without… (more)

Subjects/Keywords: Multicultural Education; Critical Race Theory; White Racial Identity Theory; White Supremacy; Pre-service Teachers; Teacher Education; Racism

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APA (6th Edition):

Fasching-Varner, K. J. (2009). Black, white, or whatever: Examining racial identity and profession with white pre-service teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1254778739

Chicago Manual of Style (16th Edition):

Fasching-Varner, Kenneth James. “Black, white, or whatever: Examining racial identity and profession with white pre-service teachers.” 2009. Doctoral Dissertation, The Ohio State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1254778739.

MLA Handbook (7th Edition):

Fasching-Varner, Kenneth James. “Black, white, or whatever: Examining racial identity and profession with white pre-service teachers.” 2009. Web. 25 Jun 2019.

Vancouver:

Fasching-Varner KJ. Black, white, or whatever: Examining racial identity and profession with white pre-service teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1254778739.

Council of Science Editors:

Fasching-Varner KJ. Black, white, or whatever: Examining racial identity and profession with white pre-service teachers. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1254778739


Ohio University

11. Russell-Fry, Nancy L. A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2011, Ohio University

  Whiteness is a topic left out of diversity or cultural studies discussions. Catherine Kroll (2009, p. 32), states that "Despite the fact that race… (more)

Subjects/Keywords: Education; Whiteness; teacher education; White; rural education; multicultural education; diversity; case study; White teachers; race; teacher preparation; curriculum

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APA (6th Edition):

Russell-Fry, N. L. (2011). A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110

Chicago Manual of Style (16th Edition):

Russell-Fry, Nancy L. “A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness.” 2011. Doctoral Dissertation, Ohio University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110.

MLA Handbook (7th Edition):

Russell-Fry, Nancy L. “A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness.” 2011. Web. 25 Jun 2019.

Vancouver:

Russell-Fry NL. A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110.

Council of Science Editors:

Russell-Fry NL. A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness. [Doctoral Dissertation]. Ohio University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110


Georgia State University

12. Harmon, Brian K. Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

  There is a continuing low number of Black male teachers in the public school system nationally and they are often employed in urban, low-income,… (more)

Subjects/Keywords: Black Male Teachers; African American Male Teachers; Predominantly White School Districts; Attrition; Retention; Disadvantaged School Districts; Affluent School Districts

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APA (6th Edition):

Harmon, B. K. (2018). Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/189

Chicago Manual of Style (16th Edition):

Harmon, Brian K. “Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District.” 2018. Doctoral Dissertation, Georgia State University. Accessed June 25, 2019. https://scholarworks.gsu.edu/eps_diss/189.

MLA Handbook (7th Edition):

Harmon, Brian K. “Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District.” 2018. Web. 25 Jun 2019.

Vancouver:

Harmon BK. Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jun 25]. Available from: https://scholarworks.gsu.edu/eps_diss/189.

Council of Science Editors:

Harmon BK. Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/189


Temple University

13. Hafiz-Wahid, Fatima. Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools.

Degree: PhD, 2010, Temple University

Urban Education

This dissertation poses the question, “Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban… (more)

Subjects/Keywords: Education, Teacher Training; Psychology, Developmental; Emotions; Pedagogy; Professional Development; Retention; Urban Education; White Teachers

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APA (6th Edition):

Hafiz-Wahid, F. (2010). Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,62067

Chicago Manual of Style (16th Edition):

Hafiz-Wahid, Fatima. “Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools.” 2010. Doctoral Dissertation, Temple University. Accessed June 25, 2019. http://digital.library.temple.edu/u?/p245801coll10,62067.

MLA Handbook (7th Edition):

Hafiz-Wahid, Fatima. “Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools.” 2010. Web. 25 Jun 2019.

Vancouver:

Hafiz-Wahid F. Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jun 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,62067.

Council of Science Editors:

Hafiz-Wahid F. Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,62067


Queensland University of Technology

14. Spina, Nerida J. White teachers at a discursive crossroad.

Degree: 2013, Queensland University of Technology

 This study explored the way white teachers speak about Indigenous students and communities. The accounts of teachers working in eight schools across Australia were analysed… (more)

Subjects/Keywords: Whiteness studies; Foucault; Colour blind discourse; Deficit discourse; Indigenous students; White teachers; Australian schools

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APA (6th Edition):

Spina, N. J. (2013). White teachers at a discursive crossroad. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/64149/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Spina, Nerida J. “White teachers at a discursive crossroad.” 2013. Thesis, Queensland University of Technology. Accessed June 25, 2019. https://eprints.qut.edu.au/64149/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Spina, Nerida J. “White teachers at a discursive crossroad.” 2013. Web. 25 Jun 2019.

Vancouver:

Spina NJ. White teachers at a discursive crossroad. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2019 Jun 25]. Available from: https://eprints.qut.edu.au/64149/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spina NJ. White teachers at a discursive crossroad. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/64149/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Carolina

15. Campbell, Dawn M. Teachers’ Influence On Black/White Biracial Student Identity Development.

Degree: EdD, Educational Studies, 2016, University of South Carolina

  The purpose of this study was to report on what teachers and parents see as significant factors affecting Black-White biracial student identity development. Through… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Teachers’ Influence; Black/White Biracial; Student Identity Development

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APA (6th Edition):

Campbell, D. M. (2016). Teachers’ Influence On Black/White Biracial Student Identity Development. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3992

Chicago Manual of Style (16th Edition):

Campbell, Dawn M. “Teachers’ Influence On Black/White Biracial Student Identity Development.” 2016. Doctoral Dissertation, University of South Carolina. Accessed June 25, 2019. https://scholarcommons.sc.edu/etd/3992.

MLA Handbook (7th Edition):

Campbell, Dawn M. “Teachers’ Influence On Black/White Biracial Student Identity Development.” 2016. Web. 25 Jun 2019.

Vancouver:

Campbell DM. Teachers’ Influence On Black/White Biracial Student Identity Development. [Internet] [Doctoral dissertation]. University of South Carolina; 2016. [cited 2019 Jun 25]. Available from: https://scholarcommons.sc.edu/etd/3992.

Council of Science Editors:

Campbell DM. Teachers’ Influence On Black/White Biracial Student Identity Development. [Doctoral Dissertation]. University of South Carolina; 2016. Available from: https://scholarcommons.sc.edu/etd/3992


University of Florida

16. Tarver, Deborah A. A Latina Critical Race Study of Embodied "Nice" White Supremacy in Teacher Education and Researcher Preparation.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

White supremacy is a tangible and global force that infects all avenues and interstices of humanity. It is the paradigmatic foundation of all U.S. institutions… (more)

Subjects/Keywords: African Americans; Educational research; Epistemology; Racism; Students; Teacher education; Teachers; White people; White supremacism; White supremacy; anzaldua  – body  – conocimiento  – critical  – crt  – denial  – education  – embodiment  – latcrit  – race  – research  – supremacy  – teacher  – theory  – white

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tarver, D. A. (2015). A Latina Critical Race Study of Embodied "Nice" White Supremacy in Teacher Education and Researcher Preparation. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047826

Chicago Manual of Style (16th Edition):

Tarver, Deborah A. “A Latina Critical Race Study of Embodied "Nice" White Supremacy in Teacher Education and Researcher Preparation.” 2015. Doctoral Dissertation, University of Florida. Accessed June 25, 2019. http://ufdc.ufl.edu/UFE0047826.

MLA Handbook (7th Edition):

Tarver, Deborah A. “A Latina Critical Race Study of Embodied "Nice" White Supremacy in Teacher Education and Researcher Preparation.” 2015. Web. 25 Jun 2019.

Vancouver:

Tarver DA. A Latina Critical Race Study of Embodied "Nice" White Supremacy in Teacher Education and Researcher Preparation. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Jun 25]. Available from: http://ufdc.ufl.edu/UFE0047826.

Council of Science Editors:

Tarver DA. A Latina Critical Race Study of Embodied "Nice" White Supremacy in Teacher Education and Researcher Preparation. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0047826


University of Utah

17. De La Mare, Danielle M. Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all.

Degree: PhD, Education, Culture & Society;, 2010, University of Utah

 This dissertation seeks to address the lacking educational research around White in-service teachers’ multicultural education practice. I use Lawrence-Lightfoot’s (1997; 2005) qualitative research methodology “portraiture”… (more)

Subjects/Keywords: American Indian studies; Critical multicultural education; Indian education for all; Tribal critical race theory; White teachers; Whiteness theory; Montana

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APA (6th Edition):

De La Mare, D. M. (2010). Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120

Chicago Manual of Style (16th Edition):

De La Mare, Danielle M. “Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all.” 2010. Doctoral Dissertation, University of Utah. Accessed June 25, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120.

MLA Handbook (7th Edition):

De La Mare, Danielle M. “Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all.” 2010. Web. 25 Jun 2019.

Vancouver:

De La Mare DM. Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 Jun 25]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120.

Council of Science Editors:

De La Mare DM. Surrendering to institutional forces: how white high school teachers' alignment with school structures prevents meaningful engagement with Montana's Indian education for all. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/2073/rec/1120

18. Bastos, Janaina Ribeiro Bueno. \"Da história, das subjetividades, dos negros com quem ando\": um estudo sobre professores brancos envolvidos com a educação das relações étnico-raciais.

Degree: Mestrado, Educação, 2015, University of São Paulo

Este estudo trata sobre os fatores que levaram professores brancos a se envolverem com a educação das relações étnico-raciais. Para tal, discute a relação existente… (more)

Subjects/Keywords: Branquitude; Educação das relações étnico-raciais; Education of ethnic-racial relations; Personalidade; Personality; Professores brancos; Racism; Racismo; White teachers; Whiteness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bastos, J. R. B. (2015). \"Da história, das subjetividades, dos negros com quem ando\": um estudo sobre professores brancos envolvidos com a educação das relações étnico-raciais. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14122015-163310/ ;

Chicago Manual of Style (16th Edition):

Bastos, Janaina Ribeiro Bueno. “\"Da história, das subjetividades, dos negros com quem ando\": um estudo sobre professores brancos envolvidos com a educação das relações étnico-raciais.” 2015. Masters Thesis, University of São Paulo. Accessed June 25, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14122015-163310/ ;.

MLA Handbook (7th Edition):

Bastos, Janaina Ribeiro Bueno. “\"Da história, das subjetividades, dos negros com quem ando\": um estudo sobre professores brancos envolvidos com a educação das relações étnico-raciais.” 2015. Web. 25 Jun 2019.

Vancouver:

Bastos JRB. \"Da história, das subjetividades, dos negros com quem ando\": um estudo sobre professores brancos envolvidos com a educação das relações étnico-raciais. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2019 Jun 25]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14122015-163310/ ;.

Council of Science Editors:

Bastos JRB. \"Da história, das subjetividades, dos negros com quem ando\": um estudo sobre professores brancos envolvidos com a educação das relações étnico-raciais. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14122015-163310/ ;


Georgia State University

19. Bidwell, Carla R. Successful White Mathematics Teachers of African American Students.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

 In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K–12 public… (more)

Subjects/Keywords: successful White teachers; African American education; urban education; teacher-student relationships; racial conversations; Whiteness studies; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bidwell, C. R. (2010). Successful White Mathematics Teachers of African American Students. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/69

Chicago Manual of Style (16th Edition):

Bidwell, Carla R. “Successful White Mathematics Teachers of African American Students.” 2010. Doctoral Dissertation, Georgia State University. Accessed June 25, 2019. https://scholarworks.gsu.edu/msit_diss/69.

MLA Handbook (7th Edition):

Bidwell, Carla R. “Successful White Mathematics Teachers of African American Students.” 2010. Web. 25 Jun 2019.

Vancouver:

Bidwell CR. Successful White Mathematics Teachers of African American Students. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Jun 25]. Available from: https://scholarworks.gsu.edu/msit_diss/69.

Council of Science Editors:

Bidwell CR. Successful White Mathematics Teachers of African American Students. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/69


Cleveland State University

20. Schauer, Margaret. Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students.

Degree: PhD, College of Education and Human Services, 2015, Cleveland State University

 This dissertation focused on exploring the stories of White, female teachers to understand ways that critical moments of consciousness around race and class in early… (more)

Subjects/Keywords: Education; Teacher Education; White female teachers; teacher identity development; culturally responsive pedagogies; strong relationships; critical consciousness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schauer, M. (2015). Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201

Chicago Manual of Style (16th Edition):

Schauer, Margaret. “Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students.” 2015. Doctoral Dissertation, Cleveland State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201.

MLA Handbook (7th Edition):

Schauer, Margaret. “Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students.” 2015. Web. 25 Jun 2019.

Vancouver:

Schauer M. Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students. [Internet] [Doctoral dissertation]. Cleveland State University; 2015. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201.

Council of Science Editors:

Schauer M. Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students. [Doctoral Dissertation]. Cleveland State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201


University of Saskatchewan

21. Vanhouwe, Michelle Irene. White teachers, critical race theory and aboriginal education.

Degree: 2007, University of Saskatchewan

 This project examines the popular belief that integration of Aboriginal content will ensure Aboriginal student success in schools in Saskatchewan. Given that a high percentage… (more)

Subjects/Keywords: Aboriginal Education; Critical Race Theory; White Teachers

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APA (6th Edition):

Vanhouwe, M. I. (2007). White teachers, critical race theory and aboriginal education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-06252007-231910

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vanhouwe, Michelle Irene. “White teachers, critical race theory and aboriginal education.” 2007. Thesis, University of Saskatchewan. Accessed June 25, 2019. http://hdl.handle.net/10388/etd-06252007-231910.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vanhouwe, Michelle Irene. “White teachers, critical race theory and aboriginal education.” 2007. Web. 25 Jun 2019.

Vancouver:

Vanhouwe MI. White teachers, critical race theory and aboriginal education. [Internet] [Thesis]. University of Saskatchewan; 2007. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10388/etd-06252007-231910.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vanhouwe MI. White teachers, critical race theory and aboriginal education. [Thesis]. University of Saskatchewan; 2007. Available from: http://hdl.handle.net/10388/etd-06252007-231910

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Saskatchewan

22. Gillies, Carmen L. 1972-. A Critical Race Theory Analysis of Métis Teachers' Counter-Stories.

Degree: 2018, University of Saskatchewan

 In Canada, Métis are a distinct Indigenous population and nation that have been racialized as mixed-race historically. Using critical race theory (CRT) and mixed-race studies… (more)

Subjects/Keywords: Métis; Teachers; Counter-Stories; Racism; White Property; Indigenous Education; Anti-Racism; Schools; Critical Race Theory; Structural Determinism

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APA (6th Edition):

Gillies, C. L. 1. (2018). A Critical Race Theory Analysis of Métis Teachers' Counter-Stories. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/8449

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gillies, Carmen L 1972-. “A Critical Race Theory Analysis of Métis Teachers' Counter-Stories.” 2018. Thesis, University of Saskatchewan. Accessed June 25, 2019. http://hdl.handle.net/10388/8449.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gillies, Carmen L 1972-. “A Critical Race Theory Analysis of Métis Teachers' Counter-Stories.” 2018. Web. 25 Jun 2019.

Vancouver:

Gillies CL1. A Critical Race Theory Analysis of Métis Teachers' Counter-Stories. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10388/8449.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gillies CL1. A Critical Race Theory Analysis of Métis Teachers' Counter-Stories. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/8449

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Berkeley

23. Bauer, Natalee Kehaulani. (En)Gendering Whiteness: A Historical Analysis of White Womanhood, Colonial Anxieties, and “Tender Violence” in US Schools.

Degree: Education, 2017, University of California – Berkeley

 Within educational research, the over-disciplining of Blackand Brown students is most often presented as a problem locatedwithin pathologized or misunderstood communities. That is,theories and proposed… (more)

Subjects/Keywords: Education history; Educational philosophy; Cultural anthropology; 19th Century Teachers; Hawaii; Indigenous Education; Settler Colonialism; Whiteness; White Womanhood

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APA (6th Edition):

Bauer, N. K. (2017). (En)Gendering Whiteness: A Historical Analysis of White Womanhood, Colonial Anxieties, and “Tender Violence” in US Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5732t2x2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bauer, Natalee Kehaulani. “(En)Gendering Whiteness: A Historical Analysis of White Womanhood, Colonial Anxieties, and “Tender Violence” in US Schools.” 2017. Thesis, University of California – Berkeley. Accessed June 25, 2019. http://www.escholarship.org/uc/item/5732t2x2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bauer, Natalee Kehaulani. “(En)Gendering Whiteness: A Historical Analysis of White Womanhood, Colonial Anxieties, and “Tender Violence” in US Schools.” 2017. Web. 25 Jun 2019.

Vancouver:

Bauer NK. (En)Gendering Whiteness: A Historical Analysis of White Womanhood, Colonial Anxieties, and “Tender Violence” in US Schools. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Jun 25]. Available from: http://www.escholarship.org/uc/item/5732t2x2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bauer NK. (En)Gendering Whiteness: A Historical Analysis of White Womanhood, Colonial Anxieties, and “Tender Violence” in US Schools. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/5732t2x2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Washington

24. Shank, Renee A. Contexts That Inform Racial Awareness and Affect Teaching Practice: A Study of White Bilingual Teachers.

Degree: PhD, 2016, University of Washington

 This qualitative study examines the varying contexts that inform racial awareness and teaching practice for White bilingual teachers. These contexts include the teacher education program… (more)

Subjects/Keywords: Bilingual Teacher Education; Multicultural Education; Racial Discourse; Teacher Education; White Teachers; Teacher education; Bilingual education; education - seattle

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shank, R. A. (2016). Contexts That Inform Racial Awareness and Affect Teaching Practice: A Study of White Bilingual Teachers. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37092

Chicago Manual of Style (16th Edition):

Shank, Renee A. “Contexts That Inform Racial Awareness and Affect Teaching Practice: A Study of White Bilingual Teachers.” 2016. Doctoral Dissertation, University of Washington. Accessed June 25, 2019. http://hdl.handle.net/1773/37092.

MLA Handbook (7th Edition):

Shank, Renee A. “Contexts That Inform Racial Awareness and Affect Teaching Practice: A Study of White Bilingual Teachers.” 2016. Web. 25 Jun 2019.

Vancouver:

Shank RA. Contexts That Inform Racial Awareness and Affect Teaching Practice: A Study of White Bilingual Teachers. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1773/37092.

Council of Science Editors:

Shank RA. Contexts That Inform Racial Awareness and Affect Teaching Practice: A Study of White Bilingual Teachers. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37092


University of Michigan

25. Noel, Blake. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Racialized gaps in education are produced by normative teaching, which describes the practices of the majority of teachers, the majority of the time. Yet, teachers(more)

Subjects/Keywords: Habits of whiteness; Practice based teaching; Racialized inequity; teaching across difference; white teachers; Education; Social Sciences

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APA (6th Edition):

Noel, B. (2018). Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/147683

Chicago Manual of Style (16th Edition):

Noel, Blake. “Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.” 2018. Doctoral Dissertation, University of Michigan. Accessed June 25, 2019. http://hdl.handle.net/2027.42/147683.

MLA Handbook (7th Edition):

Noel, Blake. “Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.” 2018. Web. 25 Jun 2019.

Vancouver:

Noel B. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2027.42/147683.

Council of Science Editors:

Noel B. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/147683


University of KwaZulu-Natal

26. Barnes, Melissa Marjorie Lovis. Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners.

Degree: Education, 2006, University of KwaZulu-Natal

 his thesis, based on a visual study of five educators in South Africa, primarily concerns itself with the experiences of white educators who are currently… (more)

Subjects/Keywords: Teachers – KwaZulu-Natal – Biography.; Teachers, White – KwaZulu-Natal – Biography.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Barnes, M. M. L. (2006). Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barnes, Melissa Marjorie Lovis. “Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners. ” 2006. Thesis, University of KwaZulu-Natal. Accessed June 25, 2019. http://hdl.handle.net/10413/1262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barnes, Melissa Marjorie Lovis. “Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners. ” 2006. Web. 25 Jun 2019.

Vancouver:

Barnes MML. Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners. [Internet] [Thesis]. University of KwaZulu-Natal; 2006. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10413/1262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barnes MML. Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners. [Thesis]. University of KwaZulu-Natal; 2006. Available from: http://hdl.handle.net/10413/1262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Boznak, Barbara J. White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program : a critical race theory analysis.: White preservice teachers' reflections on their experiences as tutors in an urban afterschool program.

Degree: Thesis (D. Ed.), 2009, Ball State University

 This study investigated the learning experiences of White pre-service teachers who were dispatched to serve as tutors at an urban Afterschool Program in which all… (more)

Subjects/Keywords: African American middle school students; Multicultural education – United States; Student teachers – United States – Attitudes; Teachers, White – United States – Attitudes; After-school programs – United States

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APA (6th Edition):

Boznak, B. J. (2009). White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program : a critical race theory analysis.: White preservice teachers' reflections on their experiences as tutors in an urban afterschool program. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193397

Chicago Manual of Style (16th Edition):

Boznak, Barbara J. “White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program : a critical race theory analysis.: White preservice teachers' reflections on their experiences as tutors in an urban afterschool program.” 2009. Doctoral Dissertation, Ball State University. Accessed June 25, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193397.

MLA Handbook (7th Edition):

Boznak, Barbara J. “White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program : a critical race theory analysis.: White preservice teachers' reflections on their experiences as tutors in an urban afterschool program.” 2009. Web. 25 Jun 2019.

Vancouver:

Boznak BJ. White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program : a critical race theory analysis.: White preservice teachers' reflections on their experiences as tutors in an urban afterschool program. [Internet] [Doctoral dissertation]. Ball State University; 2009. [cited 2019 Jun 25]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193397.

Council of Science Editors:

Boznak BJ. White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program : a critical race theory analysis.: White preservice teachers' reflections on their experiences as tutors in an urban afterschool program. [Doctoral Dissertation]. Ball State University; 2009. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193397


University of Florida

28. Gaines, Maya. The Value of an Education: How Class Consciousness Drove Progressive Education Reform.

Degree: 2014, University of Florida

 This paper examines the role class-consciousness played in the development of universal education in Florida from 1853-1922. It does this by highlighting broader southern social… (more)

Subjects/Keywords: African Americans; Conservatism; Education; Free schools; Law schools; Political parties; School superintendents; Schools; Teachers; White people; Education; Florida; Political parties; Social status

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APA (6th Edition):

Gaines, M. (2014). The Value of an Education: How Class Consciousness Drove Progressive Education Reform. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00060273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gaines, Maya. “The Value of an Education: How Class Consciousness Drove Progressive Education Reform.” 2014. Thesis, University of Florida. Accessed June 25, 2019. http://ufdc.ufl.edu/AA00060273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gaines, Maya. “The Value of an Education: How Class Consciousness Drove Progressive Education Reform.” 2014. Web. 25 Jun 2019.

Vancouver:

Gaines M. The Value of an Education: How Class Consciousness Drove Progressive Education Reform. [Internet] [Thesis]. University of Florida; 2014. [cited 2019 Jun 25]. Available from: http://ufdc.ufl.edu/AA00060273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gaines M. The Value of an Education: How Class Consciousness Drove Progressive Education Reform. [Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/AA00060273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Miami University

29. Larrick, Peggy, Larrick. So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era.

Degree: PhD, Educational Leadership, 2018, Miami University

 In this project, I engage in pedagogical research, through self-study, situated in time, space, and place, and work toward reconceptualizing curriculum in which poor, rural,… (more)

Subjects/Keywords: Teacher Education; Teaching; Educational Leadership; Rural education; Critical Race Feminist currere; Curriculum studies; self-study; Curriculum as healing text; whiteness; rural white teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Larrick, Peggy, L. (2018). So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1524491216521121

Chicago Manual of Style (16th Edition):

Larrick, Peggy, Larrick. “So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era.” 2018. Doctoral Dissertation, Miami University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1524491216521121.

MLA Handbook (7th Edition):

Larrick, Peggy, Larrick. “So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era.” 2018. Web. 25 Jun 2019.

Vancouver:

Larrick, Peggy L. So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1524491216521121.

Council of Science Editors:

Larrick, Peggy L. So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1524491216521121

30. Sweatt, Tony Eugene. The Lived Experience Of African American Teachers Utilizing Co-Cultural Adaptation At Predominantly White Rural Schools In Central Appalachia.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, Eastern Kentucky U

  Primary and secondary schools across the nation are becoming increasingly heterogeneous, yet the teacher population remains homogenous. In fairness, this is not a new… (more)

Subjects/Keywords: African American Teachers; Attrition; Co-Cultural Group; Perseverance and Retention; Predominantly Rural White School Districts; Educational Administration and Supervision; Race and Ethnicity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sweatt, T. E. (2017). The Lived Experience Of African American Teachers Utilizing Co-Cultural Adaptation At Predominantly White Rural Schools In Central Appalachia. (Doctoral Dissertation). Eastern Kentucky U. Retrieved from https://encompass.eku.edu/etd/495

Chicago Manual of Style (16th Edition):

Sweatt, Tony Eugene. “The Lived Experience Of African American Teachers Utilizing Co-Cultural Adaptation At Predominantly White Rural Schools In Central Appalachia.” 2017. Doctoral Dissertation, Eastern Kentucky U. Accessed June 25, 2019. https://encompass.eku.edu/etd/495.

MLA Handbook (7th Edition):

Sweatt, Tony Eugene. “The Lived Experience Of African American Teachers Utilizing Co-Cultural Adaptation At Predominantly White Rural Schools In Central Appalachia.” 2017. Web. 25 Jun 2019.

Vancouver:

Sweatt TE. The Lived Experience Of African American Teachers Utilizing Co-Cultural Adaptation At Predominantly White Rural Schools In Central Appalachia. [Internet] [Doctoral dissertation]. Eastern Kentucky U; 2017. [cited 2019 Jun 25]. Available from: https://encompass.eku.edu/etd/495.

Council of Science Editors:

Sweatt TE. The Lived Experience Of African American Teachers Utilizing Co-Cultural Adaptation At Predominantly White Rural Schools In Central Appalachia. [Doctoral Dissertation]. Eastern Kentucky U; 2017. Available from: https://encompass.eku.edu/etd/495

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