Perceptions and understandings of educators working in an MLK Street community school in the Central Valley of California

<p>This dissertation utilized constructivism and identity frameworks to describe educators' interpretations of their work in an urban school located on a Dr. Martin Luther King, Jr. Street (MLK Streets). MLK Streets have become more associated with the locality rather than the ideas of the late civil rights leader. Accordingly, how educators construct their knowledge of the community is as important as the development of instructional practices. The present case study analyzed data to explore the overarching research question: What are educators' interpretations of the work, the school, and community surrounding their school located on an MLK Street in the Central Valley of California? Emergent themes included urban teacher identity formation, teaching beyond academics, making connections, understanding community layers, and constructing knowledge of MLK Street localities. Findings indicated educators had an implied social justice awareness that led to significant understandings of the socio-cultural, economic, pedagogical influences, and historical understanding within the MLK Street community.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation - Pacific Access Restricted

Discipline thesis:degree_discipline

Curriculum and Instruction

Year dc:date.available

2014

Author dc:creator

• Starks, Charlane F.

Contributors dc:contributor

• Thomas Nelson

• Education
• Teacher education
• California
• Case study
• King
• martin luther
• Teacher perceptions
• Uban teachers
• Urban schools
• Curriculum and Instruction

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Identifier

9781303996870

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1016