“I Would Like to See How They Got Poor and See What It's Like to Be Poor”: An Analysis of Young Children's Responses to a Critical Literacy Text About Poverty
Sixty-four 8-year-old children listened to a reading of a critical literacy text about poverty and then responded to interview questions about the story. The content on which the children focused their attention, the processes that they employed to engage with the text, and the particular stance(s) taken varied significantly by ecological setting or socioeconomic status for some categories of response. These findings are consistent with Rosenblatt's (1994) theory and have important implications for practice. Mindful of variations in response, practitioners can become more sensitive to children's constructed meanings about poverty and scaffold accordingly.
Transformational Leadership in Public Schools Within Impoverished Areas
Transformational Leadership in Public Schools Within Impoverished Areas by Suzanna M. Clifton MA, Jacksonville State University, 2002 BS, Jacksonville State University, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University November 2019 Abstract Most students in schools from impoverished areas in one southeastern state were not achieving academically according to state-mandated accountability expectations. However, students in 3 impoverished schools from 1 school district demonstrated successful academic achievement according to state standards. The purpose of this qualitative case study was to explore how 14 administrators of these impoverished schools described personal transformational leadership behaviors. The study was based on the conceptual framework of transformational leadership as defined by a set of leadership behaviors. Data were collected from individual interviews and personal reflection surveys of administrators of public schools in 1 school district in which at least 50% of the student population was from low socioeconomic circumstances. Through thematic analysis using a priori coding, open coding, and axial coding of administrators’ descriptions, key results aligned with the conceptual framework indicated that application of transformational leadership behaviors explained much of the successful outcomes of the schools. The themes that resonated through the study included relationships, collective efficacy, and a culture of coaching. The study contributes to positive socialMost students in schools from impoverished areas in one southeastern state were not achieving academically according to state-mandated accountability expectations. However, students in 3 impoverished schools from 1 school district demonstrated successful academic achievement according to state standards. The purpose of this qualitative case study was to explore how 14 administrators of these impoverished schools described personal transformational leadership behaviors. The study was based on the conceptual framework of transformational leadership as defined by a set of leadership behaviors. Data were collected from individual interviews and personal reflection surveys of administrators of public schools in 1 school district in which at least 50% of the student population was from low socioeconomic circumstances. Through thematic analysis using a priori coding, open coding, and axial coding of administrators’ descriptions, key results aligned with the conceptual framework indicated that application of transformational leadership behaviors explained much of the successful outcomes of the schools. The themes that resonated through the study included relationships, collective efficacy, and a culture of coaching. The study contributes to positive social change by identifying areas in which school leaders may build professional capacity to more effectively use transformational leadership behaviors to positively affect the academic achievement of students from impoverished households. Transformational Leadership in Public Schools Within Impoverished Areas by Suzanna M. Clifton MA, Jacksonville State University, 2002 BS, Jacksonville State University, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education
A Wernerian Developmental Analysis of Children's Descriptions of Siblings
constructs.-Constructs which included references to abstract qualities or attributes of the older sibling, for example, "He's very nice and kind," or "She's the worst pest." These categories were arranged in a postulated developmental sequence (concrete to abstract, egocentric to nonegocentric). A construct was assigned to a higher-level category if doubt existed about to which of two categories it should be assigned. Only those relevant constructs indicative of the described person's interpersonal qualities were scored. Those relating to physical appearance and abilities were excluded from the analysis. Reliability of coding the constructs was determined by selecting 30 protocols from each age group for scoring the total number of the four types of constructs used to describe each of the four sibling types (likeddisliked brother, liked-disliked sister). Reliability was analyzed by counting the number of scores each of the two raters identically assigned to each category and by computing the correlation between the two raters' assignments for each category. Analyses indicated that the two raters were in agreement on 85% of their total assignments by category, and the mean within-cell correlation between the