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Clement, Davis – Berkeley Review of Education, 2018
Teach For America (TFA) corps members in reflecting on their experiences, have described their motivations to join the program as idealistic, ambitious, and "profound drives to effect educational change" (Crawford-Garrett, 2012, p. 27) that eventually had to be reconciled with unexpected, harsh realities--both in their placement schools…
Descriptors: Alternative Teacher Certification, Low Income Groups, At Risk Students, Social Attitudes
Nelson, Joseph Derrick; Maloney, Tanya; Hodges, Zachary – Berkeley Review of Education, 2017
Authored by a university researcher, school practitioner, and high school student, this article examines how independent schools can utilize participatory action research (PAR) to bolster diversity and inclusion efforts. A case study approach was taken to showcase a two-year PAR project at a progressive independent school that sought to: (a)…
Descriptors: Participatory Research, Action Research, Educational Change, Models
Ganski, Helen – Berkeley Review of Education, 2015
Detrimental side effects of the politics of localism include socioeconomic and racial inequalities across fragmented contiguous school districts. Inequality follows patterns of neighborhood segregation and suburban expansion. Some regions approach these issues through collaborative models of cross-district school choice that focus shared resources…
Descriptors: School Choice, Transfer Policy, Metropolitan Areas, School Districts
Graves, Daren – Berkeley Review of Education, 2014
This research focuses on how Black high school students' perceptions of their school-based racial socialization and their racial identities impact their attitudes and dispositions toward school. The author examined the intersection of racial identity and school culture by examining how Black students describe their context-based racial identity…
Descriptors: African American Students, High School Students, Student Attitudes, Racial Differences
Viesca, Kara Mitchell; Torres, Aubrey Scheopner; Barnatt, Joan; Piazza, Peter – Berkeley Review of Education, 2013
To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite…
Descriptors: Social Justice, Race, Teacher Attitudes, Educational Practices