Browsing by Author "Crowell, Ethan"
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Item A NARRATIVE INQUIRY INTO THE DEVELOPMENT OF AN ACADEMY:(2011-05) Crowell, Ethan; White, Cameron S.; Craig, Cheryl J.; Busch, Steven D.; Yuping, AnselmThe research in this thesis focuses on the experience of one administrator and two teachers in a magnet program with a global studies theme. The research methodology is narrative inquiry and strives to make meaning from the participants experiences in the program and in their classrooms. This experience is collected from storytelling, interviews, and journal writing over the course of a year. The focus of the research is the lived experience of the co-researchers and the “lessons learned” during the development and implementation of a new global studies program and the “re-development” of the same program in a three year window. Attention is paid to multiple stories within the storied flow of the co-researchers and the organizational narrative. The primary researcher is embedded in the research field, and addresses the special challenges of magnet program leadership. Four qualities of narrative inquiry are pursued, they are: (1)research on the boundaries of formalistic research (2) narrative truth (3) knowing through relationship (4) research in the storied midst. Reflection on the magnet school landscape, and the relational connections that affect perceptions of the magnet program both in the school and the broader community is the final piece of this research.Item An Interpretive Study of Junior High Art Educators' Perceptions of Support(2021-12) Barnes, Aisha Yvonne; White, Cameron S.; Hutchison, Laveria F.; Li, Miao; Crowell, EthanBackground: As an educator with experience in multiple districts, I noticed a difference in support between schools where the arts were unappreciated and schools where art courses were popular. Professional development at these schools was primarily district-based and focused on test scores. Professional development at my location that emphasized on the arts was more authentic and geared towards my content. Instructional coaches (I.C.) provide an extra layer of much-needed support to specific core content areas such as science, math, or language arts. Elective areas, specifically fine art educators, lack the additional support that their core content counterparts receive. Purpose: This study aimed to explore support for fine art educators, including professional development and funding. Professional development provides educators with opportunities to sharpen their skills and excel in their careers. Funding is vital for all government-supported schools because money is disseminated on a per-pupil basis. Regarding fine arts, funding is the difference between the quality and quantity of supplies students use. Methods: A qualitative case study approach was employed in the study, and it is considered best in discovering how art educators construct their realities and interactions with their social worlds. Due to COVID-19, social network sampling selected five junior high art educators from local school districts. Each person participated in a 30–45-minute individual interview. Next, the focus group met to continue follow-up and check for new ideas and themes. Lastly, each person participated in a second separate interview to observe if any shifts in thinking occurred. Data was manually transcribed and then cross-checked for increased accuracy. Member checks were used to ensure correct interpretation of information gathered from interviews. Results. Results revealed that all the participants valued meaningful relationships with their students and credited them to success with projects and behavior. All participants had a goal they were working towards in their career. Collaboration was critical amongst the participants in their building, at a district level and online. Participants also strive to create worthwhile experiences for their students in the classroom based on their prior knowledge. Emergent themes included relationships, goals, collaboration, experiences, and advocacy. Conclusion. All five participants reported receiving some form of professional development regardless of its usefulness through their district. In addition, most of the participants said positive relationships with their colleagues acted as an additional layer of support. Each participant’s idea of support varied due to lived experiences both inside and outside of the classroom. Their unique lens influence art education and thus spark a conversation about this population.Item Performance of Students In a Middle School Gifted and Talented Academy Program: Implications for School Leaders(2013-05) Nichols, Jacob Austin 1978-; Watson, Margaret; Holland, Patricia E.; Borneman, Robert C.; Crowell, EthanPublic education reform combined with the school choice movement calls for middle school leaders to offer a competitive and differentiated educational experience that meets middle school learners at their level. While some students need on-level education, there is a large population of learners that crave and require accelerated options. This study analyzed standardized test scores and number of high school credits earned by middle school gifted and talented (GT) students. This study compared the performance of GT students that attended a GT academy program with those that attended their zoned middle school. The study found that there was little to no difference on TAKS scores for the two groups. The GT Academy students earned an average of 2.13 more high school credits than the zoned district GT students. School leaders that want to challenge gifted students should consider accelerated programs to meet the needs of advanced students.