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Dole, Sharon – Journal of Ethnographic & Qualitative Research, 2014
Through the use of the framework of risk and resilience in a narrative inquiry, the present study examined the protective factors affecting the academic success of 24 Jamaican women in a graduate cohort in educational administration. All but two of the women rose from poverty to become academically successful, defined as having achieved graduate…
Descriptors: Foreign Countries, Resilience (Psychology), Risk, Academic Achievement
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Alban, David J.; Reeves, Patricia L. – Journal of Ethnographic & Qualitative Research, 2014
Increasingly diverse classrooms require educators to examine the appropriateness of teaching practices for certain student subgroup populations. With high accountability for schools to account for student achievement inclusively, a growing interest in culturally responsive practices necessitates more investigation of learning and instruction…
Descriptors: Teacher Attitudes, Semi Structured Interviews, Phenomenology, Teaching Methods
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Brooks, Candice Elaine – Journal of Ethnographic & Qualitative Research, 2012
This article discusses the findings of an exploratory qualitative study that examined the influences of individual and collective sociocultural identities on the community involvements and high academic achievement of 10 Black alumni who attended a predominantly White institution between 1985 and 2008. Syntagmatic narrative analysis and…
Descriptors: African American Students, Academic Achievement, Alumni, Biographies
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Stahl, Garth – Journal of Ethnographic & Qualitative Research, 2012
White British pupils often maintain lower aspirations than other ethnic groups in the United Kingdom and are the least likely to remain in full-time education. Furthermore, underachievement is more prevalent among boys than girls in the lowest performing ethnic group. As a result, central to the United Kingdom's education policy is the goal of…
Descriptors: Academic Aspiration, Underachievement, Ethnic Groups, Foreign Countries
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Bridwell, Sandra D. – Journal of Ethnographic & Qualitative Research, 2012
The detrimental effects of high-stakes testing and accountability mandates are experienced disproportionately in high-poverty urban schools, which African American and Hispanic students are more likely to attend. However, the literature does not fully address how teachers experience the inequitable working and learning conditions in these…
Descriptors: Academic Achievement, High Stakes Tests, Teacher Effectiveness, Accountability
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Kay, Denise; Summers, Jessica J.; Svinicki, Marilla D. – Journal of Ethnographic & Qualitative Research, 2011
The benefits of students' experiences of community, especially in K-12 settings, are well established in the professional literature; however, the influence of college students' perceptions of classroom community is a relatively new focus in educational research. Even less is known about professors' perceptions of classroom community; particularly…
Descriptors: College Faculty, Teacher Attitudes, Community, Classroom Environment