Underlying Factors Related to the Atlanta Cheating Scandal: An Autoethnographic Account

Autor/in	Beal, Emma Mumphery
Titel	Underlying Factors Related to the Atlanta Cheating Scandal: An Autoethnographic Account
Quelle	(2012), (82 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Fielding Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-6656-0
Schlagwörter	Hochschulschrift; Dissertation; Ethnography; Autobiographies; African American History; African American Students; Educational History; Cheating; Educational Environment; Standardized Tests; Educational Policy; Learning Theories; Racial Discrimination; Educational Discrimination; Public Schools; Desegregation Litigation; School Desegregation; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnografie; Autobiography; Autobiografie; Autobiographie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; History of education; Bildungsgeschichte; Prellen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik; Learning theory; Lerntheorie; Racial bias; Rassismus; Public school; Öffentliche Schule; Integrative Schule
Abstract	In this study I used autoethnography to analyze fifty years of African-American educational history in Georgia. The impetus for the study was the Atlanta cheating scandal, widely interpreted as a character problem for individual teachers and administrators. As a lifelong resident of Georgia, a student, a public school teacher, and a parent, it occurred to me that deeper issues created the atmosphere and policies within which the cheating occurred. I have provided a historic description of standardized testing and government policy which help to explain why test scores did not rise in the required amounts before the cheating scandal. I have outlined learning theory which has been disregarded in the schools. And I have used autoethnography to describe the discriminatory atmosphere for African-American children both before and after the Brown v Board of Education decision. I have divided these ethnographic descriptions into sections which include my own education, my experiences as a teacher, and my experiences as a parent. I concluded with an alternative interpretation of the underlying issues in Georgia Public Schools education based on both the historic and theoretical documents and my autoethnography. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01