A Survey Research Study of Conference Attendance and Change: What Do Educators Gain from Anti-Bias/Anti-Racist Professional Development?

Autor/in	Rae, Erin
Titel	A Survey Research Study of Conference Attendance and Change: What Do Educators Gain from Anti-Bias/Anti-Racist Professional Development?
Quelle	(2023), (199 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2743-7
Schlagwörter	Hochschulschrift; Dissertation; Conferences (Gatherings); Attendance; Bias; Racism; Faculty Development; White Teachers; Program Development; Classroom Techniques; Social Justice; Summer Programs; Camps + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Anwesenheit; Rassismus; Programmplanung; Klassenführung; Soziale Gerechtigkeit; Sommerkurs
Abstract	Research studies suggest that professional development would better prepare the 84% White teaching force to serve diverse classrooms. Schools have begun providing professional development with desired outcomes of better serving their diverse student body. This research study focused on educators who received summer camp-style immersive anti-bias/anti-racist professional development and examined the relationships between aspects of educator change as measured by a survey instrument (n=57). The research found that teachers were likely to make anti-bias/anti-racist classroom practice changes after attending the social justice summer camp. By better understanding educator change proceeding summer camp style conferences, this study offers implications for implementing anti-bias/anti-racist professional development at the school district level. [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	2024/1/01