Urban Education Disserations, 1999-2011
Full-text dissertations are available through the Proquest database, Dissertations & Theses @ Temple University.
2011
Why do teachers quit? An investigation of the influence of school environment and teacher characteristics on teacher discontent. Moore, Cara M., Ph.D.
2010
Enhancing teacher practice through coaching: A case study in an English language learner environment. Carrera, Hazel C., Ph.D.
Fear and the pedagogy of care: An exploratory study of veteran white female teachers' emotional resilience in urban schools. Hafiz-Wahid-Muid, Fatima, Ph.D.
Shaping public perceptions of federal education policy: An interactive-hermeneutic examination of Rod Paige's speeches in support of No Child Left Behind. Soler, Joseph L., II, Ph.D.
Subjective disciplinary moments: A qualitative study of culturally responsive practices in three inner city classrooms. Breedlove, Crystal V., Ph.D.
2009
Zine narratives: Subjectivities and stories of five influential zine creators. Buchanan, Rebekah Joy, Ph.D.
The relationships between episodes of parental incarceration and students' psycho-social and educational outcomes: An analysis of risk factors. Cox, Megan, Ph.D.
Dropout re-entry into the educational pipeline via an urban GED program. Gasiewski, Josephine A., Ph.D.
Identifying unintended racism by white members in a biracial Protestant congregation. Herring, Mary Hickert, Ph.D.
Wraparound services in Philadephia schools: An analysis of wraparound agencies' monitoring practices of Therapeutic Staff Support treatment integrity. Hill, Donna, Ph.D.
Cultural reproduction, segmented assimilation and the religious schooling experiences of immigrants at an Islamic academy: Learning by choice. Islam, Suad Lawrence, Ph.D.
The dynamics of gender in single sex schooling: Implications for educational policy. Evidence from the Education Longitudinal Study: 2002. Johnson, Dominique E., Ph.D.
College preparation, aspirations and enrollment among students in Philadelphia neighborhoods: An investigation using GIS analysis and logistic regression. Miller, Stephanie R., Ph.D.
Congolese immigrant parents' perceptions about their children's education in Philadelphia. Mwembo, Lombe M., Ph.D.
Heating up and cooling out at the community college: The potential of student-faculty interactions to contribute to student aspiration. Nitecki, Elena, Ph.D.
2008
Shut out: How hegemony, discouragement, and opportunity affect access to sports for low-income, urban girls. Culver, Kathleen, Ph.D.
Investigating the association of parental influence and children's school readiness and early academic achievement: An analysis using Early Childhood Longitudinal Study-Kindergarten (ECLS-K). Matthews, Emanique, Ph.D.
2007
Commitment to change: The role of political clarity among three beginning urban activist teachers
by Bornstein, Jodi, Ph.D.
Relative advantage: Honors programs and stratification in American higher education. Callahan, Martha Kate, Ph.D.
Interrupting habitus and community-based arts: Pedagogical efficacy in a university/community collaboration. Malandra, Karen, Ph.D.
The social life of teachers: Exploring interactions and networks in congregational spaces. Mawhinney, Lynnette, Ph.D.
Adult learning for social action in a Latino community: Integrating and sustaining skills development, community organizing, and advocacy in a grassroots organization. Rodriguez, Liza M., Ph.D.
Goal-setting tendencies in Black urban male adolescents. Sampson, Shellie, Jr., Ph.D.
Discourse and enactment in teacher preparation: Music teaching, ideology and urban education. Schmidt, Patrick K., Ph.D.,
Charter school reform as rational choice: An analysis of African American parents' perceptions of a charter school located in a residentially segregated community. Williams, York, Ph.D.,
2006
Context matters: African-American teachers theorize developmentally appropriate practice
by Bradley, Jennifer, Ph.D.
The intended and unintended effects of No Child Left Behind: Testing some underlying assumptions
by Grigg, Wendy S., Ph.D.
Administrators' and teachers' interpretation and translation of autonomy to instructional practices in charter school classrooms. Moffatt, Geralda Baker, Ph.D.
School choice in a non-choice context: An examination of family cultural capital and student performance. Weinles, Dan, Ph.D.
2005
From SBA to HEKA: An examination of the community service-learning practices in three African centered urban schools. Imani, Ayesha, Ph.D.
"It just opens your eyes up": The impact of African American Studies courses on students in a university setting. Spearman, Patrick, Ph.D.
2004
Kindergarten mathematics readiness and achievement: An investigation of the "uneven start"
by Coleman, Ashaki, Ph.D.
Access, equity, and attainment in higher education: Afro-Brazilians, critical race pedagogy and praxis in urban Brazil. Valentim, Silvani dos Santos, Ph.D.
Student participation in school radio programs: A comparative case study. Wilson, Sandra E., Ph.D.
2003
Centering the margin: African-American students and the Black community at a small, predominantly White college. Lewis, Kristine S., Ph.D.
2002
Kijana (youth) finding their own voices: A qualitative study on the meanings of rap music lyrics for African American male adolescents. Cooper, Richard M. Jr., Ph.D.
Schooling matters: A contextual exploration of engagement, identity, and ideology in the educational journeys of Puerto Rican girls. Rolon-Dow, Rosalie, Ph.D., 2002
Implementing afrocentricity: A case study of African and African-American students in an urban high school in America. Traore, Rosemary Lukens, Ph.D.
Hearing voices: Critical and conventional uses of reported discourse in a service learning and a standard composition course. Ashley, Hannah M., Ph.D.
2001
Including African American children in the design of a neighborhood-based theater program
by Ritter, Nanci Elaine, Ph.D.
Teacher participation in small learning communities: A structurational view of communication, agency, and democracy. Showalter, Joseph W., Ph.D.
2000
Strategies of urban low-income African-American elementary school children in violent and aggressive situations: Locating the voice of the student. Kleckley, Bettie Joyner, Ph.D.
Total number: 47
Contact Information
For more information about the Urban Education program contact the Graduate Programs Office: grad.ed@temple.edu or (215) 204-5631.
