東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A transformative journey: Critical s...

Holmes, Keyisha.

FindBook

Google Book

Amazon

博客來

A transformative journey: Critical self-insight as a catalyst for social justice change.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A transformative journey: Critical self-insight as a catalyst for social justice change./
作者:	Holmes, Keyisha.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
標題:	African American Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465113
ISBN:	9781124768083

A transformative journey: Critical self-insight as a catalyst for social justice change.
Holmes, Keyisha.

A transformative journey: Critical self-insight as a catalyst for social justice change. - 131 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ed.D.)--University of Redlands, 2011.

The federally mandated reform, No Child Left Behind, asserted the need to close the achievement gap between White students and traditionally underserved students. The pursuit of equity for all students has necessitated the need for leaders who possess cultural proficiency. This autoethnographic study utilized a cultural proficiency continuum as a framework for reflecting on the experiences and the meaning attributed to them by an African American female secondary school administrator. The study was prompted by experiences of a personal paradigm shift as a result of engaging in transformative learning prompted by opportunities throughout the doctoral program to challenge unexamined assumptions. The theoretical lens used in the study was critical race theory. The purpose of this study was for the researcher to gain insight into her own socialization and to analyze how these experiences impact her as an educational leader. The study documented the interactions and experiences that have shaped the researcher's socialization. An analysis of the interactions, along with the insights that emerged were used to further personal transformative reflective learning. Analysis of the data resulted in insights regarding cultural proficiency that will enable her to increase her effectiveness as a systemic agent of social change.

ISBN: 9781124768083Subjects--Topical Terms:

1669123
African American Studies.

A transformative journey: Critical self-insight as a catalyst for social justice change.
LDR:02416nam 2200349 4500 001 1399475
005 20110926101114.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124768083
035 $a (UMI)AAI3465113
035 $a AAI3465113
040 $a UMI $c UMI
100 1 $a Holmes, Keyisha. $3 1678454
245 1 2 $a A transformative journey: Critical self-insight as a catalyst for social justice change.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: Philip Mirci.
502 $a Thesis (Ed.D.)--University of Redlands, 2011.
520 $a The federally mandated reform, No Child Left Behind, asserted the need to close the achievement gap between White students and traditionally underserved students. The pursuit of equity for all students has necessitated the need for leaders who possess cultural proficiency. This autoethnographic study utilized a cultural proficiency continuum as a framework for reflecting on the experiences and the meaning attributed to them by an African American female secondary school administrator. The study was prompted by experiences of a personal paradigm shift as a result of engaging in transformative learning prompted by opportunities throughout the doctoral program to challenge unexamined assumptions. The theoretical lens used in the study was critical race theory. The purpose of this study was for the researcher to gain insight into her own socialization and to analyze how these experiences impact her as an educational leader. The study documented the interactions and experiences that have shaped the researcher's socialization. An analysis of the interactions, along with the insights that emerged were used to further personal transformative reflective learning. Analysis of the data resulted in insights regarding cultural proficiency that will enable her to increase her effectiveness as a systemic agent of social change.
590 $a School code: 0184.
650 4 $a African American Studies. $3 1669123
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0296
690 $a 0325
690 $a 0443
690 $a 0449
690 $a 0514
690 $a 0631
710 2 $a University of Redlands. $b School of Education. $3 1673441
773 0 $t Dissertation Abstracts International $g 72-10A.
790 1 0 $a Mirci, Philip, $e advisor
790 1 0 $a Louque, Angela $e committee member
790 1 0 $a Sullivan, Alayne $e committee member
790 $a 0184
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465113