Universal Journal of Educational Research Vol. 2(3), pp. 299 - 308
DOI: 10.13189/ujer.2014.020313
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Teachers’ Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program

Marina V. Gillmore , M. Alayne Sullivan ^*
University of Redlands, 1200 East Colton Avenue, Redlands, CA, 92373-0999

ABSTRACT

This research project explored the impact of seven teachers’ life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers’ life experiences and their beliefs about educational justice. The research was conducted at high-school sites within programs designed to foster educational opportunities for students not academically succeeding within their respective institutions. Results were based on extensive interviews and classroom observations. The work is grounded in educational justice scholarship and has particular significance for teachers who work with disenfranchised student populations

KEYWORDS
Educational Justice, Teaching Philosophy and Practices, Classroom Observations

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Marina V. Gillmore , M. Alayne Sullivan , "Teachers’ Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program ," Universal Journal of Educational Research, Vol. 2, No. 3, pp. 299 - 308, 2014. DOI: 10.13189/ujer.2014.020313.

(b). APA Format:
Marina V. Gillmore , M. Alayne Sullivan (2014). Teachers’ Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program . Universal Journal of Educational Research, 2(3), 299 - 308. DOI: 10.13189/ujer.2014.020313.