Charles L. Lowery is an Associate Professor in the School of Education at Virginia Tech. He earned the Ed.D. in Educational Leadership from Stephen F. Austin State University. Dr. Lowery teaches courses with a focus on the leadership theory, organizational behavior and culture, and qualitative research methods. His major research interests include democracy in education, authentic school leadership, international and transnational leadership, and social justice, equity, and care in rural education.
With shifts in power from state to federal under No Child Left Behind Act, and back to the state ... more With shifts in power from state to federal under No Child Left Behind Act, and back to the state under Every Student Succeeds Act, the political roles assumed by school superintendents have become increasingly critical to the present and future state of education. In the past, it has been obvious that superintendents and other district stakeholders did not believe that educational leaders, including superintendents, should participate in a political role, especially at the state level (Netusil & Dunkin, 1974). One participant in this study acknowledged this position, stating, “I have to tell you back in 1987 when I started as an educator I had no idea that I would testify before the house or the senate in the State of Ohio. Or anything. I didn’t realize that education was political.” The purpose of this study was to examine the views of rural superintendents in Appalachian Ohio regarding the roles they assume as advocates for students and the ways they provide local education with a...
In this collaborative auto-ethnographical inquiry, two developing scholar–practitioner educationa... more In this collaborative auto-ethnographical inquiry, two developing scholar–practitioner educational leaders explore the notion of moral literacy through a lens of critical pedagogical bricolage. This study aims to reveal certain experiences of two doctoral candidates engaged in an educational doctorate, contemplating their identities as emergent leaders from diverse backgrounds. By approaching this inquiry from a qualitative and strictly post-positivist understanding of research, we aim to present critical components of our program and the literature presented in that program that led to our understanding of moral literacy’s role in theoretical and pragmatic provinces of educational leadership. Our analysis is presented in three themes: transformation of the candidate through the teaching of moral literacy, consideration of the interplay between local identity and moral literacy, and the potential of bricolage (or critical pedagogical bricolage) as a catalyst for teaching moral liter...
This single case study examined the perceptions of William L. “Bill” Phillis, the Executive Direc... more This single case study examined the perceptions of William L. “Bill” Phillis, the Executive Director of the Ohio Coalition for Equity and Adequacy of School Funding, concerning an unconstitutional funding model, subsequent sociopolitical barriers, and their impact on students and school districts from underprivileged socioeconomic background within the context of the DeRolph v. State of Ohio legal battle. This research adds to the extant literature on the educational implications of the property tax and foundation model of school funding. As well, we discuss William’s insights regarding the politics, nature, and development of the current state of public school financing in Ohio. There were four emergent themes: sociopolitical sentiment and rhetoric, the plight of poorer districts, seeing a shared vision, and constitutional language and responsibility. Key findings from the study provide awareness to foster civic responsibility to effect change for inequitable and inadequate funding...
This qualitative study used in-depth interviews to investigate the perceptions of school leaders ... more This qualitative study used in-depth interviews to investigate the perceptions of school leaders about developing and maintaining school-university partnerships with a local regional university in rural school districts. The professional development school (PDS) model provides meaningful learning experiences for teacher candidates by providing sustained and embedded field experiences in an authentic teaching environment. Participants were current and/or former administrators in the local/regional school-university partnership. All participants were former teachers who later became principals, superintendents, and/or district directors who were well prepared to inform the research questions. Data collected were categorically aggregated and analyzed using coding that resulted five themes: 1) development and value of early partnerships, 2) rural context, 3) school-community culture, 4) teacher perception and participation, and 5) important considerations of initiating the partnership.
Mobile media is the over-arching term for handheld devices with internet capabilities such as sma... more Mobile media is the over-arching term for handheld devices with internet capabilities such as smartphones and tablets. This multifaceted, handheld technology is common amongst teens and young adults. Specifically, individuals between ages 18 and 29 are primarily wireless internet users and owners of cell phones, 81%, and 93% respectively. This study addresses the question: what are public high school students' perceptions of mobile media in a social studies classroom? Of particular interest in this work is a better understanding of how mobile devices affect student interest and enjoyment during a World War II lesson. Traditionally, social studies instruction is heavily textual, relying on reading and comprehension skills. Previous research revealed social studies as one of the least favorite subjects among students, ranking below language arts and mathematics. This study investigated the perceptions of 87 tenth-graders from a rural public school in south-central Ohio. The partic...
This qualitative inquiry explores the narratives of rural superintendents regarding their roles a... more This qualitative inquiry explores the narratives of rural superintendents regarding their roles as moral agents in the politics of public school settings and how they view their moral and political advocacy as grassroots activism for student and community rights. Insights from superintendent narratives provided themes about the history, practice, and expectations of school leaders as political agents within their respective communities. These themes focused on activism and advocacy for equitable funding and policymaking that specifically related to transportation, testing, and technology. Findings describe and define how superintendents make meaning of their political and public obligations and provide data that can help leadership preparation programs better prepare candidates for meaningful political practice. Introduction With shifts in power from the local education agency to federal legislature under No Child Left Behind Act (NCLB), and back to the state under Every Student Suc...
This case explores the complexities of how consolidation perpetuates stereotypes among different ... more This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.
The issues of social justice are ubiquitous phenomena. They cut across a wide range of discipline... more The issues of social justice are ubiquitous phenomena. They cut across a wide range of disciplines, national life, and social markers, and impact differentially on people from different walks of life depending on creed, race, education, social status, and geographical location. Social justice in education within the Nigerian educational system is an area that represents a gap in the research literature when compared with studies conducted that focus on the American educational system. The framing of these issues in America has evolved through various paradigms and currently revolves around school improvement, democratic community, and social justice. Therefore, this inquiry seeks to explore the existence and nature of social justice issues within potential U.S.-Nigerian transnational educational partnerships. As such, we utilize a scholar-practitioner framework as a critical lens to examine and offer notions of interdisciplinarity and integration relating to the complexities of the ...
This study seeks to understand the perspectives of children who work with teacher candidates in c... more This study seeks to understand the perspectives of children who work with teacher candidates in classrooms that partner with clinically based teacher preparation programs. Researchers interviewed 32 third- and fourth-grade students who work with teacher candidates. The study presents the little-heard voices of children, who spend considerable time with teacher candidates during clinical field experiences and whose perspectives contribute meaningfully to what is known about implementation of clinically based teacher preparation. The findings reveal that children perceive that teacher candidates have a positive impact on student learning outcomes and school culture by providing needed emotional and behavior support, contributing to lowered student-teacher ratios, and increasing perceptions of a safe school environment. The findings fill a void in the research literature and inform implementation of effective clinically based teacher preparation programming.
This study describes the lived experiences of international students attending a rural university... more This study describes the lived experiences of international students attending a rural university in Appalachian Ohio. The research is based on the analysis of semi-structured interviews with 15 international students about their perceptions and understandings of rural Appalachia. Extant research literature suggests that international students attending universities in the United States (US) can have pre-existing perceptions of US students that are mitigated by their lived experiences on campus (Minchew & Couvillion, 2003). We were interested in the possible transmission of regional stereotypes, such as stereotypes about rural Appalachia and rural Appalachian people, which often exist in a broader context (Billings, 1999, p. 4). Other work considering the use of stereotypes focus on personal and social impact (Billings, Norman and Ledford, 1999; Speer, 2002). Perpetuation of stereotypes in the media has also been studied to determine the impact on people of Appalachia (Cooke-Jackson & Hansen, 2008). In this poster we will present the categorical themes that emerged from this work and offer recommendations for future research especially in the international student experiences in the rural Appalachian context (as defined by the Appalachian Regional Commission). Sources: Billings, D. B. (1999). Introduction. In Billings, D. B., Norman, G., & Ledford, K. (Eds.). Confronting Appalachian stereotypes: Back talk from an American region (p.p. 3-20). Lexington, KY: University Press of Kentucky. Billings, D. B., Norman, G., & Ledford, K. (2001). Back talk from Appalachia: confronting stereotypes. Lexington, KY: University Press of Kentucky. Cooke-Jackson, A., & Hansen, E. K. (2008). Appalachian Culture and Reality TV: The Ethical Dilemma of Stereotyping Others. Journal of Mass Media Ethics, 23(3), 183-200. Minchew, S. S., & Couvillion, M. B. (2010). A comparison of American and international students\u27 lifestyles and perceptions of the university experience. National Forum of Applied Educational Research Journal, 23(3), 1-8. Speer, J. H. (2002). From stereotype to regional hype: Strategies for changing media portrayals of Appalachia. In P. J. Obermiller & M. E. Maloney (Eds), Appalachia: Social context past and present (4th ed.). Dubuque, IA: Kendall/Hunt Publishing
International Journal of Educational Leadership Preparation, 2016
Through contemplation of a drastic divergence in thought from a paradigm of physical discipline a... more Through contemplation of a drastic divergence in thought from a paradigm of physical discipline and retaliation in learning environments to one of a peaceful demonstration of reflection and respect the authors construct a framework of spiritual leadership. From this framework a metaphor of satyagraha emerges as a means of leading schools and modeling meditative behavior for all—students, staff, and stakeholders. This alternative metaphor of educational leadership is based on the truthful speech of Gandhi, MLK, and Nelson Mandela—each with their own radical take on creating counternarratives to violence through non-violence and peaceful resistance. These counternarratives form four principal themes that require some degree of contemplation: truthful speech and teaching, authenticity of leadership, reality of experience as education, and goodness as advocacy and activism for social justice, equity and care. In conclusion, the authors explore how this connects the scholar–practitioner ...
The purpose of this multiple case study is to determine educational leader’s understanding and pr... more The purpose of this multiple case study is to determine educational leader’s understanding and practice of ethical care in riverine school districts in At-Risk or Distressed Appalachian counties in Ohio. The importance of possessing essential training and skill in ethical care cannot be overemphasized in school districts that are situated in high needs counties. Of particular importance is how ethical care manifests (or does not manifest) in counties and districts with high percentages of students identified as having a lower socioeconomic status and serving riparian communities and households. Finally, the research seeks to contribute to existing literature on the need for ethical dilemma preparedness for leaders and specifically to provide evidence on the practice of ethical care by leaders in riverine districts
Governments in various parts of the globe are faced with the challenge of dealing with the afterm... more Governments in various parts of the globe are faced with the challenge of dealing with the aftermath of natural disasters, environmental pollution, and ecological degradation. South of the globe, specifically in Africa, many nations have had to deal with such challenges through internal and external sources of interventions aimed at addressing the issues. Internal and external sources include government, their institutions and agencies, non-governmental organizations and individuals. A unifying base for these sources is human capital, which is made up of professionals from various field of work. This study’s focus is on educational leaders who are involved in both academia and private consulting activities. The authors develop an epistemological perspective on ecological justice based on Social Ecological Model (SEM) framework. As such consideration is given to the role the scholar-practitioner model plays in addressing ecological injustices and the restructuring of asymmetrical rel...
The purpose of this case-based qualitative study is to examine the perceptions high students abou... more The purpose of this case-based qualitative study is to examine the perceptions high students about a unique school-university in the rural Appalachian region of Southeast Ohio. The partnership C.A.R.E., or Creating Active, Reflective Educators, is a democratic oriented program (based on the concepts of educational philosopher John Dewey) between Ohio University and Federal Hocking Local Schools. This partnership has received national recognition from the National Association of Professional Development Schools and from the National Network for Educational Renewal. The study explores high school students’ perceptions of teacher candidates (i.e. professional interns), engaged in sustained clinical immersion in their rural, Appalachian public school. Utilizing qualitative, semi-structured interviews and student focus groups, the data collected from this student reveal the impact and potential of the CARE program on their students’ learning and efficacy. In this paper we present the research findings relating to how students view the impact of teacher candidates on their Social/Cultural Development, the Nature of Methods (for example, project- and place-based learning), the Impact on Curriculum Delivery, the Development of Democratic Efficacy, and Partnerships for Social Justice and Equity in Appalachian Schools
Democratic education focuses on developing students using democratic principles and processes in ... more Democratic education focuses on developing students using democratic principles and processes in the classroom. In this study, we aim to understand how selfidentified democratic educators practice democratic education in publicschool classrooms. Nine participants, teachers in K12 schools, were interviewed for this qualitative study. In investigating how publicschool teachers implemented and sustained democratic education in their classrooms, six themes emerged— fostering relationships, empowering students, and teaching and using democratic skills, democratic educative structure, democratic teacher praxis, and obstacles. Submit a response to this article Submit online at democracyeducationjournal .org/ home Read responses to this article online http:// democracyeducationjournal .org/ home/ vol27/ iss1/ 3 Democratic education focuses on developing students by using democratic principles and processes in the classroom. As Mursell (1955) stated, “The governing purpose of education in a ...
The authors in this study seek to inform academia about international students’ experiences and c... more The authors in this study seek to inform academia about international students’ experiences and challenges while attending universities in Small Town USA. Despite their eagerness to study in the United States (U.S.), international students are faced with setbacks that many universities fail to recognize or realize. The researchers conducted in-depth interviews with a purposive sample of students using questions based on information from the literature and an initial survey. The themes that emerged from the data analysis were language, jobs/finances, transportation, assimilation, religious interactions, and identity. Findings emphasize the imperative to understand the challenges these students face as they continue their educational journeys in the United States.
With shifts in power from state to federal under No Child Left Behind Act, and back to the state ... more With shifts in power from state to federal under No Child Left Behind Act, and back to the state under Every Student Succeeds Act, the political roles assumed by school superintendents have become increasingly critical to the present and future state of education. In the past, it has been obvious that superintendents and other district stakeholders did not believe that educational leaders, including superintendents, should participate in a political role, especially at the state level (Netusil & Dunkin, 1974). One participant in this study acknowledged this position, stating, “I have to tell you back in 1987 when I started as an educator I had no idea that I would testify before the house or the senate in the State of Ohio. Or anything. I didn’t realize that education was political.” The purpose of this study was to examine the views of rural superintendents in Appalachian Ohio regarding the roles they assume as advocates for students and the ways they provide local education with a...
In this collaborative auto-ethnographical inquiry, two developing scholar–practitioner educationa... more In this collaborative auto-ethnographical inquiry, two developing scholar–practitioner educational leaders explore the notion of moral literacy through a lens of critical pedagogical bricolage. This study aims to reveal certain experiences of two doctoral candidates engaged in an educational doctorate, contemplating their identities as emergent leaders from diverse backgrounds. By approaching this inquiry from a qualitative and strictly post-positivist understanding of research, we aim to present critical components of our program and the literature presented in that program that led to our understanding of moral literacy’s role in theoretical and pragmatic provinces of educational leadership. Our analysis is presented in three themes: transformation of the candidate through the teaching of moral literacy, consideration of the interplay between local identity and moral literacy, and the potential of bricolage (or critical pedagogical bricolage) as a catalyst for teaching moral liter...
This single case study examined the perceptions of William L. “Bill” Phillis, the Executive Direc... more This single case study examined the perceptions of William L. “Bill” Phillis, the Executive Director of the Ohio Coalition for Equity and Adequacy of School Funding, concerning an unconstitutional funding model, subsequent sociopolitical barriers, and their impact on students and school districts from underprivileged socioeconomic background within the context of the DeRolph v. State of Ohio legal battle. This research adds to the extant literature on the educational implications of the property tax and foundation model of school funding. As well, we discuss William’s insights regarding the politics, nature, and development of the current state of public school financing in Ohio. There were four emergent themes: sociopolitical sentiment and rhetoric, the plight of poorer districts, seeing a shared vision, and constitutional language and responsibility. Key findings from the study provide awareness to foster civic responsibility to effect change for inequitable and inadequate funding...
This qualitative study used in-depth interviews to investigate the perceptions of school leaders ... more This qualitative study used in-depth interviews to investigate the perceptions of school leaders about developing and maintaining school-university partnerships with a local regional university in rural school districts. The professional development school (PDS) model provides meaningful learning experiences for teacher candidates by providing sustained and embedded field experiences in an authentic teaching environment. Participants were current and/or former administrators in the local/regional school-university partnership. All participants were former teachers who later became principals, superintendents, and/or district directors who were well prepared to inform the research questions. Data collected were categorically aggregated and analyzed using coding that resulted five themes: 1) development and value of early partnerships, 2) rural context, 3) school-community culture, 4) teacher perception and participation, and 5) important considerations of initiating the partnership.
Mobile media is the over-arching term for handheld devices with internet capabilities such as sma... more Mobile media is the over-arching term for handheld devices with internet capabilities such as smartphones and tablets. This multifaceted, handheld technology is common amongst teens and young adults. Specifically, individuals between ages 18 and 29 are primarily wireless internet users and owners of cell phones, 81%, and 93% respectively. This study addresses the question: what are public high school students' perceptions of mobile media in a social studies classroom? Of particular interest in this work is a better understanding of how mobile devices affect student interest and enjoyment during a World War II lesson. Traditionally, social studies instruction is heavily textual, relying on reading and comprehension skills. Previous research revealed social studies as one of the least favorite subjects among students, ranking below language arts and mathematics. This study investigated the perceptions of 87 tenth-graders from a rural public school in south-central Ohio. The partic...
This qualitative inquiry explores the narratives of rural superintendents regarding their roles a... more This qualitative inquiry explores the narratives of rural superintendents regarding their roles as moral agents in the politics of public school settings and how they view their moral and political advocacy as grassroots activism for student and community rights. Insights from superintendent narratives provided themes about the history, practice, and expectations of school leaders as political agents within their respective communities. These themes focused on activism and advocacy for equitable funding and policymaking that specifically related to transportation, testing, and technology. Findings describe and define how superintendents make meaning of their political and public obligations and provide data that can help leadership preparation programs better prepare candidates for meaningful political practice. Introduction With shifts in power from the local education agency to federal legislature under No Child Left Behind Act (NCLB), and back to the state under Every Student Suc...
This case explores the complexities of how consolidation perpetuates stereotypes among different ... more This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.
The issues of social justice are ubiquitous phenomena. They cut across a wide range of discipline... more The issues of social justice are ubiquitous phenomena. They cut across a wide range of disciplines, national life, and social markers, and impact differentially on people from different walks of life depending on creed, race, education, social status, and geographical location. Social justice in education within the Nigerian educational system is an area that represents a gap in the research literature when compared with studies conducted that focus on the American educational system. The framing of these issues in America has evolved through various paradigms and currently revolves around school improvement, democratic community, and social justice. Therefore, this inquiry seeks to explore the existence and nature of social justice issues within potential U.S.-Nigerian transnational educational partnerships. As such, we utilize a scholar-practitioner framework as a critical lens to examine and offer notions of interdisciplinarity and integration relating to the complexities of the ...
This study seeks to understand the perspectives of children who work with teacher candidates in c... more This study seeks to understand the perspectives of children who work with teacher candidates in classrooms that partner with clinically based teacher preparation programs. Researchers interviewed 32 third- and fourth-grade students who work with teacher candidates. The study presents the little-heard voices of children, who spend considerable time with teacher candidates during clinical field experiences and whose perspectives contribute meaningfully to what is known about implementation of clinically based teacher preparation. The findings reveal that children perceive that teacher candidates have a positive impact on student learning outcomes and school culture by providing needed emotional and behavior support, contributing to lowered student-teacher ratios, and increasing perceptions of a safe school environment. The findings fill a void in the research literature and inform implementation of effective clinically based teacher preparation programming.
This study describes the lived experiences of international students attending a rural university... more This study describes the lived experiences of international students attending a rural university in Appalachian Ohio. The research is based on the analysis of semi-structured interviews with 15 international students about their perceptions and understandings of rural Appalachia. Extant research literature suggests that international students attending universities in the United States (US) can have pre-existing perceptions of US students that are mitigated by their lived experiences on campus (Minchew & Couvillion, 2003). We were interested in the possible transmission of regional stereotypes, such as stereotypes about rural Appalachia and rural Appalachian people, which often exist in a broader context (Billings, 1999, p. 4). Other work considering the use of stereotypes focus on personal and social impact (Billings, Norman and Ledford, 1999; Speer, 2002). Perpetuation of stereotypes in the media has also been studied to determine the impact on people of Appalachia (Cooke-Jackson & Hansen, 2008). In this poster we will present the categorical themes that emerged from this work and offer recommendations for future research especially in the international student experiences in the rural Appalachian context (as defined by the Appalachian Regional Commission). Sources: Billings, D. B. (1999). Introduction. In Billings, D. B., Norman, G., & Ledford, K. (Eds.). Confronting Appalachian stereotypes: Back talk from an American region (p.p. 3-20). Lexington, KY: University Press of Kentucky. Billings, D. B., Norman, G., & Ledford, K. (2001). Back talk from Appalachia: confronting stereotypes. Lexington, KY: University Press of Kentucky. Cooke-Jackson, A., & Hansen, E. K. (2008). Appalachian Culture and Reality TV: The Ethical Dilemma of Stereotyping Others. Journal of Mass Media Ethics, 23(3), 183-200. Minchew, S. S., & Couvillion, M. B. (2010). A comparison of American and international students\u27 lifestyles and perceptions of the university experience. National Forum of Applied Educational Research Journal, 23(3), 1-8. Speer, J. H. (2002). From stereotype to regional hype: Strategies for changing media portrayals of Appalachia. In P. J. Obermiller & M. E. Maloney (Eds), Appalachia: Social context past and present (4th ed.). Dubuque, IA: Kendall/Hunt Publishing
International Journal of Educational Leadership Preparation, 2016
Through contemplation of a drastic divergence in thought from a paradigm of physical discipline a... more Through contemplation of a drastic divergence in thought from a paradigm of physical discipline and retaliation in learning environments to one of a peaceful demonstration of reflection and respect the authors construct a framework of spiritual leadership. From this framework a metaphor of satyagraha emerges as a means of leading schools and modeling meditative behavior for all—students, staff, and stakeholders. This alternative metaphor of educational leadership is based on the truthful speech of Gandhi, MLK, and Nelson Mandela—each with their own radical take on creating counternarratives to violence through non-violence and peaceful resistance. These counternarratives form four principal themes that require some degree of contemplation: truthful speech and teaching, authenticity of leadership, reality of experience as education, and goodness as advocacy and activism for social justice, equity and care. In conclusion, the authors explore how this connects the scholar–practitioner ...
The purpose of this multiple case study is to determine educational leader’s understanding and pr... more The purpose of this multiple case study is to determine educational leader’s understanding and practice of ethical care in riverine school districts in At-Risk or Distressed Appalachian counties in Ohio. The importance of possessing essential training and skill in ethical care cannot be overemphasized in school districts that are situated in high needs counties. Of particular importance is how ethical care manifests (or does not manifest) in counties and districts with high percentages of students identified as having a lower socioeconomic status and serving riparian communities and households. Finally, the research seeks to contribute to existing literature on the need for ethical dilemma preparedness for leaders and specifically to provide evidence on the practice of ethical care by leaders in riverine districts
Governments in various parts of the globe are faced with the challenge of dealing with the afterm... more Governments in various parts of the globe are faced with the challenge of dealing with the aftermath of natural disasters, environmental pollution, and ecological degradation. South of the globe, specifically in Africa, many nations have had to deal with such challenges through internal and external sources of interventions aimed at addressing the issues. Internal and external sources include government, their institutions and agencies, non-governmental organizations and individuals. A unifying base for these sources is human capital, which is made up of professionals from various field of work. This study’s focus is on educational leaders who are involved in both academia and private consulting activities. The authors develop an epistemological perspective on ecological justice based on Social Ecological Model (SEM) framework. As such consideration is given to the role the scholar-practitioner model plays in addressing ecological injustices and the restructuring of asymmetrical rel...
The purpose of this case-based qualitative study is to examine the perceptions high students abou... more The purpose of this case-based qualitative study is to examine the perceptions high students about a unique school-university in the rural Appalachian region of Southeast Ohio. The partnership C.A.R.E., or Creating Active, Reflective Educators, is a democratic oriented program (based on the concepts of educational philosopher John Dewey) between Ohio University and Federal Hocking Local Schools. This partnership has received national recognition from the National Association of Professional Development Schools and from the National Network for Educational Renewal. The study explores high school students’ perceptions of teacher candidates (i.e. professional interns), engaged in sustained clinical immersion in their rural, Appalachian public school. Utilizing qualitative, semi-structured interviews and student focus groups, the data collected from this student reveal the impact and potential of the CARE program on their students’ learning and efficacy. In this paper we present the research findings relating to how students view the impact of teacher candidates on their Social/Cultural Development, the Nature of Methods (for example, project- and place-based learning), the Impact on Curriculum Delivery, the Development of Democratic Efficacy, and Partnerships for Social Justice and Equity in Appalachian Schools
Democratic education focuses on developing students using democratic principles and processes in ... more Democratic education focuses on developing students using democratic principles and processes in the classroom. In this study, we aim to understand how selfidentified democratic educators practice democratic education in publicschool classrooms. Nine participants, teachers in K12 schools, were interviewed for this qualitative study. In investigating how publicschool teachers implemented and sustained democratic education in their classrooms, six themes emerged— fostering relationships, empowering students, and teaching and using democratic skills, democratic educative structure, democratic teacher praxis, and obstacles. Submit a response to this article Submit online at democracyeducationjournal .org/ home Read responses to this article online http:// democracyeducationjournal .org/ home/ vol27/ iss1/ 3 Democratic education focuses on developing students by using democratic principles and processes in the classroom. As Mursell (1955) stated, “The governing purpose of education in a ...
The authors in this study seek to inform academia about international students’ experiences and c... more The authors in this study seek to inform academia about international students’ experiences and challenges while attending universities in Small Town USA. Despite their eagerness to study in the United States (U.S.), international students are faced with setbacks that many universities fail to recognize or realize. The researchers conducted in-depth interviews with a purposive sample of students using questions based on information from the literature and an initial survey. The themes that emerged from the data analysis were language, jobs/finances, transportation, assimilation, religious interactions, and identity. Findings emphasize the imperative to understand the challenges these students face as they continue their educational journeys in the United States.
Un-American Acts focuses on identity and invisibility of African American and other underrepresen... more Un-American Acts focuses on identity and invisibility of African American and other underrepresented youth in the U.S. society and schooling. Presented are a series of chapters rooted in critical theory, aesthetics, and moral imagination that are intended to serve as prompts for crucial conversations and for engaging in critical reflective pedagogy in educational leadership and educational studies. Chapters center on events that have transpired in Ferguson, Staten Island, South Carolina, and elsewhere in the U.S. as well as on other relevant concerns that have had a profound impact on perceptions of race and identity in our nation's educational systems.
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Papers by Charles Lowery