Who and What Is Missing: a Critical Curriculum Audit of a Teacher Leadership Doctoral Program
Location
Session 2 Presentations - Doctoral Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study examines and discusses the degree(s) to which a Teacher Leadership doctoral program at a northern Georgia university engages its candidates in equity-centered and socially-just coursework. The researchers use critical document analysis methods to closely examine fourteen course syllabi, identifying themes related to who and what is included/missing from the curriculum materials and assignments. Findings indicate that equity-centered and socially-just content is unevenly distributed across the curriculum and, when included, lacks practical advocacy and instructional pathways teacher-leader doctoral students are seeking from their program of study. The results of this study will be used to inform a comprehensive redesign of the Teacher Leadership curriculum where the study takes place.
Keywords
teacher leadership, curriculum audit, equity, social justice
Professional Bio
Drs. Miyoshi Juergensen and Tamela C. Thomas are Assistant Professors of Teacher Leadership at Kennesaw State University in Kennesaw, GA. Dr. Juergensen’s research focuses on the contemporary impact of historical African American teacher leadership. She has seventeen years of experience in education, with seven of those years spent teaching and leading in K-12 schooling communities. Dr. Thomas’s research interests include critical instructional leadership practice and the social contexts of education. Prior to joining the faculty of KSU, Dr. Thomas taught secondary science, worked as an instructional coach, and served as an administrator.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Juergensen, Miyoshi and Thomas, Tamela, "Who and What Is Missing: a Critical Curriculum Audit of a Teacher Leadership Doctoral Program" (2021). Georgia Educational Research Association Conference. 42.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/42
Who and What Is Missing: a Critical Curriculum Audit of a Teacher Leadership Doctoral Program
Session 2 Presentations - Doctoral Education
This study examines and discusses the degree(s) to which a Teacher Leadership doctoral program at a northern Georgia university engages its candidates in equity-centered and socially-just coursework. The researchers use critical document analysis methods to closely examine fourteen course syllabi, identifying themes related to who and what is included/missing from the curriculum materials and assignments. Findings indicate that equity-centered and socially-just content is unevenly distributed across the curriculum and, when included, lacks practical advocacy and instructional pathways teacher-leader doctoral students are seeking from their program of study. The results of this study will be used to inform a comprehensive redesign of the Teacher Leadership curriculum where the study takes place.
