ingest cdrApp 2018-06-13T20:43:41.771Z 51cd2fe2-3fd7-401f-a923-a97bc3db68a2 modifyDatastreamByValue RELS-EXT fedoraAdmin 2018-06-13T22:12:31.087Z Setting exclusive relation addDatastream MD_TECHNICAL fedoraAdmin 2018-06-13T22:12:42.436Z Adding technical metadata derived by FITS addDatastream MD_FULL_TEXT fedoraAdmin 2018-06-13T22:13:05.966Z Adding full text metadata extracted by Apache Tika modifyDatastreamByValue RELS-EXT fedoraAdmin 2018-06-13T22:13:28.722Z Setting exclusive relation modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-07-11T03:07:47.480Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-07-17T23:26:37.637Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-08-15T19:35:46.186Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-09-21T19:56:29.500Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-09-26T23:10:12.933Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-10-11T23:48:19.050Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2019-03-20T17:32:24.814Z Eldrin Deas Author School of Education “They Still Have Expectations…”: An Ethnohistorical Study of Education and Reform in America’s Oldest Black Town, Princeville, NC In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. Spring 2018 2018 Education Education policy African American studies Black education, Critical Race Theory, Education reform, Ethnohistory, Princeville, Reality pedagogy eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education George Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text Eldrin Deas Author School of Education “They Still Have Expectations…”: An Ethnohistorical Study of Education and Reform in America’s Oldest Black Town, Princeville, NC In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. Spring 2018 2018 Education Education policy African American studies Black education, Critical Race Theory, Education reform, Ethnohistory, Princeville, Reality pedagogy eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education George Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text Eldrin Deas Author School of Education “They Still Have Expectations…”: An Ethnohistorical Study of Education and Reform in America’s Oldest Black Town, Princeville, NC In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. Spring 2018 2018 Education Education policy African American studies Black education, Critical Race Theory, Education reform, Ethnohistory, Princeville, Reality pedagogy eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education George Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text Eldrin Deas Author School of Education “They Still Have Expectations…”: An Ethnohistorical Study of Education and Reform in America’s Oldest Black Town, Princeville, NC In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. Spring 2018 2018 Education Education policy African American studies Black education, Critical Race Theory, Education reform, Ethnohistory, Princeville, Reality pedagogy eng Doctor of Philosophy Dissertation Education George W. Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text University of North Carolina at Chapel Hill Degree granting institution Eldrin Deas Author School of Education “They Still Have Expectations…”: An Ethnohistorical Study of Education and Reform in America’s Oldest Black Town, Princeville, NC In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. Spring 2018 2018 Education Education policy African American studies Black education, Critical Race Theory, Education reform, Ethnohistory, Princeville, Reality pedagogy eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education George Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text Eldrin Deas Creator School of Education “They Still Have Expectations…”: An Ethnohistorical Study of Education and Reform in America’s Oldest Black Town, Princeville, NC In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. Education Education policy African American studies Black education; Critical Race Theory; Education reform; Ethnohistory; Princeville; Reality pedagogy eng Doctor of Philosophy Dissertation Education George W. Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text University of North Carolina at Chapel Hill Degree granting institution 2018 2018-05 Eldrin Deas Author School of Education “They Still Have Expectations…”: An Ethnohistorical Study of Education and Reform in America’s Oldest Black Town, Princeville, NC In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. Spring 2018 2018 Education Education policy African American studies Black education, Critical Race Theory, Education reform, Ethnohistory, Princeville, Reality pedagogy eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education George W. Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text Eldrin Deas Creator School of Education In 1995, the General Assembly of North Carolina directed the State Board of Education (SBE) to develop a restructuring plan for public education (North Carolina Department of Public Instruction, 2012). In response to the General Assembly’s call to make bigger strides in student achievement, the SBE adopted the ABCs of Public Education—a comprehensive plan for improving schools in the state with a focus on (a) strong accountability, (b) teaching the basics, and (c) local control (North Carolina Department of Public Instruction, 2006). In the 1996-97 school year, Princeville School was labeled as low-performing (NCDPI, 1999) and, despite a period of significant improvement in the immediate years following its initial designation, has been regularly labeled as such since 2005. Since the advent of the ABCs of Public Education, a series of reform efforts have taken place in North Carolina and in Princeville, in particular. Using ethnohistorical methods coupled with oral histories, this study seeks to connect community experiences and perspectives with archival material in order to understand the degree to which the people of Princeville, NC—America’s oldest Black town—have experienced these education reforms. Drawing upon reality pedagogy (Emdin, 2016) and Critical Race Theory, the research explores how oral histories serve as counternarratives (Delgado & Stefancic, 2012) to the majoritarian story (Noblit & Jay, 1993) of education reform. 2018-05 2018 Education Education policy African American studies Black education; Critical Race Theory; Education reform; Ethnohistory; Princeville; Reality pedagogy eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution George W. Noblit Thesis advisor Sherick Hughes Thesis advisor James Trier Thesis advisor Cassandra Davis Thesis advisor Cheryl Bolick Thesis advisor text Deas_unc_0153D_17823.pdf uuid:096e3ea8-8e47-4fb6-af34-cb37160a56ce 2020-06-13T00:00:00 2018-04-13T18:23:46Z proquest application/pdf 10655172