Some items in this collection may only be downloaded by UW users because of an embargo period. (Check “Author Requested Restriction” below for status.)
UW users may access these items by clicking on "Download (UW Login Required) "
Non-UW users may request this item through Interlibrary Loan at your own library.
Date of Award
Summer 7-20-2023
Author Requested Restriction
Restrict to UW for 5 years - then make Open Access
Work Type
Dissertation in Practice
Degree Name
Doctor of Educational Leadership (EdD)
Department
Educational Leadership
First Advisor
Christopher Knaus, Ph.D.
Second Advisor
Dawn Hardison-Stevens, Ph.D.
Third Advisor
Alexandria Riedeman, MA.E.
Abstract
This research evaluated Eastside School District’s curriculum adoption process and made recommendations on how to proactively include antiracist and anti-White supremacist curriculums and supports. This study took place during the 22-23 school year. This qualitative study used Freire’s Social Justice Theory, the permanence of racism, and abstraction to guide methods. A qualitative study was chosen because it allowed for a series of interviews and an in-depth examination of educators' understanding of the curriculum adoption process and their expertise in building an antiracist curriculum. Ten middle school teachers in the Eastside School District were interviewed about their experiences in curriculum adoption and how to improve the process. This study recommended that Eastside School District change the timeline, identify more diverse curriculums to employ in schools, provide continual training for teachers in anti-racist and multicultural teaching strategies, and continual training for community members and staff in how to be partners in the decision-making process.
Recommended Citation
Mendez, Alicia, "Re-establishing Public School Curriculum Adoption Process for Grades Six Through Eight" (2023). Ed.D. Dissertations in Practice. 85.
https://digitalcommons.tacoma.uw.edu/edd_capstones/85