WorldCat Identities

Mulcahy, Cara M.

Overview
Works: 5 works in 19 publications in 1 language and 303 library holdings
Genres: Academic theses  Criticism, interpretation, etc 
Roles: Author, Thesis advisor
Classifications: LB1576, 370.115
Publication Timeline
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Most widely held works by Cara M Mulcahy
Pedagogy, praxis and purpose in education by Cara M Mulcahy( )

11 editions published between 2014 and 2015 in English and held by 152 WorldCat member libraries worldwide

Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlights the importance of recognizing opposing conceptualizations of education-some more educationally productive than others- and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as 'the deep structure of educational thought', and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis
Marginalized literacies : critical literacy in the language arts classroom by Cara M Mulcahy( Book )

5 editions published between 2009 and 2010 in English and held by 111 WorldCat member libraries worldwide

Discourses on Pedagogy, Praxis and Purpose in Education by Cara M Mulcahy( )

1 edition published in 2014 in English and held by 38 WorldCat member libraries worldwide

Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlight
Why Principals Stay : Factors Impacting Principal Retention by Jennifer Lynn Hills-Papetti( Book )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

Principal leadership is second only to teacher quality in improving student achievement (Wallace Foundation, 2013). Federal legislation such as No Child Left Behind (2001) and Race to the Top (2009) reinforced the importance of school leaders by increasing accountability and the demand to replace principals when adequate student achievement gains were not met. While the role of the principal is known to be important, retention of principals, especially in certain districts, can be very short. Research has found that tenure of principals is highly impacted by the poverty level of the school, as well as student achievement. Principals in high-poverty or low student achievement schools have an average tenure of three years or less (Burkhauser, Gates, Hamilton, & Schyler Ikemoto, 2012; Fuller & Young, 2009). While many studies exist to examine why principals leave the profession, this descriptive mixed-methods study aims to explore why principals choose to remain in an urban district. The study also aims to explore whether the principals that have chosen to stay hold any similar self-reported leadership styles. The three leadership styles examined using the MLQ (Bass & Avolio, 2004) were transformational, transactional, or passive/avoidant. Utilizing a semi-structured interview protocol developed by the researcher and the Multifactor Leadership Questionnaire (Bass & Avolio, 2004), this descriptive mixed-methods study specifically focuses on an urban district where seven out of nine elementary school principals are in their fifth year or beyond of leading the same school. The five-year criterion mark was utilized because research indicates it takes at least five years for the true impact of a school leader to be seen (Fullan, 2001a; Hall & Hord, 2015; Seashore-Louis, Wahlstrom, Leithwood, & Anderson, 2010). The focus is on elementary school principals because while multiple studies have examined principal tenure at the secondary level, less research exists on the tenure of principals of K-5 schools. Quantitative findings show the urban principals in this study all self-reported as transformational leaders. Five common themes emerging across the participants as to why they chose to remain in an urban district were: helping disadvantaged children, policy impact, student achievement, time, and relationships
Analysis of Eve Bunting's Literature using a Critical Literacy Lens by Porsche Y Gold( Book )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

This study looked at whether a selection of books used in the Reader's workshop could move students toward critical literacy. Five children's books written by Eve Bunting were selected and analyzed. This study extended and applied the work of McDaniel's (2006) study which investigated whether contemporary children's literature conveyed messages which may promote and reinforce the status quo. Following the text analysis of children's books using McDaniel's criteria, the four dimensions of critical literacy as identified by Lewison, Flint, and Van Sluys (2002) which include "(1) disrupting the commonplace, (2) interrogating multiple viewpoints, (3) focusing on sociopolitical issues, and (4) taking action and promoting social justice" (p. 382) were considered when examining if the texts had the potential to move students toward critical literacy. The methodology that was used for this study was Critical Discourse Analysis (CDA). Using CDA, this study first examined each of the books for the overlying macrostructures, macropropositions, and local meanings. Following this, an analysis of each of the books using the data collected was done. A discussion followed to show how the reader has been positioned using the local meanings found within the texts. Finally, a cross comparison of the books was done in order to identify themes that were evident across the books. Using McDanie''s seven criteria framework of critical literacy, each text met at least three of the seven criteria. Each text also promoted critical literacy through the four dimensions identified by Lewison, Flint, and Van Sluys (2002). Critical literacy is not another preset curriculum, but rather an extension of an existing curriculum. Using the texts examined in this study will allow students to focus on social issues, and move toward critical literacy while allowing their reading of the texts to become powerful and meaningful
 
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Marginalized literacies : critical literacy in the language arts classroom
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English (19)