Paul G Fitchett
Biographic Data
| ID | 1606012 |
|---|---|
| NAME | Paul G Fitchett |
| GIVEN NAMES | Paul G |
| FAMILY NAME | Fitchett |
| SIGNATURE | FITCHETT P G |
| AFFILIATIONS | University of North Carolina at Charlotte |
| ORCID | 0000-0003-3793-4029 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 89 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 6 |
Elementary teacher occupational health outcomes across schools with varying resources and demographics
Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school characteristics, and examining whether these matched teachers reported differences in stress outcomes when workin…
Associations Between Teacher–Student Racial/Ethnic Congruence and Public School Teachers’ Risk for Stress
Using national data from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K–12 practitioners’ risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition and suggested that the likelihood of being categorized as most at-risk for stress is associated with t…
Teaching the US 2018 midterm elections
The goal of this study was to identify teacher-reported practices related to teaching the 2018 US Midterm Elections and contemporary social and policy issues. In particular, we sought to identify factors that helped explain why teachers were or were not engaging students in the midterm elections and related contemporary issues and what contextual factors may influence their teaching of these contemporary events. We also examined how the teachers’…
Early Career African American Teachers and the Impact of Administrative Support
This study examined the mobility trends of African American public-school teachers. Guided by the integration of critical race theory and organization theory, this study used longitudinal data from the National Center for Education Statistics to explore how race and organizational climate predict African American teacher mobility. Using a quantitative descriptive study with logistic regression to determine which characteristics impact African Ame…
Illuminating the Black Hole
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning-a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of…
Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress
Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with h…
Co/Sense-making and Conflict
In this case study, we explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from our study present a complicated view of the curricular revisioning process––offering …
Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry
Social studies continues to be marginalized in elementary grades, yet the C3 Framework and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the C3 Framework requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social st…
Searching for Satisfaction
Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black femal…
Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge
Assessing Teacher Appraisals and Stress in the Classroom
National Trends in Elementary Instruction
Using data from the National Center for Educational Statistics research spanning fifteen years, researchers examined the impact of national educational policy implementation on the role of social studies in elementary schools. Specifically, with the reauthorization of No Child Left Behind (NCLB) in 2007 and the continuation of federal-mandated testing of English language arts (ELA) and mathematics in grades three through five, researchers sought …
The New Gateway, An Old Paradox
The authors conducted a content analysis of North Carolina history textbooks to explore how the definition of immigration has changed over the last century. They also examined how immigrant groups and involuntary Americans have been portrayed throughout the state's history. Findings suggest that as a burgeoning gateway state for immigrants, North Carolina's definition for immigration was slow to evolve and at times contradictory. Moreover, immigr…
Examining Culturally Responsive Teaching Self-Efficacy in a Preservice Social Studies Education Course
In a preexperimental study of preservice practitioners’ professional dispositions, we examined the relationship between an innovative culturally responsive teaching model in a social studies methods course and teacher candidates’ culturally responsive teaching self-efficacy. Findings indicate preservice teachers exposed to an in-depth culturally responsive teaching epistemology were more confident in their abilities to employ culturally relevant …
Reflecting on Macos
The New Social Studies movement was an effort by social scientists to reform US social studies/history curriculum at all levels during the 1960s and early 1970s. In the end, more than 50 different projects attempting to revitalise social studies were developed. Many of the projects focused on inquiry‐based teaching practices and curriculum. Considered to be the most controversial of the projects developed was Man: A Course of Study (MACOS) which …
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The purpose of this study was to explore the nationwide historic trend of elementary social studies marginalization compared to math, science, and language arts. Incorporating 17 years of data from the National Center for Educational Statistics (NCES) Schools and Staffing Survey, the authors conducted comparative analyses to investigate differences in instructional time between elementary social studies and other core subject areas. In addition, …
Socialization and Identity Transformation of Black Immigrant Youth in the United States
The purpose of this article is to synthesize the relevant research literatures in order to conceptualize Black immigrant students' socialization and identity transformation, thereby finding more effective ways to work with this group. Providing Asian immigrant students as a comparison group, this article identifies and analyzes the commonalities and intra- intergroup variations in vulnerabilities, strengths, and resources within youth, family, an…
Socialization and Identity Transformation of Black Immigrant Youth in the United States
The purpose of this article is to synthesize the relevant research literatures in order to conceptualize Black immigrant students' socialization and identity transformation, thereby finding more effective ways to work with this group. Providing Asian immigrant students as a comparison group, this article identifies and analyzes the commonalities and intra- intergroup variations in vulnerabilities, strengths, and resources within youth, family, an…
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The purpose of this study was to explore the nationwide historic trend of elementary social studies marginalization compared to math, science, and language arts. Incorporating 17 years of data from the National Center for Educational Statistics (NCES) Schools and Staffing Survey, the authors conducted comparative analyses to investigate differences in instructional time between elementary social studies and other core subject areas. In addition, …
Searching for Satisfaction
Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black femal…
Examining Culturally Responsive Teaching Self-Efficacy in a Preservice Social Studies Education Course
In a preexperimental study of preservice practitioners’ professional dispositions, we examined the relationship between an innovative culturally responsive teaching model in a social studies methods course and teacher candidates’ culturally responsive teaching self-efficacy. Findings indicate preservice teachers exposed to an in-depth culturally responsive teaching epistemology were more confident in their abilities to employ culturally relevant …
Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry
Social studies continues to be marginalized in elementary grades, yet the C3 Framework and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the C3 Framework requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social st…
The New Gateway, An Old Paradox
The authors conducted a content analysis of North Carolina history textbooks to explore how the definition of immigration has changed over the last century. They also examined how immigrant groups and involuntary Americans have been portrayed throughout the state's history. Findings suggest that as a burgeoning gateway state for immigrants, North Carolina's definition for immigration was slow to evolve and at times contradictory. Moreover, immigr…
Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge
National Trends in Elementary Instruction
Using data from the National Center for Educational Statistics research spanning fifteen years, researchers examined the impact of national educational policy implementation on the role of social studies in elementary schools. Specifically, with the reauthorization of No Child Left Behind (NCLB) in 2007 and the continuation of federal-mandated testing of English language arts (ELA) and mathematics in grades three through five, researchers sought …
Early Career African American Teachers and the Impact of Administrative Support
This study examined the mobility trends of African American public-school teachers. Guided by the integration of critical race theory and organization theory, this study used longitudinal data from the National Center for Education Statistics to explore how race and organizational climate predict African American teacher mobility. Using a quantitative descriptive study with logistic regression to determine which characteristics impact African Ame…
Associations Between Teacher–Student Racial/Ethnic Congruence and Public School Teachers’ Risk for Stress
Using national data from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K–12 practitioners’ risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition and suggested that the likelihood of being categorized as most at-risk for stress is associated with t…
Reflecting on Macos
The New Social Studies movement was an effort by social scientists to reform US social studies/history curriculum at all levels during the 1960s and early 1970s. In the end, more than 50 different projects attempting to revitalise social studies were developed. Many of the projects focused on inquiry‐based teaching practices and curriculum. Considered to be the most controversial of the projects developed was Man: A Course of Study (MACOS) which …
Socialization and Identity Transformation of Black Immigrant Youth in the United States
The purpose of this article is to synthesize the relevant research literatures in order to conceptualize Black immigrant students' socialization and identity transformation, thereby finding more effective ways to work with this group. Providing Asian immigrant students as a comparison group, this article identifies and analyzes the commonalities and intra- intergroup variations in vulnerabilities, strengths, and resources within youth, family, an…
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The purpose of this study was to explore the nationwide historic trend of elementary social studies marginalization compared to math, science, and language arts. Incorporating 17 years of data from the National Center for Educational Statistics (NCES) Schools and Staffing Survey, the authors conducted comparative analyses to investigate differences in instructional time between elementary social studies and other core subject areas. In addition, …
Reflecting on Macos
The New Social Studies movement was an effort by social scientists to reform US social studies/history curriculum at all levels during the 1960s and early 1970s. In the end, more than 50 different projects attempting to revitalise social studies were developed. Many of the projects focused on inquiry‐based teaching practices and curriculum. Considered to be the most controversial of the projects developed was Man: A Course of Study (MACOS) which …
National Trends in Elementary Instruction
Using data from the National Center for Educational Statistics research spanning fifteen years, researchers examined the impact of national educational policy implementation on the role of social studies in elementary schools. Specifically, with the reauthorization of No Child Left Behind (NCLB) in 2007 and the continuation of federal-mandated testing of English language arts (ELA) and mathematics in grades three through five, researchers sought …
The New Gateway, An Old Paradox
The authors conducted a content analysis of North Carolina history textbooks to explore how the definition of immigration has changed over the last century. They also examined how immigrant groups and involuntary Americans have been portrayed throughout the state's history. Findings suggest that as a burgeoning gateway state for immigrants, North Carolina's definition for immigration was slow to evolve and at times contradictory. Moreover, immigr…
Examining Culturally Responsive Teaching Self-Efficacy in a Preservice Social Studies Education Course
In a preexperimental study of preservice practitioners’ professional dispositions, we examined the relationship between an innovative culturally responsive teaching model in a social studies methods course and teacher candidates’ culturally responsive teaching self-efficacy. Findings indicate preservice teachers exposed to an in-depth culturally responsive teaching epistemology were more confident in their abilities to employ culturally relevant …
Assessing Teacher Appraisals and Stress in the Classroom
Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge
Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry
Social studies continues to be marginalized in elementary grades, yet the C3 Framework and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the C3 Framework requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social st…
Searching for Satisfaction
Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black femal…
Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress
Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with h…
Co/Sense-making and Conflict
In this case study, we explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from our study present a complicated view of the curricular revisioning process––offering …
Teaching the US 2018 midterm elections
The goal of this study was to identify teacher-reported practices related to teaching the 2018 US Midterm Elections and contemporary social and policy issues. In particular, we sought to identify factors that helped explain why teachers were or were not engaging students in the midterm elections and related contemporary issues and what contextual factors may influence their teaching of these contemporary events. We also examined how the teachers’…
Early Career African American Teachers and the Impact of Administrative Support
This study examined the mobility trends of African American public-school teachers. Guided by the integration of critical race theory and organization theory, this study used longitudinal data from the National Center for Education Statistics to explore how race and organizational climate predict African American teacher mobility. Using a quantitative descriptive study with logistic regression to determine which characteristics impact African Ame…
Illuminating the Black Hole
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning-a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of…
Elementary teacher occupational health outcomes across schools with varying resources and demographics
Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school characteristics, and examining whether these matched teachers reported differences in stress outcomes when workin…
Associations Between Teacher–Student Racial/Ethnic Congruence and Public School Teachers’ Risk for Stress
Using national data from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K–12 practitioners’ risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition and suggested that the likelihood of being categorized as most at-risk for stress is associated with t…
Psychology (16 works) · Pedagogy (12 works) · Sociology (12 works) · Mathematics education (11 works) · Educator Training and Historical Pedagogy (10 works) · Teacher Education and Leadership Studies (8 works) · Curriculum (7 works) · Political science (7 works) · Social studies (6 works) · Innovative Teaching Methodologies in Social Sciences (5 works)