Joy Esboldt
Biographic Data
| ID | 6006576 |
|---|---|
| NAME | Joy Esboldt |
| GIVEN NAMES | Joy |
| FAMILY NAME | Esboldt |
| SIGNATURE | ESBOLDT J |
| AFFILIATIONS | The University of Delaware, Newark, DE, USA |
| ORCID | 0000-0003-0129-4795 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Racialized Change or Nominal Absorption? Racial Equity Discourses in District-wide Professional Development
This case study examines how racial equity was constructed within a district-wide professional development program. Drawing on two years of observations, interviews, and artifacts of the Equity Mentoring and Coaching (EMC) Program, it examines (a) the available equity discourses, (b) their inter- and intra-organizational influences, and (c) their incorporation. Using a racialized ecological organizational lens, I detail four prevalent discourses:…
Curricular Contradictions
In this article, Travis J. Bristol and Joy Esboldt examine the supports and constraints teachers at one midsized urban school serving predominately Latinx students encountered during school-based professional development aligned with becoming a National Board Certified Teacher (NBCT). Research has established that Black and Latinx students have less access to NBCTs when compared to White students, yet few studies offer insight into the organizati…
No prominent works on this page.
Curricular Contradictions
In this article, Travis J. Bristol and Joy Esboldt examine the supports and constraints teachers at one midsized urban school serving predominately Latinx students encountered during school-based professional development aligned with becoming a National Board Certified Teacher (NBCT). Research has established that Black and Latinx students have less access to NBCTs when compared to White students, yet few studies offer insight into the organizati…
Racialized Change or Nominal Absorption? Racial Equity Discourses in District-wide Professional Development
This case study examines how racial equity was constructed within a district-wide professional development program. Drawing on two years of observations, interviews, and artifacts of the Equity Mentoring and Coaching (EMC) Program, it examines (a) the available equity discourses, (b) their inter- and intra-organizational influences, and (c) their incorporation. Using a racialized ecological organizational lens, I detail four prevalent discourses:…
Alternative teacher certification (1 works) · Certification (1 works) · Critical Race Theory in Education (1 works) · Education and Technology Integration (1 works) · Ethnography (1 works) · Geography (1 works) · Mandate (1 works) · Medical education (1 works) · Medicine (1 works) · Metropolitan area (1 works)