Date of Award

12-5-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Winn Crenshaw Wheeler

Second Advisor

Elizabeth Todd Byron

Third Advisor

Jessica Ivy

Abstract

This qualitative case study explored how those matriculating through a teacher education program can develop a critical consciousness of K-12 students experiencing homelessness or high mobility using the Teaching with V.I.S.I.O.N workshop model. This acronym stands for V: Value the culture and lived experiences of students reflected in the classroom, I: Implicit Bias Awareness, S: Study scenarios using the equity literacy case analysis approach (Gorski, 2018), I: Increase the diversity of texts provided in the classroom to reflect these experiences, O: On-going reflection regarding current practices and ways to improve using equity literacy (Gorski, 2018), N: New awareness and continual development of a critical consciousness). The aim of the study was to increase the awareness of twelve Masters of Arts in Teaching students completing a teacher education program regarding federal resources that are available to these students and move participants from a place of awareness to a place of action. Findings indicate that through the workshop’s completion, all participants increased in their knowledge of ways to support K-12 students experiencing homelessness or high mobility within a classroom setting. Additionally, through three semi-structured interviews, participants emphasized the impact of knowing resources available to support students experiencing homelessness and high mobility.

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