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The specific area of professional interest I shared in my EdD Application (Jan/Feb 2019)

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The specific area of professional interest I shared in my EdD Application (Jan/Feb 2019)

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- Purpose: "Enhancing the ability of professional development workshops for middle school math educators to foster not only their content development, but their instructional and pedagogical development as well. The specific focus for instructional and pedagogical development will be the enhancement of the understandings and skills connected to the research-based tools and strategies that will promote their students’ conceptual understanding, procedural fluency and/or ability to solve real-world and mathematical application problems."
- Research Questions: N/A

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I. Summer 2019 (SPED 80000 - Introduction to Doctoral Studies: Theory and Research in Curriculum and Teaching)
- Purpose: "The purpose of this qualitative case study will be to explore the book club experiences of a group of at least five middle school math teachers in an urban school district who score a 70 or higher on The American Institute of Stress’ Workplace Stress Survey."
- Research Questions:
1. Which aspects of the book club do teachers enjoy?
2. Which aspects of the book club do teachers not enjoy?
3. What suggestions do teachers have about how to improve the book club?
4. How do teachers perceive their stress at the beginning of the book club and at the end of the book club?

II. Fall 2019 (EDF 801 - Qualitative Research Methods in Education)
- Purpose: "The purpose of this study is to explore the experiences of educators in 3K-12 and higher education settings as they engage in professional development (PD) opportunities and continued professional learning (CPL) opportunities as it relates to their motivation and their efforts to alleviate job stress."
- Research Questions: N/A

III. Spring 2020 (EDF 802 - Quantitative Methods & Measurement)
- Purpose: The purpose of this study is to explore the extent to which early-career teachers’ turnover intentions can be predicted by their perceptions of the social support and instrumental support that they receive. This study will also investigate if background characteristics (such as age, gender identity, teaching experience, grade(s) taught, subject area(s) taught, etc.) moderate the relationship between perceptions of social support or instrumental support and turnover intentions among early-career teachers. One of the surveys measures perceptions of social support and instrumental support received from colleagues and supervisors and the other survey measures turnover intentions, specifically intentions to teach during the subsequent school year, in two years, in five years, and/or in 10 years."
- Research Questions:  N/A

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I. Summer 2020 (EDUC 80900 - Case Studies in Education)
- Purpose: This study will explore early-career teachers' perceptions of the impactful social and instrumental support they have received.
- Research Questions:
1. What are early-career teachers’ perceptions regarding the most impactful social and
instrumental support they have received?
2. What are early-career teachers’ perceptions regarding the professional and personal effect
of the most impactful social and instrumental support they have received?

II. Fall 2020 (EDPS 71400 - Applied Motivation Theory in Education)
- Purpose: The purpose of this study is to explore self-perceptions of competence, autonomy, relatedness, and well-being among early-career teachers who are Black Indigenous People of Color (BIPOC).
- Research Questions:
1. What are early-career BIPOC teachers’ self-perceptions of their workplace competence, autonomy, and relatedness?
2. What are early-career BIPOC teachers’ self-perceptions of their well-being?

III. Spring 2021 (EDDIL 802 - Leading for Justice, Equity, Diversity, and Inclusion)
- Purpose: The purpose of this study is to explore the turnover intentions of alternatively certified Black teachers (ACBTs).
- Research Questions:
1. For alternatively certified Black teachers (ACBTs) with five or fewer years of experience who leave the profession, at what point in their teaching career did they decide to leave?
2. What would it take for ACBTs with five or fewer years of experience to remain in the classroom for one, two, five, or ten more years?

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I. Summer 2021  (SPED 80100 - Research on Effective Practice and Curriculum for Students with Disabilities)
- Purpose: The purpose of this study is to explore the emotional job demands of Black alternatively-certified early-career special education teachers (BAESETs) and the barriers they experience when navigating emotional job demands.
- Research Questions:
1. How do Black alternatively-certified early-career special education teachers (BAESETs) experience the emotional demands of their professional roles?
2. What barriers do BAESETs face in navigating these emotional job demands?

II. Fall 2021 (EDUC 80700 - Professional Communications for Educational Settings)
- Purpose: The purpose of this research is to explore job-related racialized emotional experiences of early-career alternatively certified Black teachers (ECACBTs) who have five or fewer years of teaching experience and the extent to which they experience racial battle fatigue.
- Research Questions:

1. What are the job-related racialized emotional experiences of early-career alternatively certified Black teachers (ECACBTs)?

2. To what extent do ECACBTs experience racial battle fatigue?

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- Purpose: Explore emotional job demands and barriers among early career alternatively certified Black teachers (ECACBTs)
- Research Questions:

1. How do ECACBTs perceive the emotional demands associated with their jobs?

2. In what ways do ECACBTs experience barriers while navigating the emotional demands associated with their jobs?

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I took EDF 83000 Dissertation Proposal Seminar with Marshall (June - July 2022)

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I took EDF 83000 Dissertation Proposal Seminar with Marshall (June - July 2022)

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I began working on the first draft of my dissertation proposal.

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I shifted my research interests and dissertation proposal topic slightly (Thurs 07/21/2022)

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I shifted my research interests and dissertation proposal topic slightly (Thurs 07/21/2022)

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I emailed Marshall and my dissertation chair.

"The big "problem" is still the retention of early career alternatively certified Black teachers (ECACBTS). Instead of exploring ECACBTs' emotional job demands, barriers, and supports, I'd like to explore their experiences with racial battle fatigue (RBF) and the supports they perceive are most helpful with disrupting work-related RBF."

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I worked on my updated prospectus (October - November 2022)

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I worked on my updated prospectus (October - November 2022)

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- Purpose: Examine the experiences that early career Black teachers’ (ECBTs’) have with racial battle fatigue (RBF), as well as the strategies and supports that help ECBTs disrupt the impact of RBF.
- Research Questions:
1. What types of experiences do ECBTs have with RBF?

2. What is the impact of ECBTs’ experiences with RBF?

3. What support(s) do ECBTs find most helpful with disrupting the impact(s) of RBF?

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I worked on my updated dissertation proposal (Dec 2022 - June 2023)

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I worked on my updated dissertation proposal (Dec 2022 - June 2023)

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- Purpose: Most of the current research on RBF has been conducted at the higher education level (Arnold et al., 2016; Franklin et al., 2014; Okello et al., 2020; Quaye et al., 2019; Rollock, 2021; Smith et al., 2007; Smith et al., 2011; Smith et al., 2016; and Yosso et al., 2009). A small percentage of the existing research on RBF focuses on the 3K-12 setting, particularly on Black, Indigenous, and people of color (BIPOC) 3K-12 teachers (Pizarro & Kohli, 2020). This proposed study aspires to help address the existing gap within the current body of research.
- Research Questions:

1. What types of experiences with racial battle fatigue (RBF) do early career Black teachers (ECBTs) report having?

2. What psychological and behavioral stress responses do ECBTs perceive most accurately convey how RBF manifests for them?

3. What supports do ECBTs find most and least helpful in disrupting the impacts of RBF?

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1. It's okay if your research topic of interest changes!
2. If you have a final project to complete for a class, try to tailor it to your current research topic of interest. You will have time to read and write about your current topic.
3. There will be ups and downs and highs and lows. DO NOT give up, even if things are not turning out as planned or expected, especially in terms of changing your research topic of interest throughout the program. 💪🏾

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ofashusi19f@students.huntersoe.org