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Full-Text Articles in Education
Working Toward “Achievement”: Key Considerations For Providing Access To Equitable Opportunities To Students With Disability Labels, Kyle William Resch
Working Toward “Achievement”: Key Considerations For Providing Access To Equitable Opportunities To Students With Disability Labels, Kyle William Resch
Theses and Dissertations
School personnel are accountable for the academic “achievement” of students with and without disability labels (Every Student Succeeds Act [ESSA], 2015). In Wisconsin, “achievement” is measured via performance on standardized academic assessments (Wisconsin Department of Public Instruction [DPI], 2019). The use of these assessments privileges White middle-class students without disability labels (Ladson-Billings, 2006). Outcomes have been used to shame schools’ so-called poor performance while ignoring other indicators of success such as instilling real-world problem-solving skills, building positive learning communities, using a critical lens, and engaging in social activism (Connor et al., 2019).Many students with disability labels now receive instruction in …
A Pulse On Language Equity In First-Grade Urban Classrooms, Deborah N. Kuether
A Pulse On Language Equity In First-Grade Urban Classrooms, Deborah N. Kuether
Theses and Dissertations
Students of color are the majority in many U.S. urban public schools, yet U.S. education policy and practice continue to be centered largely on White, middle-class, monocultural, and monolingual norms of educational achievement (Alim & Paris, 2017). The purpose of this phenomenological study was to learn more about the teacher decision-making process and the extent to which first-grade mainstream teachers include culturally and linguistically sustaining practices during literacy instruction. Evidence using the foundations of the critically conscious teacher framework (Joseph & Evans, 2018) and of the role of language and culture as a medium in teaching and learning (de Jong …
Difference Makers: A Multi-Case Study Of The Conditions Under Which Superintendents Build Equitable Learning Environments To Support Black Students, Nicole Linsey Jones
Difference Makers: A Multi-Case Study Of The Conditions Under Which Superintendents Build Equitable Learning Environments To Support Black Students, Nicole Linsey Jones
Theses and Dissertations
The purpose of this study was to analyze the stories shared by superintendents in a Midwestern state about how they approached the work of developing more equitable learning environments for Black students. The study examined the dispositions of the superintendents, the actions taken by the superintendents in each school district, and the influence of the district environment on the superintendents’ ability to carry out their work. A qualitative, multiple case study approach was used to conduct interviews and gather public documents and data from eight superintendents working in academically high performing, suburban school districts. The findings revealed that the eight …