Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Leadership (15)
- Bilingual, Multilingual, and Multicultural Education (7)
- Educational Assessment, Evaluation, and Research (7)
- Educational Administration and Supervision (5)
- Higher Education (5)
-
- Teacher Education and Professional Development (5)
- Curriculum and Instruction (4)
- Elementary Education (4)
- Secondary Education (4)
- Academic Advising (3)
- Disability and Equity in Education (3)
- Gifted Education (3)
- Higher Education Administration (3)
- Student Counseling and Personnel Services (3)
- Curriculum and Social Inquiry (2)
- Elementary and Middle and Secondary Education Administration (2)
- Physical Sciences and Mathematics (2)
- Accessibility (1)
- Adult and Continuing Education (1)
- Adult and Continuing Education Administration (1)
- Adult and Continuing Education and Teaching (1)
- Art Education (1)
- Arts and Humanities (1)
- Community College Education Administration (1)
- Early Childhood Education (1)
- Education Economics (1)
- Education Law (1)
- Educational Methods (1)
- Educational Psychology (1)
- Publication Year
- Publication
- Publication Type
Articles 1 - 28 of 28
Full-Text Articles in Education
Empowering Support Staff: Enhancing Hcps Through Performance Evaluation And Strategic Feedback, Sarah K. Gagnon, Cecily Gardner, Blake Roberts, Erin Schwartz, Candace Wilkerson
Empowering Support Staff: Enhancing Hcps Through Performance Evaluation And Strategic Feedback, Sarah K. Gagnon, Cecily Gardner, Blake Roberts, Erin Schwartz, Candace Wilkerson
Doctor of Education Capstones
Hanover County Public Schools (HCPS) submitted a Request for Assistance (RFA) to doctoral students at Virginia Commonwealth University (VCU) to improve their support staff evaluation system. The doctoral team focused on developing an updated evaluation tool that effectively measures support staff job performance. To do so, the team conducted a descriptive study and developed a framework, Core Evaluation Components (CEC), to support the use of research-informed components in a quality K12 staff evaluation. The methods used in this study were a survey and a qualitative document analysis. The survey was used to understand the opinions, perspectives, and input from both …
A Path Toward Healing: Parent And Caregiver Perspectives On The Work Of Restorative Practices Richmond At Martin Luther King, Jr. Middle School, Jean Samuel, Silvanus Thrower, Jill Flynn, Brandi Daniels
A Path Toward Healing: Parent And Caregiver Perspectives On The Work Of Restorative Practices Richmond At Martin Luther King, Jr. Middle School, Jean Samuel, Silvanus Thrower, Jill Flynn, Brandi Daniels
Doctor of Education Capstones
To address how key stakeholders experience restorative practices (RP), Restorative Practices Richmond (RPR) submitted a request for assistance (RFA) to Virginia Commonwealth University. This single case study responds to the RFA by examining how parents, caregivers, and community partners perceive school discipline and restorative practices and how this understanding supports RPR’s work to support restorative practices at Martin Luther King Middle School (MLK MS). Through a social justice lens, this capstone explores the challenges and needs of parents, caregivers, and community partners engaging with restorative practices. The findings that emerged included the following: parents and caregivers lack sufficient knowledge about …
Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer
Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer
Journal of Social Theory in Art Education
Teach Toledo is a program that the authors co-coordinate using community assets to create a third space to confront systemic racism’s impact on teacher education programs and facilitate hybridity (Bhaba, 1994). Diverse student cohort members use their lived experience as the base for their individual and shared urban educational philosophies, coordinated in a first-year horizontally and vertically integrated curriculum including written compositions and a PhotoVoice project. “Creating commons” refers not only to provision of a third space as a common space where private experiences can be combined to create a hybrid, new understanding, but also to the creative act of …
The Landscape Of Advanced Coursework Participation: Understanding Disparities And Intersectionality, Chin-Chih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly Fludd-Flanagan
The Landscape Of Advanced Coursework Participation: Understanding Disparities And Intersectionality, Chin-Chih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly Fludd-Flanagan
MERC Publications
This population-based study explored students' participation in advanced coursework in elementary schools (gifted/talented programs), middle schools (Algebra I+), and high schools (Advanced Placement) to address enrollment equity. The study identified demographic disparities and the intersectionality of multiple identities to achieve two research aims: 1) to explore how advanced course-taking varies by student demographics, and 2) to understand how disparities in advanced course-taking vary by student demographics and intersectional identities. The findings indicate that disparities in advanced course-taking are related to students’ race, ethnicity, disability status, English learner (EL) status, socioeconomic status, as well as the intersection of these variables. The …
Exploring The Role Of Institutional Culture In Student Affairs Assessment Practitioners’ Experiences Implementing Equity-Centered Assessment, Jaime L. Williams
Exploring The Role Of Institutional Culture In Student Affairs Assessment Practitioners’ Experiences Implementing Equity-Centered Assessment, Jaime L. Williams
Theses and Dissertations
Student affairs assessment is a field in higher education that emphasizes the measurement of effectiveness and student learning in student serving programs that take place outside of the classroom. Outcomes-based assessment is the basis of most assessment practices in student affairs, and focuses on the continuous improvement of out-of-classroom programs, services, and student learning. Many assessment practices stem from traditional research methods, which have been developed by people who hold mostly majority identities. These methods were not created with the rapidly changing demographics of today’s college-going students in mind. To help address the increasing diversity of college students and the …
Strategies For Addressing Chronic Absenteeism In The Post-Pandemic Era, David Naff, Fatemah A. Khawaji, Morgan Meadowes, Kim Dupre, Zehra Sahin Ilkorkor, Jill Flynn, Jean Samuel, Christina Tillery, Meg Sheriff
Strategies For Addressing Chronic Absenteeism In The Post-Pandemic Era, David Naff, Fatemah A. Khawaji, Morgan Meadowes, Kim Dupre, Zehra Sahin Ilkorkor, Jill Flynn, Jean Samuel, Christina Tillery, Meg Sheriff
MERC Publications
Although chronic absenteeism has been an enduring concern in PK-12 schools, it has doubled since the onset of the COVID-19 pandemic. To explore strategies for addressing this issue, this MERC research and policy brief answers five questions: 1) What are trends in chronic absenteeism pre and post-pandemic?, 2) What factors contribute to chronic absenteeism and which student groups are particularly vulnerable? 3) What are the connections between chronic absenteeism and other student outcomes? 4) What strategies are effective in reducing chronic absenteeism?, and 5) What are policies at the state and school board level intended to help address chronic absenteeism? …
Who Takes Dual Enrollment Classes? A Research Brief, David Naff
Who Takes Dual Enrollment Classes? A Research Brief, David Naff
MERC Publications
This research brief from the Metropolitan Educational Research Consortium (MERC) explores three questions: 1) What are Dual Enrollment classes? 2) Who takes Dual Enrollment classes? and 3) What strategies promote greater access to Dual Enrollment? An accompanying podcast episode is linked in the research brief.
Equity And Access: Empowering Change Agents, Kateri Thunder, Nely Ara-Is, Ashley Carter, Francisca Fowler, April Hawkins, Holly Tate
Equity And Access: Empowering Change Agents, Kateri Thunder, Nely Ara-Is, Ashley Carter, Francisca Fowler, April Hawkins, Holly Tate
Journal of Mathematics and Science: Collaborative Explorations
All learners must have access and opportunity to engage meaningfully in the highest levels of mathematics. Mathematics specialists are uniquely situated to contribute to the creation of access and equity for all learners by addressing three target areas with their mathematics teachers and administrators. In order to catalyze change, mathematics specialists need to be prepared to target three obstacles to access and equity: beliefs and expectations, curriculum and instruction, and intervention. This preparation can take place through leadership courses intentionally created to explore the role of change agent and provide practice in negotiating the role.
Ripple Effects: How Teacher Action Research On Culturally Relevant Education Can Promote Systemic Change, Hillary Parkhouse, Julie Gorlewski, Jesse Senechal, Chu Yi Lu Qiu
Ripple Effects: How Teacher Action Research On Culturally Relevant Education Can Promote Systemic Change, Hillary Parkhouse, Julie Gorlewski, Jesse Senechal, Chu Yi Lu Qiu
Teaching and Learning Publications
Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive …
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Journal of Mathematics and Science: Collaborative Explorations
This paper highlights how coursework within a synchronous online mathematics specialist program enhanced candidates’ leadership knowledge and provided structures that addressed issues of equity and access. A focus on one online assignment grounded in Lesson Study played a pivotal role in developing equity-centered leadership and instructional practices. Program instructors and recent alumni illuminate how designing, implementing, and reflecting on the Lesson Study experience served as a cornerstone for advancing their mathematics instruction in the following ways: (a) as instructors designing an online leadership course, (b) as learners within an online environment, and (c) as educators within their K–8 school settings. …
Analyzing Advanced Placement (Ap): Making The Nation's Most Prominent College Preparatory Program More Equitable, David Naff, Mitchell Parry, Tomika Ferguson, Virginia Palencia, Jenna Lenhardt, Elisa Tedona, Antionette Stroter, Theodore Stripling, Zoey Lu, Elizabeth Baber
Analyzing Advanced Placement (Ap): Making The Nation's Most Prominent College Preparatory Program More Equitable, David Naff, Mitchell Parry, Tomika Ferguson, Virginia Palencia, Jenna Lenhardt, Elisa Tedona, Antionette Stroter, Theodore Stripling, Zoey Lu, Elizabeth Baber
MERC Publications
This report from the Metropolitan Educational Research Consortium (MERC) explores research related to Advanced Placement (AP) courses through an equity lens. It answers five questions: 1) What are AP classes? 2) Who enrolls and succeeds in AP classes? 3) Why do disparities in AP matter? 4) What factors contribute to disparities in AP participation and performance? 5) What policies and practices help to address disparities in AP access, enrollment, and performance? The report comes from the MERC Equitable Access and Support for Advanced Coursework study.
Policy And Practice Brief 5: English Learners And High School Graduation: Beyond The Four Year Pathway, Virginia Massaro, Merc English Learner Research & Evaluation Team, Virginia Commonwealth University
Policy And Practice Brief 5: English Learners And High School Graduation: Beyond The Four Year Pathway, Virginia Massaro, Merc English Learner Research & Evaluation Team, Virginia Commonwealth University
MERC Publications
An ever-present concern among high schools is student graduation. The pressure is on to graduate students within the typical four-year time frame it takes to complete requirements. While most students graduate in four years, they are not required to do so. This policy and practice brief provides research and resources related to this topic.
Policy And Practice Brief 4: The Obligation Of Schools To Provide Information To Multilingual Families In A Language They Can Understand, Carolyn N. Waters
Policy And Practice Brief 4: The Obligation Of Schools To Provide Information To Multilingual Families In A Language They Can Understand, Carolyn N. Waters
MERC Publications
Research shows that strong relationships between families and schools are key to student success. By providing information and communication in languages and formats that multilingual parents and guardians can access and understand, schools can strengthen relationships with these families. This policy and practice brief provides research and resources on this topic.
Policy And Practice Brief 3: Dual Language Programs Are Growing Across Virginia, Virginia Massaro
Policy And Practice Brief 3: Dual Language Programs Are Growing Across Virginia, Virginia Massaro
MERC Publications
The number of dual language (DL) programs has increased in response to a growing number of English learners (ELs) in the Commonwealth of Virginia. The Virginia Dual Language Educators Network (VADLEN) is committed to supporting the growth of DL programs in the state. This policy and practice brief provides research and resources on this topic.
Policy And Practice Brief 2: English Learners Are A Priority During Covid-19, Melissa J. Cuba
Policy And Practice Brief 2: English Learners Are A Priority During Covid-19, Melissa J. Cuba
MERC Publications
English learners (ELs) are disproportionately impacted by the health and economic repercussions of the COVID-19 pandemic. These students often traverse virtual learning with fewer resources, limited access, additional responsibilities, and increased needs. In addition to this, they represent a significant percentage of the student population in school divisions across the Commonwealth. This policy and practice brief provides additional research and resources on this topic.
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
MERC Publications
This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …
Dual Language Programming: A Model To Enhance School Climate And Academic Achievement In Diverse Schools, Melissa J. Cuba, Kate Daly Rolander
Dual Language Programming: A Model To Enhance School Climate And Academic Achievement In Diverse Schools, Melissa J. Cuba, Kate Daly Rolander
MERC Publications
This policy brief summarizes research and data on English learners (ELs) in Virginia and current dual language (DL) education policies and practices. It includes discussions of (1) the growth of ELs in Virginia and across the Richmond area; (2) both federal and state education policies on language use and DL programming; (3) critical factors related to outcomes and the instruction of ELs and native English speakers in an integrated setting; (4) case studies of school divisions in Virginia that have spearheaded DL programs in their region; and (5) responses to frequently asked questions around the implementation and new 2018 Virginia …
Unpacking "Giftedness": Research And Strategies For Promoting Racial And Socioeconomic Equity, David B. Naff, Genevieve Siegel-Hawley, Amy Jefferson, Michael Schad, Morgan Saxby, Kathryn Haines, Zoey Lu
Unpacking "Giftedness": Research And Strategies For Promoting Racial And Socioeconomic Equity, David B. Naff, Genevieve Siegel-Hawley, Amy Jefferson, Michael Schad, Morgan Saxby, Kathryn Haines, Zoey Lu
MERC Publications
Giftedness as a construct continues to be contested in academia, in the classroom and around kitchen tables. It means different things to different communities and, as a result, acquiring the "gifted" label looks different around the country. Once labeled, student giftedness produces different responses depending on state and district guidelines. A constant among the patchwork of defining, identifying and responding to student giftedness, though, is a serious racial and economic disparity in who is considered gifted and who is not. This report provides key takeaways from research literature on gifted and talented (GT) programs. It is organized according to five …
Policy And Practice Brief 1: Virginia Is Not An English-Only Instruction State, Melissa J. Cuba
Policy And Practice Brief 1: Virginia Is Not An English-Only Instruction State, Melissa J. Cuba
MERC Publications
Virginia is not an English-only state for PreK-12 instruction. Although English is the official language of Virginia (as stated in the Code of Virginia), no state or federal policies require English as the only language for PreK-12 public education. Having English designated as the official language of Virginia does not prohibit the use of other languages in instruction. This policy brief provides further details and resources related to this topic.
Investigating Equity Practices And Teaching For Global Readiness In A K-12 School District, Jamie M. Schlais Dr.
Investigating Equity Practices And Teaching For Global Readiness In A K-12 School District, Jamie M. Schlais Dr.
Theses and Dissertations
This study investigated K-12 educators’ (N=154) teaching for global readiness practices; perceptions of individual global competencies; and supports needed to provide all students an equitable education. A fully mixed, concurrent triangulation, equal status design, combined Vessa’s (2016) Teaching for Global Readiness Scale (TfGRS) and McCain et al.’s (2014) Globally Competent Learning Continuum (GCLC) to examine educators’ perceptions of teaching for global readiness. Perceptions of district equity initiatives were obtained through teacher interviews and central office administrator questionnaires. Survey results for the second semester of the 2018 school year reported teachers engaged in critical literacy and transactional practices from “never” to …
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
MERC Publications
This report comes from the MERC Achieving Racial Equity in School Disciplinary Policies and Practices study. Launched in the spring of 2015, the purpose of this mixed- method study was to understand the factors related to disproportionate school discipline outcomes in MERC division schools. The study had two phases. Phase one (quantitative) used primary and secondary data to explore racial disparities in school discipline in the MERC region as well as discipline programs schools use to address them. Phase two (qualitative) explored the implementation of discipline programs in three MERC region schools, as well as educator and student perceptions …
Why Do Racial Disparities In School Discipline Exist? The Role Of Policies, Processes, People, And Places, Adai Tefera, Genevieve Siegel-Hawley, Rachel Levy
Why Do Racial Disparities In School Discipline Exist? The Role Of Policies, Processes, People, And Places, Adai Tefera, Genevieve Siegel-Hawley, Rachel Levy
MERC Publications
This brief is part of larger regional study of racial equity in discipline policies and practices conducted by Virginia Commonwealth University’s Metropolitan Educational Research Consortium (MERC). The goal of the broader project is to: (1) analyze racial disproportionality in discipline across the Richmond area, (2) explore various interventions designed to ameliorate disproportionality, and (3) provide recommendations that inform policymaking and practice in the Richmond region. This is the first of two research briefs on racially inequitable school discipline. The subsequent brief will examine the history and theory of action behind different discipline models or interventions, as well as evidence of …
The Relationship Between Teachers’ Levels Of Cultural Competence And The Nomination/Referral Process For Gifted Identification Of Culturally And Linguistically Diverse Students, Patrice C. Wilson
Theses and Dissertations
This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by …
An Explanatory Mixed-Methods Approach To Tracing “Career Pathways” Policy In Virginia: How School Counselors And Student Demographics Influence Implementation Fidelity, Michael Ormsmith
Theses and Dissertations
This explanatory mixed-methods policy analysis describes how school counselors' thoughts and attitudes contribute to the implementation fidelity of the Academic and Career Plan (ACP) policy in a suburban Virginia school division. A quantitative survey investigated counselor thoughts about the policy, implementation behaviors, and counselor ideas about equity issues related to providing college and career planning services to at risk students. Counselor interviews were conducted to provide deeper insight about the street level implementation practices and beliefs of counselors. Findings reveal that counselors place substantial value in the ACP policy and think the process is useful for connecting student interests and …
An Analysis Of Mathematics Achievement Disparities Between Black And White Students And Socioeconomically Disadvantaged And Advantaged Students Across Content Strands By Elementary And Middle School Level In A Diverse Virginia School District, Benjamin Lewis
Theses and Dissertations
Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has been a phenomenon that, in spite of improvements, has nevertheless remained persistent for decades. This study sought to identify and derive additional information about the mathematics achievement gap between Black students and White students, and socioeconomically disadvantaged and advantaged students, by elementary and middle school level in a Virginia school district over three consecutive school years. …
Mind The Gaps: Exploring The Use Of Technology To Facilitate Parental Involvement, Particularly For Historically Underserved Populations, Jonathan D. Becker
Mind The Gaps: Exploring The Use Of Technology To Facilitate Parental Involvement, Particularly For Historically Underserved Populations, Jonathan D. Becker
Educational Leadership Publications
Decades of research establishes positive associations between parental involvement and a number of important student outcomes, including student achievement. Furthermore, a number of technological innovations make facilitating parental involvement more possible than ever. Those possibilities, however, require varying levels of technological sophistication and infrastructure developments in the homes and communities. That a well-documented digital divide exists between low-income and more-affluent communities means that students and families who live in low-income communities--generally, people of color--can be denied access to opportunities for meaningful involvement in and engagement with the schools. To avoid creating an opportunity gap, school leaders must therefore understand and …
Digital Equity In Education: A Multilevel Examination Of Differences In And Relationships Between Computer Access, Computer Use And State-Level Technology Policies, Jonathan D. Becker
Digital Equity In Education: A Multilevel Examination Of Differences In And Relationships Between Computer Access, Computer Use And State-Level Technology Policies, Jonathan D. Becker
Educational Leadership Publications
Using data from the National Assessment of Educational Progress (NAEP) state assessment and a survey of state-level technology policies, this study examined digital equity in education as a multilevel organizational phenomenon with data from 70,382 students in 3,479 schools and 40 states. Students in rural schools or schools with higher percentages of African American students were likely to have less access to computers. With respect to computer use, girls and students eligible for free or reduced-price lunch were more likely to use computers more frequently when computers are available in the classroom. With respect to relationships between computer access and …
Thinking Outside The (Bricks-And-Mortar) Box(Es): Using Cyberspace Technology To Reconceptualize Schooling And Community In The Face Of Resegregation, Jonathan D. Becker
Thinking Outside The (Bricks-And-Mortar) Box(Es): Using Cyberspace Technology To Reconceptualize Schooling And Community In The Face Of Resegregation, Jonathan D. Becker
Educational Leadership Publications
As the 50th anniversary of the landmark "Brown v. Board of Education" decision arrives, a notably gesellschaftliche (individualist, freedom-oriented, rationalist) paradigm in the education policy agenda prevails. That is to say, in the wake of a series of Supreme Court decisions and the proliferation of publicly funded, ethnocentric charter schools in the past few decades, this country has moved away from "Brown's" celebrated ideals and closer to the old idea of "separate but equal." Furthermore, the disconnect is occurring along racial and cultural lines. Thus, if we are to achieve the benefits of diversity in schooling and create a more …