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Full-Text Articles in Education
Full Issue: Spring 2016, Edwin Mayorga
Full Issue: Spring 2016, Edwin Mayorga
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
No abstract provided.
Back Matter, Edwin Mayorga
Back Matter, Edwin Mayorga
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
No abstract provided.
Acknowledgments, Edwin Mayorga
Acknowledgments, Edwin Mayorga
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
No abstract provided.
Ten Years: Policy In 3-D, Sabrina Stevens , '07
Ten Years: Policy In 3-D, Sabrina Stevens , '07
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
Ten years ago, I enrolled in Swarthmore’s Education Policy seminar, then taught by Eva Travers. I was a year away from completing a Special Major in Educational Studies and Psychology, and deeply invested in looking at how school contexts worked—and didn’t work—for students, especially low-income students of color.
Not What, But Who: Controlled Choice In Gifted Education Programs In The United States, Robert T. Zipp ,' 18
Not What, But Who: Controlled Choice In Gifted Education Programs In The United States, Robert T. Zipp ,' 18
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
Gifted education’s most pressing problem, according to its critics, is a lack of racial, cultural, and socioeconomic diversity. This lack of diversity can be attributed to the fractured nature of gifted education’s historical development, and the also fractured development of its very independent and numerous stakeholders. By the 20th century, these factors caused an overreaching regulatory structure to be practically infeasible. This policy proposal attempts to push back against historical precedent and begin a process of implementing overarching guidelines for gifted education programs in the United States based on a Controlled Choice model of admissions for gifted and talented pro-grams …
More Than Numbers: Recruitment And Retention Of Teachers Of Color In U.S. Public Schools, Esteban Cabrera-Duran , '18
More Than Numbers: Recruitment And Retention Of Teachers Of Color In U.S. Public Schools, Esteban Cabrera-Duran , '18
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
Recent scholarship has demonstrated the improved educational outcome of students of color when their teachers are of a similar background (Villegas & Irvine, 2010). In addition to this work, there is research that shows that teachers of color leave the profession due to the lack of agency and voice in decision making and racially hostile climate for teachers of color (Achinstein & Ogawa, 2011; Kohli, 2016). This article presents a case for recruiting teachers of color and the development and support for programs that would lower teacher turnover rates. In addition, I present possible and endorse existing programs to recruit …
Helping Students Read To Achieve: The Past, Present, And Future Of Educational Policies On Dyslexia, Elias Blinkoff , '17
Helping Students Read To Achieve: The Past, Present, And Future Of Educational Policies On Dyslexia, Elias Blinkoff , '17
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
Developmental dyslexia is among the most common neurobehavioral disorders in children, affecting approximately 8.5 million students across the United States (Bipartisan Congressional Dyslexia Caucus, 2015). Despite its prevalence as a language disorder characterized by impaired reading ability, researchers have struggled to define dyslexia, contributing to variability across state-level educational policies on dyslexia and preventing students with the disorder from being identified, and ultimately receiving appropriate intervention services. Although federal policies have indicated greater recognition of dyslexia over time, continued use of the term “specialized learning disability (SLD)” in those policies as an umbrella term for students with dyslexia and other …
Implementing Ethnic Studies In California Public Schools, Tania Uruchima , '16
Implementing Ethnic Studies In California Public Schools, Tania Uruchima , '16
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
This paper explores the fight for ethnic studies in California public schools from two angles: the legislative push for the state to take action, and grassroots organizing by community organizers, students, teachers, parents, and others. Considering the success of grassroots organizing in implementing ethnic studies programming on a district-by-district basis, in contrast with the stalling of legislative action, I propose a policy move that mobilizes the state to actively support local organizing within individual districts. California educational law mandates the deliberate engagement of targeted stakeholders in local school decision-making. Therefore, the state should fund and facilitate the regular convening of …
Editor's Introduction, Edwin Mayorga
Editor's Introduction, Edwin Mayorga
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
No abstract provided.
About #Critedpol, Edwin Mayorga
About #Critedpol, Edwin Mayorga
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
No abstract provided.
Contents, Edwin Mayorga
Contents, Edwin Mayorga
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
No abstract provided.