Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Walden University (39)
- Kansas State University Libraries (7)
- Rochester Institute of Technology (5)
- Eastern Illinois University (4)
- Grand Valley State University (4)
-
- Edith Cowan University (3)
- Murray State University (3)
- Abilene Christian University (2)
- City University of New York (CUNY) (2)
- Concordia University St. Paul (2)
- East Tennessee State University (2)
- Georgia Southern University (2)
- Illinois Math and Science Academy (2)
- James Madison University (2)
- University of Nebraska - Lincoln (2)
- University of Nevada, Las Vegas (2)
- University of North Florida (2)
- University of South Florida (2)
- Antioch University (1)
- Bank Street College of Education (1)
- Bellarmine University (1)
- Florida International University (1)
- Georgia College (1)
- Lesley University (1)
- Louisiana State University (1)
- Minnesota State University Moorhead (1)
- Sacred Heart University (1)
- Seton Hall University (1)
- The Catholic University of America, Columbus School of Law (1)
- The University of Maine (1)
- Keyword
-
- Early childhood (8)
- Early Childhood Education (6)
- Education (6)
- Preschool (6)
- Early childhood education (5)
-
- Kindergarten (5)
- Cognitive Load Theory (4)
- Executive Function (4)
- Inclusion (4)
- Integration (4)
- Leadership (4)
- Montessori (4)
- Screen Time (4)
- Teacher education (4)
- Working Memory (4)
- Diversity (3)
- Early Childhood (3)
- Inclusive (3)
- Literacy (3)
- Pedagogy (3)
- Professional development (3)
- Relationships (3)
- AAC (2)
- Autoethnography (2)
- Childhood (2)
- Classroom libraries (2)
- Coaching (2)
- Early Childhood STEM (2)
- Elementary STEM (2)
- Equity (2)
- Publication
-
- Walden Dissertations and Doctoral Studies (39)
- Journal of Science Education for Students with Disabilities (5)
- The Advocate (5)
- Electronic Theses and Dissertations (4)
- The Councilor: A National Journal of the Social Studies (4)
-
- Australian Journal of Teacher Education (3)
- Dissertations (3)
- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (3)
- Michigan Reading Journal (3)
- Graduate Teacher Education (2)
- National Youth Advocacy and Resilience Conference (2)
- Publications & Research (2)
- Publications and Research (2)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (2)
- USF Tampa Graduate Theses and Dissertations (2)
- Adult Education Research Conference (1)
- Antioch University Full-Text Dissertations & Theses (1)
- Bank Street Education Center (1)
- Buffet Early Childhood Institute Reports and Publications (1)
- Catholic University Journal of Law and Technology (1)
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (1)
- Culminating Experience Projects (1)
- Dissertations, Theses, and Projects (1)
- Doctor of Education in Educational Leadership (Ed.D.) (1)
- Doctoral Dissertations (1)
- Educational Specialist, 2020-current (1)
- Essays in Education (1)
- Expressive Therapies Dissertations (1)
- Graduate Research Showcase (1)
- Graduate Theses, Dissertations, and Capstones (1)
- Publication Type
- File Type
Articles 31 - 60 of 109
Full-Text Articles in Education
How Can A Play-Based Curriculum Foster Social And Emotional Self-Regulation Skills In Early Childhood Classrooms?, Kalei Stephens
How Can A Play-Based Curriculum Foster Social And Emotional Self-Regulation Skills In Early Childhood Classrooms?, Kalei Stephens
Graduate Teacher Education
Play is an essential aspect in the early childhood years, especially during the years of preschool and kindergarten when children’s social and emotional skills are developing rapidly (Denham et al., 2012; Kangas et al., 2015; Kroll, 2017). Even though play is an essential part, allowing children to partake in pretend play during school hours has decreased tremendously due to the push of academics within the school (Aras, 2015). With the rising importance of play as part of the curriculum, there have been previous studies and research explaining the why and the benefits of play and how play has allowed children …
Pre‑K Teachers’ Professional Identity Development At Community‑Based Organizations During Universal Pre‑K Expansion In New York City, Sanae Akaba, Lacey E. Peters, Eva Liang, Sherryl B. Graves
Pre‑K Teachers’ Professional Identity Development At Community‑Based Organizations During Universal Pre‑K Expansion In New York City, Sanae Akaba, Lacey E. Peters, Eva Liang, Sherryl B. Graves
Publications and Research
This study examines how policy directives and recommendations implemented during a massive universal Pre-Kindergarten expansion in New York City has impacted teachers’ professional identity. We adapted the critical ecologies of the early childhood profession by Dalli et al. (Early childhood grows up: Towards a critical ecology of the profession. In Early childhood grows up, Springer, Dordrecht, pp. 3–19, 2012) and utilized data from in-depth interviews with teachers at community-based organizations in Pre-K programs. Our thematic analysis of transcripts revealed three themes in relation to teachers’ professional identity: becoming a teacher who can play multiple roles to meet administration’s expectations is …
7 Hands-On Strategies For Struggling Readers, Elise Murray, Stacey Murray
7 Hands-On Strategies For Struggling Readers, Elise Murray, Stacey Murray
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Struggling readers are found in almost every classroom across the world. With differing learning styles and abilities, teachers are encouraged now, more than ever, to be innovative when teaching foundational reading strategies. Within this article, readers are provided with a literature review of research and educational literature that discusses how multisensory, hands-on activities promote engagement and active learning for all students. The recommended seven hands-on learning strategies that can promote learning and support for struggling readers during literacy instruction include Build the Words, Feel the Words, Whole Body Letters, Five Finger Retell, Sight Word BINGO, …
De Bono's Six Hats Thinking Strategy For All Content Areas, Jamie Mahoney, Lynn Patterson, Carol Hall
De Bono's Six Hats Thinking Strategy For All Content Areas, Jamie Mahoney, Lynn Patterson, Carol Hall
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Problem-solving and collaboration require people to compromise, negotiate, and brainstorm to understand, create, manage, judge, and be intuitive and remain positive and calm while working as a team to address problems. Teachers can teach students to collaborate and problem-solve in any content area using de Bono's Six Thinking Hats Strategy. Using de Bono's strategy, university students in this study explored learning hats and ways to apply learning hat properties to collaborate and problem solve in group activities. Researchers employed a mixed-method study enlisting both general education and special education pre-service undergraduate and in-service graduate teachers to discover personal thinking hat …
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …
Teacher Perceptions Of Self-Efficacy Before And After Engaging In Hevruta Or Psychodrama-Based Online Workshops, Merav Berger
Teacher Perceptions Of Self-Efficacy Before And After Engaging In Hevruta Or Psychodrama-Based Online Workshops, Merav Berger
Expressive Therapies Dissertations
Teacher self-efficacy is a construct that continues to be extensively researched. With the onset of the Coronavirus pandemic, the learning environment has shifted dramatically and has had an impact on Jewish educators’ sense of efficacy. This study examined the pre- and post-test scores for self-efficacy of Jewish educators who engaged in either an online psychodrama-based professional development workshop, a hevruta-based workshop, or an integrated session using both psychodrama and hevruta study. The participants were 28 Jewish educators from around the United States who were split into one of six groups. Two psychodrama-based groups and two integrated groups met online for …
The Role Of Family Members Or Caregivers And Their Involvement In A Loved One’S Usage Of Augmentative And Alternative Communication In The Preschool Setting From The Perspective Of An Slp, Megan Hintz
Dissertations, Theses, and Projects
Augmentative and alternative communication (AAC) can be used by an individual to supplement or support communication modalities when there is difficulty with verbal communication. ASHA, n.d.a delves further into the true meaning of AAC and defines the terminology of augmentative as adding to a person’s spoken language and alternative as other methods used to produce verbal communication. The purpose of this research study was to explore the perceptions of speech-language pathologists (SLPs) concerning the involvement and/or role of caregivers or family members when their loved one is utilizing an AAC device for communication across the preschool setting. Four semi-structured interviews …
Teaching Specials Teachers To Use Behavior Specific Praise In Elementary School, Elizabeth Rich
Teaching Specials Teachers To Use Behavior Specific Praise In Elementary School, Elizabeth Rich
Masters Theses, 2020-current
Behavior-specific praise (BSP) has been shown to be an effective intervention across age groups for improving behavior in the school setting, including increasing on-task behavior, increasing engaged behavior, and reducing disruptive behavior. Following a review of the literature, the researcher selected tactile prompting paired with a visual prompt to increase specials teachers’ use of BSP. Using a multiple probe across participants design with an add-in component, this study investigated the effects of a visual prompt and a tactile prompt paired with a visual prompt to increase BSP use for two elementary school music teachers. Researchers also examined whether increasing BSP …
Trauma Healing With The Neurosequential Model Of Therapy And Bal-A-Vis-X, Becky Johnston
Trauma Healing With The Neurosequential Model Of Therapy And Bal-A-Vis-X, Becky Johnston
Educational Specialist, 2020-current
Stigma related to childhood trauma is shifting with the help of advancements in the understanding of neurobiology and interventions that are proving to be effective for healing. There are immense costs and consequences for survivors of childhood trauma and their loved ones that were not so long ago considered irrelevant and the notion that kids bounce back from adversity was previously popular in the psychological community (Perry & Szalavitz, 2017). The broad strokes of Dr. Bruce Perry’s clinical intervention model, The Neurosequential Model of Therapy (NMT) describes a trauma-sensitive, sequential approach to changing the stress response within mental health counseling. …
An Examination Of Early Childhood Teachers’ Perceptions Of Discussing Race With Children, Sarah Elizabeth Kubly
An Examination Of Early Childhood Teachers’ Perceptions Of Discussing Race With Children, Sarah Elizabeth Kubly
Theses and Dissertations
This qualitative study examines early childhood teachers’ perceptions and practices with regard to talking to young children about race. Through an online survey and an individual interview with two early childhood teachers, I uncovered three findings: a) teachers’ understandings of their students’ racial awareness, b) teachers’ current classroom practices regarding race, culture, ethnicity, and c) challenges teachers faced in talking about race with their students along with possible sources of support. Based on these findings, I concluded that teachers made the decision not to directly confront the issue of race with their students due to feelings of fear and discomfort. …
Transformative White Identity As A Teacher Educator: A Poetic Narrative Autoethnography, Scott E. Jenkinson
Transformative White Identity As A Teacher Educator: A Poetic Narrative Autoethnography, Scott E. Jenkinson
Doctoral Dissertations
Whiteness, white privilege, and white supremacy are oppressive power structures that invisibly condition educational relationships among all students, teachers, and teacher educators. To undermine this destructive pattern, white teacher educators must actively commit to an ongoing and life-long process of white identity (re)formation that informs antiracist pedagogical praxis and models self -reflective practices for their pre-service teachers. The purpose of this poetic narrative evocative autoethnography is to show but one example of how a white teacher educator might begin this emotionally forward transformative experience.
The researcher, a white teacher educator at a southeastern United States public 4-year institution, developed a …
The Nebraska Covid-19 Early Care And Education Provider Survey Iii: “Holding It Together—And Hanging By A Thread” May 2022, Alexandra Daro, Kathleen C. Gallagher, Kristen M. Cunningham
The Nebraska Covid-19 Early Care And Education Provider Survey Iii: “Holding It Together—And Hanging By A Thread” May 2022, Alexandra Daro, Kathleen C. Gallagher, Kristen M. Cunningham
Buffet Early Childhood Institute Reports and Publications
In February 2022, the Buffett Early Childhood Institute conducted the Nebraska COVID-19 Early Care and Education Survey III, in collaboration with state agencies, University of Nebraska faculty, and organization partners. This third survey examined the impact of the COVID-19 pandemic on Nebraska’s child care professionals and its implications for practice and policy. Results from the previous surveys, released in April and August 2020, indicated that early care and education professionals in Nebraska, who were already vulnerable prior to the pandemic, have been negatively impacted from the start of the pandemic. The first survey elevated providers’ immediate needs, including funding relief, …
Increasing The Prevalence Of Risky Play In Preschool And Kindergarten Classrooms In The United States, Kelsey Stark Zuiderveen
Increasing The Prevalence Of Risky Play In Preschool And Kindergarten Classrooms In The United States, Kelsey Stark Zuiderveen
Culminating Experience Projects
Risky play is a thrilling form of play that has the potential for some injury and is a biologically innate need within all children that provides a variety of physical, mental, and emotional benefits to children. Currently however, preschool and kindergarten classrooms in the United States offer little to no opportunities for risky play in early childhood settings. The main factor that influences the amount of risky play happening in early childhood classrooms is teacher attitudes related to risky play; if teachers have a negative attitude about risky play, less risky play is allowed in their classroom setting. This project …
Embracing A Pedagogy Of Care In The Infant And Toddler Classroom, Paige D. Wernick
Embracing A Pedagogy Of Care In The Infant And Toddler Classroom, Paige D. Wernick
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Care is a universal concept which connects us all as humans. Everyone comes into this world needing care and most of us will exit this world in need of care. Care is necessary throughout the span of our lives and should be considered a human right. Everyone is entitled to quality care, no matter their age or social status. The U.S. society has been entrenched in a decades long division between education and care which has historically prioritized education over care. This division has contributed to care being hidden and undervalued within the context of early childhood (EC) as a …
Reliability Evidence For The Nc Teacher Evaluation Process Using A Variety Of Indicators Of Inter-Rater Agreement, T. Scott Holcomb, Richard Lambert, Bryndle L. Bottoms
Reliability Evidence For The Nc Teacher Evaluation Process Using A Variety Of Indicators Of Inter-Rater Agreement, T. Scott Holcomb, Richard Lambert, Bryndle L. Bottoms
Journal of Educational Supervision
In this study, various statistical indexes of agreement were calculated using empirical data from a group of evaluators (n = 45) of early childhood teachers. The group of evaluators rated ten fictitious teacher profiles using the North Carolina Teacher Evaluation Process (NCTEP) rubric. The exact and adjacent agreement percentages were calculated for the group of evaluators. Kappa, weighted Kappa, Gwet’s AC1, Gwet’s AC2, and ICCs were used to interpret the level of agreement between the group of raters and a panel of expert raters. Similar to previous studies, Kappa statistics were low in the presence of high levels of …
From The Editors..., Todd Pagano
From The Editors..., Todd Pagano
Journal of Science Education for Students with Disabilities
No abstract provided.
Teaching And Integrating Women’S Studies Into The Classroom: Perspectives Of Elementary Teachers, Thomas Lucey
Teaching And Integrating Women’S Studies Into The Classroom: Perspectives Of Elementary Teachers, Thomas Lucey
The Councilor: A National Journal of the Social Studies
Women’s studies represent an underappreciated aspect of elementary education. Whether or how classrooms and their resources portray, present, and value women role-models informs both boys and girls about what passes for acceptable communication, treatment, and conduct towards women. Indeed, the extent to which and the basis that a young citizenry is taught to appreciate others informs the nature of the conversations engaged.
This paper describes the results of a research study that interpreted elementary teachers’ perspectives of women’s studies in elementary settings. The online survey was administered as part of the registration for two workshops that prepared teachers in the …
Designing A Tool And Cooperative Learning: A Macos Inspired Activity, Jeffrey Byford, Jennifer Cordero, Alisha Milam, Kate Chambers, Presley Shilling
Designing A Tool And Cooperative Learning: A Macos Inspired Activity, Jeffrey Byford, Jennifer Cordero, Alisha Milam, Kate Chambers, Presley Shilling
The Councilor: A National Journal of the Social Studies
This simulation activity presents how elements of Man: A Course of Study (MACOS) can be implemented into the social studies classroom. Inspired by the Tool-Making Activity found in MACOS, this modified simulation activity prompts students to design an instrument to peel an orange as they discuss life and daily tasks related to the Great Plains settlement.
The Wheels On The Bus Go Round And Round: Rethinking The St. Louis Busing Program, Tango Walker, Ketosha Harris
The Wheels On The Bus Go Round And Round: Rethinking The St. Louis Busing Program, Tango Walker, Ketosha Harris
Dissertations
This autoethnography shares our personal experiences and counter-narratives in the St. Louis busing program. Through our mission we expound on experiences and real-life situations as seen through our lens as a student and a mother in the St. Louis busing program. Critical race theory (CRT) was used as an essential framework allowing us to focus on the following four tenets: counter-stories, permanence of racism, whiteness as property, interest convergence. (Anderson, et al., 2017). Critical race theory (CRT) is the framework in social sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & …
The Mitigation Of In-Group And Outgroup Biases: Understanding The Perceptions Of Educators On The Contact Approach Theory, Brigitte Blazys
The Mitigation Of In-Group And Outgroup Biases: Understanding The Perceptions Of Educators On The Contact Approach Theory, Brigitte Blazys
Dissertations
The contact approach theory was introduced in the 1950s, by Allport, as a method to mitigate biases. Since then, many DEI practitioners in the United States have formed alliances to create a social justice movement to combat racism, prejudice, and biases in our society. Nevertheless, little research has been conducted in the contact approach theory as these biases, initially observed as in-group and outgroup biases, originate in the early years of life. To begin to fill this gap in the literature, the purpose of this study was to better understand and identify to what extent, if any, prekindergarten through third …
Taking Time To B.R.E.A.T.H.E.: Strategies For Strengthening Staff And Student Well-Being, Joelle Hood
Taking Time To B.R.E.A.T.H.E.: Strategies For Strengthening Staff And Student Well-Being, Joelle Hood
National Youth Advocacy and Resilience Conference
When students and staff experience chronic stress, it negatively impacts their motivation, performance, and wellbeing, Participants in this engaging workshop will walk away with simple research-based practices from the fields of Mindfulness and Positive Psychology, that they can utilize with both themselves and students to reduce stress and anxiety, improve attention and performance, and strengthen overall physical and psychological well-being.
Traumatization Of Youth And Adolescents In The Classroom: Preparing Novice Teachers To Address The Academic And Social-Emotional Needs Of Students Affected By Trauma, Annessa J. Steele Dr.
Traumatization Of Youth And Adolescents In The Classroom: Preparing Novice Teachers To Address The Academic And Social-Emotional Needs Of Students Affected By Trauma, Annessa J. Steele Dr.
National Youth Advocacy and Resilience Conference
While educational systems and communities have advanced in accommodating individuals with physical, cognitive and emotional challenges, teacher training is still underdeveloped in support for a growing population of youth that experiences adolescent trauma. In the United States, 26% of children will witness or experience a traumatic event before they turn four, and 60% of adults report experiencing abuse or other difficult family circumstances during childhood (National Center for Mental Health, 2012). As defined by the Substance Abuse and Mental Health Services Administration (SAMHSA, 2012), trauma “results from an event, series of events, or set of circumstances that is experienced by …
Playing With Code: Big Ideas For Early Learners, Lindsey Herlehy, Cassandra Armstrong
Playing With Code: Big Ideas For Early Learners, Lindsey Herlehy, Cassandra Armstrong
Publications & Research
For young children growing in today’s digital world, the acquisition of coding and computer programming skills has become a popular and appropriate focus in education. Beyond engaging in technology and coding applications as consumers – the passive act of sitting in front of a screen and merely pressing buttons without a high level of thought – early childhood students are capable of high-quality programming tasks through play-based learning experiences. As producers, our youngest students may explore the open-ended nature of computer programming and coding through design, art, and innovation. Engaging in coding builds valuable and transferable practices such as problem …
Playing With Math And Science In The Early Childhood Classroom, Cassandra Armstrong, Lindsey Herlehy
Playing With Math And Science In The Early Childhood Classroom, Cassandra Armstrong, Lindsey Herlehy
Publications & Research
Young students are equipped with the curiosity and creativity to be successful scientists and mathematicians. In today’s classrooms, strong foundational skills in STEM promote success for years to come. Through play, young students can subitize, sort, draw, recognize patterns, and explore loose parts. Participants will actively take part in several activities highlighting each of these skills.
Significant Relationships, Suzanne Porath
Significant Relationships, Suzanne Porath
Networks: An Online Journal for Teacher Research
No abstract provided.
In The Middle Of Appalachia: Balancing Teacher Talk With Student Discourse, Ronald V. Morris, Denise Shockley, Sonya Davis
In The Middle Of Appalachia: Balancing Teacher Talk With Student Discourse, Ronald V. Morris, Denise Shockley, Sonya Davis
The Councilor: A National Journal of the Social Studies
Appalachian students co-constructed knowledge with their teacher while examining a non-fiction book about Thanksgiving. Fifth grade students used an informational trade book to promote student discourse while using text-based evidence. Students learned about Native Americans and Pilgrims as they engaged in student discourse balanced with teacher talk. Students used an inquiry arc that involved questioning texts and examining sources, and inquiry helped students to investigate narrative text as a source of data. Students used inquiry to enhance their metacognition about historical events. Students exercised agency as they recounted family history and their heritage as part of their memory. Remembering was …
History Or Heritage? An Analysis Of Ghana’S Primary School History Curriculum, Charles Adabo Oppong
History Or Heritage? An Analysis Of Ghana’S Primary School History Curriculum, Charles Adabo Oppong
The Councilor: A National Journal of the Social Studies
Abstract
At a time that history has gained its place in Ghana’s basic school curriculum, considerable differences of opinion arise, not about the subject’s significance in the school curriculum but concerning the legitimacy of the subject title - that is, whether or not the subject should be referenced ‘History of Ghana’ or ‘Heritage of Ghana’. The different opinions reflect Lowenthal’s (1998) observation that history and heritage are separate disciplines. However, the two subjects are often used interchangeably (Mermion, 2012) and “are habitually confused with each other” (Lowenthal 1998, p. x). While expert academics may be at ease with the distinctions …
Reliability And Validity Of A Survey To Analyze Job-Related Stress And Self-Effifacy In Early Childhood Education Workorce Professional Identity Development, Amanda Tinelle Batts
Reliability And Validity Of A Survey To Analyze Job-Related Stress And Self-Effifacy In Early Childhood Education Workorce Professional Identity Development, Amanda Tinelle Batts
Wayne State University Theses
The field of early childhood education is one of high stress and low compensation. Yet, little is known about how the increased demands for accountability and professionalization within the field impact the workforce. This study examines whether educators in high- and low-quality early learning settings experience differences in professional identity development, work-related stress, and professional dissonance between feelings of authority and vulnerability. Previous research on these issues has been limited to small qualitative studies that have shown that educators may experience more stress and professional dissonance in conjunction with increases in their professional experience and demands on their time to …
“Teaching In A War Zone”: A Collective Reflection On Learning From A Diversity Course In Contentious Times, Elena Aydarova, Jacob Kelley, Kristen Daugherty
“Teaching In A War Zone”: A Collective Reflection On Learning From A Diversity Course In Contentious Times, Elena Aydarova, Jacob Kelley, Kristen Daugherty
Journal of Educational Controversy
Diversity courses in teacher education often become sites of conflict and contestation. Numerous proposals have been put forward on how to address these conflicts and contestations through pedagogical interventions and teaching innovations. However, such proposals rarely take into account the impact of broader sociopolitical forces on classroom interactions and learning. In this collective reflection, we document our experiences of navigating a diversity course in highly contentious times when anti-critical race theory campaigns resulted in widespread bans on the teaching of “divisive concepts.” We explore critical incidents and challenging situations to capture the erosion of civility and engagement with evidence. In …
Moving From Harm Mitigation To Affirmative Discrimination Mitigation: The Untapped Potential Of Artificial Intelligence To Fight School Segregation And Other Forms Of Racial Discrimination, Andrew Gall
Catholic University Journal of Law and Technology
No abstract provided.