Education Commons^™

Black Lives Matter In Teaching English As A Second Language!, Kristin Lems

Faculty Publications

The Winter 2020 issue of theIllinois Reading Council Journal published a special issue focusing on “action for equity,” with thoughtful articles and abundant family and classroom resources. This issue of the “wELLcome”column, which is dedicated to topics regarding English language learners (ELLs), continues in that same vein. In this issue, we place the spotlight on ELLs of African descent, their teachers, and their schools.

Equity 911: Framing Educational Equity As A National Emergency, Larissa Malone Phd

Faculty Publications

This paper considers equity as a crisis faced in classrooms across America. As such, an emergency framework is utilized to propose an approach that is apropos to the intense urgency a crisis requires. Using the Federal Emergency Management Agency’s National Planning Frameworks and their guiding principles, a survey of equity topics is discussed. In doing so, it is concluded that the level of inequity currently allowed in the field of education must be honestly assessed and a comprehensive plan that engages multiple stakeholders must be put in place for justice to be fully realized.

Unjust Universities: Part Ii, Zachary S. Ritter, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Zachary S. Ritter and Dr. Reshmi Dutt-Ballerstadt explore the challenges that faculty diversity workers face in institutions that are suffering from toxic whiteness.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Unjust Universities, Zachary S. Ritter, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Zachary S. Ritter and Dr. Reshmi Dutt-Ballerstadt highlight some red flags related to people's experiences working in institutions that are suffering from toxic whiteness.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor

Faculty Publications

We explore the uses and functions of ‘validity’ as a boundary marker between legal theory and psychometrics. Standardized testing regimes rely on experts to articulate the limits of validity. When challenged in courts, these limits become the subject of contestation, requiring practitioners to litigate the validity of validity. This process generates significant discontinuities, resulting from different conceptual relationships to the idea of validity. Through a qualitative textual analysis of specific case law and a quantitative examination of Lexis-Nexis database archives, we trace how legal reasoning elides new developments in psychometric research that would broaden and enrich judicial treatments while showing …

An Issue Of Equity: Assessing The Cultural Knowledge Of Pre-Service Teachers In Teach For America, Eric Ruiz Bybee

Faculty Publications

This literature review examines the research on the development of “cultural knowledge” for preservice teachers in Teach for America program. “Cultural knowledge” refers to a teacher’s awareness of the sociopolitical contexts of education and the development of critical consciousness about issues of educational equity. After a brief introduction to the organizational structure of TFA, I will discuss some of the recent research on the organization-- much of which has focused on achievement, teacher preparation, and the public policy implications of the program. Then, I will examine themes in the research on the cultural knowledge of preservice teachers’ in traditional preparation …

Case Study Of Three Rural Texas Superintendents As Equity Oriented Change Agents, Gerri Marie Maxwell, Leslie A. Locke, James Joseph Scheurich

Faculty Publications

For this qualitative case study (Patton, 2003), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on interactions with three rural superintendents working in high-needs, public PK-12 school districts in Texas. We collected data with regard to these superintendents’ perceptions of themselves as social justice/equity oriented change agents based on the Equity Oriented Change Agent or EOCA framework developed by Skrla, McKenzie, and Scheurich (2009). Our goal with this study was to glean greater insight into the work of these rural school leaders as potential equity oriented change agents. …

Becoming A Leader For Equity And Excellence: It Starts With Instruction, Kathryn Bell Mckenzie, Leslie A. Locke

Faculty Publications

No abstract provided.