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Peer reviewed
Direct linkTerence Paul Friedrichs – Journal for the Education of the Gifted, 2024
Two types of critical theories have increasingly been used to understand LGBTQ+ individuals and persons with disabilities: Queer and Crip theories. Queer Crip theory can be used to analyze elements (e.g., traits, behaviors, contexts, and skills) of the lives of gifted and talented LGBTQ+ youth who also have disabilities, as those elements have…
Descriptors: Academically Gifted, Students with Disabilities, Gifted Disabled, LGBTQ People
Allen, Lisa; Wallace, Joseph; Thomas, Franklin – AASA Journal of Scholarship & Practice, 2023
Research suggests that traditional models for principal preparation often do not adequately prepare principals for the challenges of their daily work. This study examines how one private university in the south utilized a Grow Your Own (GYO) concept to provide principal candidates with more authentic field-based cohort learning that revolved…
Descriptors: School Districts, Universities, College School Cooperation, Administrator Education
Download full textTodd McCardle; Zachary Milford – International Journal of Multicultural Education, 2024
Through the lens of transformative learning theory, this qualitative study examines how pre-service teachers (PSTs) in a teacher education program in rural Appalachia shared their perspectives on their preparation to work with diverse students. It examines how their lived experiences and their teacher education program impacted their approach to…
Descriptors: Preservice Teachers, Teacher Education Programs, Student Attitudes, Attitude Change
Mercado, Felipe – Journal of Leadership, Equity, and Research, 2021
A Wise-Compassionate Framework (WCF) was designed to offer educational leaders a recognizable and comprehensive approach that embodies critical race theory as a guide to the academic, social-emotional, health, cultural, and behavioral needs of all students. The WCF complements and builds upon Multi-Tiered Systems of Support (MTSS) and the Whole…
Descriptors: Instructional Leadership, Equal Education, Critical Theory, Race
Freire, Juan A.; Feinauer, Erika – International Journal of Bilingual Education and Bilingualism, 2022
Historically, Spanish-speaking students have not been allowed to use their home and community linguistic practices in their schooling in the U.S., even in most Spanish-English dual language bilingual education (DLBE) programs, which require standard Spanish with strict language separation policies. These pedagogical practices have led to the…
Descriptors: Spanish, Language Variation, Second Language Learning, Second Language Instruction
Numeracy for All Learners: Teaching Mathematics to Students with Special Needs. Math Recovery Series
Tabor, Pamela D.; Dibley, Dawn; Hackenberg, Amy J.; Norton, Anderson – SAGE Publications Ltd (UK), 2020
"Numeracy for All Learners" is a wide-ranging overview of how Math Recovery® theory, pedagogy, and tools can be applied meaningfully to special education to support learners with a wide range of educational needs. It builds on the first six books in the Math Recovery series and presents knowledge, resources, and examples for teachers…
Descriptors: Numeracy, Mathematics Skills, Mathematics Instruction, Teaching Methods
George, Rhonda C.; Maier, Reana; Robson, Karen – Race, Ethnicity and Education, 2020
Racial equity in Canadian education remains elusive. Despite Canada's status as a multicultural nation, many minority students continue to be marginalised. In this article, we compare equity-related education policy in two Canadian provinces -- Ontario and British Columbia -- to ascertain how race and racialized students are understood in official…
Descriptors: Foreign Countries, Equal Education, Minority Group Students, Educational Policy
Kulkarni, Saili S.; Bland, Samuel; Gaeta, Joanna Marinia – Teacher Education and Special Education, 2022
Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and…
Descriptors: Special Education Teachers, Minority Group Teachers, Students with Disabilities, Social Bias
Liang, Jia; Mitchell, Tamra; Scott, Jay – Journal of Cases in Educational Leadership, 2021
Sixty-six school districts and more than 150 schools in the state of Kansas are participating in the Kansans Can Redesign Project. In this article, we present a case study of using Design Thinking as a systemic process to structure continuous school improvement. The collage of real-life scenarios presented in our case shows the integration of…
Descriptors: Educational Change, School Restructuring, Educational Improvement, Case Studies
Davenport, Sheron – ProQuest LLC, 2019
This dissertation follows a three article format. The articles represent a building upon research with the first article exploring the history of Black women leadership in the U.S. and the need to incorporate the leadership traits of Black mothers in educational leadership. The second article, through critical phenomenological inquiry, allows…
Descriptors: African Americans, Mothers, Leadership, College Students
Anderson, Brittany N. – Gifted Child Today, 2020
In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article…
Descriptors: Academically Gifted, African American Students, Females, High Achievement
Smith, Jolan M.; Kataoka, Sheryl H.; Segovi, Francisco R.; Osuna, Anthony; Arriaga, Ivette; Garcia, Consuelo D.; Lee, Hyon Soo; Chiappe, Jenny C.; Juarez, Joseph L.; Kasari, Connie; Hassrick, Elizabeth McGhee; Jones, Felica; Mandell, David S.; Stahmer, Aubyn C.; Mundy, Peter C.; Smith, Tristram; Linares, Deborah E. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
Few studies use a strengths-based perspective to identify strategies that support K-12 school transitions for historically minoritized families of children with autism spectrum disorder (ASD). In the present study, university researchers partnered with community stakeholders (e.g., disability advocates, community health organizations, etc.) in…
Descriptors: Elementary Secondary Education, Minority Group Students, Autism, Pervasive Developmental Disorders
Meineke, Hannah; DeVasto, Danielle – Journal of Teacher Education and Educators, 2020
It is estimated by the year 2030, over 40% of the K-12 population in U.S. schools will be children whose first language is not English (Shin & Ortman, 2011; U.S. Census Bureau, 2007;). This shift has negative academic consequences for emergent bilingual students (EBS). Schools (K-12) unable to meet the needs of EBS contribute to these…
Descriptors: Bilingual Students, Student Empowerment, English Language Learners, Student Needs
Dameron, Merry Leigh – Journal of School Counseling, 2016
Increasing demands upon the time of the professional school counselor combined with the call by the American School Counselor Association to provide direct services to students may lead many in the profession to wonder from what theoretical standpoint(s) they can best meet these lofty goals. I propose a two phase approach combining person-centered…
Descriptors: Therapy, School Counselors, School Counseling, Counseling
Aceves, Lorena; Crowley, Daniel Max; Rincon, Brenda; Bravo, Diamond Y. – Society for Research in Child Development, 2022
The main goal of this social policy report is to propose a holistic approach for promoting developmental success among Latinx children and youth. This report highlights the need to 1) redefine success and 2) account for intersectional inequalities. First, the current demographic landscape of Latinx students is presented to showcase the variability…
Descriptors: Equal Education, Educational Change, Hispanic American Students, Child Development
