We examine how the shock of the COVID-19 pandemic and the murder of George Floyd influenced how a mid-sized urban school district in the northeastern U.S. pursued organizational improvement for educational equity. We frame the global pandemic and the aftermath of the murder of George Floyd as organizational shocks that disrupted school and…

This case study illustrates how leadership for learning and cultural competence could be used as theories of action during times of disruption to lead and transform urban teachers' sense of self, sense of others, and motivation for change. The case study focuses on educators from a large urban charter school whose response to the pandemic and the…

The abrupt onset of the COVID-19 pandemic forced a dramatic shift in higher education. Over time, the prolonged and cyclical nature of public-health restrictions conditioned students, faculty, and staff to adopt a crisis mindset as their baseline. Moving from crisis to recovery therefore posed unique obstacles at both individual (e.g. anxiety,…

This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019-2020 academic year. We use case study methodology with phenomenological interviews to gather insights into the teachers' efforts to…

Educational practices needed to be adjusted overnight and have continued to change in the two years since the start of the COVID-19 pandemic in March 2020. This study evaluates the perspectives of various educators in three Connecticut public school districts about the provision of special education and related services, from the onset of the…

This is a qualitative mixed-methods study of an urban school district in New Jersey. A survey of teachers explored their past and current practices with regard to the use of classroom technology, in particular one-to-one devices; and an interview with the district supervisor for educational technology provided detailed information about district…

In this pilot study, we examine the realities of differential funding structures across the US, which disproportionately disadvantage historically marginalized communities (Black and Brown students) and students living in poverty, contributing to an intractable opportunity gap. Prior research indicates that equitable funding can, in fact, decrease…

Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of…

This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence…

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow…