Shelley Zion
Datos Biográficos
| ID | 3464993 |
|---|---|
| NOMBRE | Shelley Zion |
| NOMBRES | Shelley |
| APELLIDO | Zion |
| FIRMA | ZION S |
| AFILIACIONES | University of Colorado Denver |
| ORCID | 0009-0006-1616-2778 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 76 |
| OBRAS COMO AUTOR | 9 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 5 |
The Work That Remains
In this article, we advocate for centering high school students in the work of school transformation for racial equity. We begin with an exploration of the need for and intent of Brown v Board of Education , then look at how high school students have engaged in resistance to educational inequity. We focus on the work that remains: The potential for collective resistance by engaging in a transformative student voice—developing a critical conscious…
Celebrating the 70th Anniversary of Brown
As we have reflected on both historical and recent events in American society and education, we are more adamant than ever that we must continue the fight to fulfill the unfulfilled promise of Brown, and it is critically important that we do so with urgency
Transformative Student Voice for Sociopolitical Development
Although youth activism often is sparked by unexpected events, the seeds of activism are planted in learning environments that cultivate community, critical reflection, and sociopolitical action. Recent studies suggest promising outcomes from transformative student voice (TSV) programming, but more work is needed that assesses the impact of TSV participation for youth of color. We surveyed 294 students from 12 public high schools and found that s…
A Theory of Change for Scaling Critical Civic Inquiry
Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this liter…
Use of Research Evidence Generated by Youth
Youth-Led Participatory Action Research (YPAR) is a social justice-focused approach for promoting social change and positive youth development in which youth conduct systematic research and actions to improve their schools and communities. Although YPAR is oriented to generating research for action, with evidence-based recommendations often aimed at influencing adults with power over settings and systems that shape youths' lives, we have little u…
Igniting the Fire Within Marginalized Youth
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participa…
Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development
Sociopolitical Development in Educational Systems
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Igniting the Fire Within Marginalized Youth
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participa…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Sociopolitical Development in Educational Systems
Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development
Transformative Student Voice for Sociopolitical Development
Although youth activism often is sparked by unexpected events, the seeds of activism are planted in learning environments that cultivate community, critical reflection, and sociopolitical action. Recent studies suggest promising outcomes from transformative student voice (TSV) programming, but more work is needed that assesses the impact of TSV participation for youth of color. We surveyed 294 students from 12 public high schools and found that s…
A Theory of Change for Scaling Critical Civic Inquiry
Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this liter…
Use of Research Evidence Generated by Youth
Youth-Led Participatory Action Research (YPAR) is a social justice-focused approach for promoting social change and positive youth development in which youth conduct systematic research and actions to improve their schools and communities. Although YPAR is oriented to generating research for action, with evidence-based recommendations often aimed at influencing adults with power over settings and systems that shape youths' lives, we have little u…
Celebrating the 70th Anniversary of Brown
As we have reflected on both historical and recent events in American society and education, we are more adamant than ever that we must continue the fight to fulfill the unfulfilled promise of Brown, and it is critically important that we do so with urgency
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development
Sociopolitical Development in Educational Systems
Igniting the Fire Within Marginalized Youth
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participa…
Use of Research Evidence Generated by Youth
Youth-Led Participatory Action Research (YPAR) is a social justice-focused approach for promoting social change and positive youth development in which youth conduct systematic research and actions to improve their schools and communities. Although YPAR is oriented to generating research for action, with evidence-based recommendations often aimed at influencing adults with power over settings and systems that shape youths' lives, we have little u…
A Theory of Change for Scaling Critical Civic Inquiry
Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this liter…
Transformative Student Voice for Sociopolitical Development
Although youth activism often is sparked by unexpected events, the seeds of activism are planted in learning environments that cultivate community, critical reflection, and sociopolitical action. Recent studies suggest promising outcomes from transformative student voice (TSV) programming, but more work is needed that assesses the impact of TSV participation for youth of color. We surveyed 294 students from 12 public high schools and found that s…
The Work That Remains
In this article, we advocate for centering high school students in the work of school transformation for racial equity. We begin with an exploration of the need for and intent of Brown v Board of Education , then look at how high school students have engaged in resistance to educational inequity. We focus on the work that remains: The potential for collective resistance by engaging in a transformative student voice—developing a critical conscious…
Celebrating the 70th Anniversary of Brown
As we have reflected on both historical and recent events in American society and education, we are more adamant than ever that we must continue the fight to fulfill the unfulfilled promise of Brown, and it is critically important that we do so with urgency
Sociology (8 obras) · Pedagogy (7 obras) · Political science (7 obras) · Youth Development and Social Support (6 obras) · Action research (5 obras) · Psychology (4 obras) · Engineering (3 obras) · Public relations (3 obras) · Teacher Education and Leadership Studies (3 obras) · Action (physics (2 obras)