Stephanie Forman
Datos Biográficos
| ID | 6787909 |
|---|---|
| NOMBRE | Stephanie Forman |
| NOMBRES | Stephanie |
| APELLIDO | Forman |
| FIRMA | FORMAN S |
| AFILIACIONES | University of Washington, Seattle, WA 98105, USA |
| ORCID | 0000-0001-8912-8921 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Leading for Justice, Leading for Learning
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused leadership and antiracist mathematics literatures to …
School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness
Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students’ well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three leaders in one district in the Puget Sound regi…
Interests and conflicts
Leading for Justice, Leading for Learning
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused leadership and antiracist mathematics literatures to …
Interests and conflicts
Interests and conflicts
School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness
Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students’ well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three leaders in one district in the Puget Sound regi…
Leading for Justice, Leading for Learning
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused leadership and antiracist mathematics literatures to …
Pedagogy (3 obras) · Political science (3 obras) · Social science (3 obras) · Sociology (3 obras) · Educational leadership (2 obras) · Psychology (2 obras) · Public relations (2 obras) · Teacher Education and Leadership Studies (2 obras) · Computer Science (1 obras) · Conceptual framework (1 obras)