Equity, Equality, and Standardization
Expanding the Conversations
Datos Bibliográficos
| ID | 9728979 |
|---|---|
| Autores | Elizabeth Cramer (Florida International University, Miami, USA), Elizabeth D Cramer (0000-0002-8874-114X, Florida International University, autor de correspondencia), Mary E Little (0000-0001-9744-6225, University of Central Florida, Orlando, USA), Patricia Alvarez Mchatton (The University of Texas Rio Grande Valley, Edinburg, USA) |
| Año | 2018 |
| Volumen | 50 |
| Número | 5 |
| Páginas | 483-501 |
| Fecha de publicación | 2018-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517713249 |
| OpenAlex | W2624101235 |
| Idioma | EN |
| Citas recibidas | 13 |
| Referencias citadas | 30 |
In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical issues are raised about current reforms, in order to broaden educational conversations for a deeper analysis, recognizing the implications for sustained, comprehensive solutions
Accountability · Business · Economic growth · Economics · Educational Equity · Equity (law · Order (exchange · Pedagogy · Political science · Public relations · Sociology · Standardization · Collaborative Teaching and Inclusion · Disability Education and Employment · Education Discipline and Inequality · Finance · Law · Psychology · Public Administration
The rubriquization of evaluation and the fabrication of teachers as “agents of change” in an inclusive secondary school in the City of Buenos Aires, Argentina
Developing Preservice Teachers’ Equity Consciousness and Equity Literacy
An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy
How Conceptions of Equity Inform Principal Data Use
Problematising scripted curricula
The construction of the educational problem in Spanish educational legislation
Daring to ask about violence? A critical examination of social services’ policies on asking about gender-based violence
Supporting foundational skills for adolescents with agency
The need for nuance
Differentiated instruction
Equity-Centered Instructional Adaptations in High-Poverty Schools
Challenges of Urban Educators in Implementing State Standards for Students with Disabilities
Re-imagining Procedural Justice in Policing Sexual Violence
Tools of Exclusion
Inequality and the Right to Learn
Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children
Justifying and Explaining Disproportionality, 1968–2008
High stakes testing, bilingual education and language endangerment
Toward a Critical Race Theory of Education
Identification and Assessment of Students with Disabilities
The flat world and education
The Intersection of Race, Culture, Language, and Disability
Culturally Sustaining Pedagogy
Race, Class, and Disproportionality
The Achievement Gap and the Discipline Gap
Educational or Social Reform? Students Inform the Debate Over Improving Urban Schools
Parsing Disciplinary Disproportionality
Class and Schools
Funds of knowledge for teaching
But that's just good teaching! The case for culturally relevant pedagogy
Teaching To and Through Cultural Diversity
Education policy as an act of white supremacy
Beyond Desegregation
| Obras citantes distintas | 13 |
|---|---|
| Citas por año | 2,17 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |