D Massey
Biographic Data
| ID | 2094 |
|---|---|
| NAME | D Massey |
| GIVEN NAMES | D |
| FAMILY NAME | Massey |
| SIGNATURE | MASSEY D |
| AFFILIATIONS | Johns Hopkins University |
| ORCID | 0000-0002-9163-1312 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 174 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement
Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the U.S. High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement.…
Understanding the Anti-Carceral Possibility of School-Based Restorative Justice: A Methodologically Inclusive Systematic Review
Restorative justice (RJ), a growing philosophical movement that has been adapted to American schools in recent decades, takes a radically egalitarian view of humans and their relationships, yet it has become entwined in reproductionist discourses and practices, specifically those around school discipline, carceral logics, and social control. Often attributed to diverse Indigenous communities, RJ is a philosophical approach to community-building t…
Where Place Meets Policy: Spatial Histories, Policy Logics, and the Making of Disproportionality
Racial disproportionality in special education persists as a spatialized injustice shaped by local histories and geographies. Using a critical-spatial lens, we conducted an explanatory sequential mixed-methods study to examine how context mediates both disproportionality citations and district responses. Quantitative analyses of California data showed that large-city districts serving high proportions of Black, Indigenous, and Latine students wer…
Inclusion Is Great in Theory”: A Mixed-Methods Investigation of Shifts in Preservice Teachers’ Attitudes and Self-Efficacy
Purpose: Building preservice teachers’ capacity to ground their practice in inclusive frameworks represents a potential driver for rectifying inequitable access to high-quality learning, particularly for students receiving special education services. To do so, teacher educators must possess a deep understanding of how preparatory experiences shape future teachers’ pedagogical beliefs and self-efficacy to enact equity-centered, inclusive practices…
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
Research on disproportionate representation in special education has potential to influence policy in ways that rectify educational inequities. In this study, we investigated how disproportionality researchers have operationalized dis-ability, identified key themes and theories used in disproportionality research, and evaluated the coherence between this research and related policy. We found that studies using medical/rehabilitative frameworks to…
Beyond the math wars: Focus on teachers to improve instruction
The field of mathematics education has engaged in perennial debate about whether transmission-oriented or constructivist approaches to teaching will best help students learn. Yet, both fluency, learned through step-by-step procedural instruction, and the mathematical flexibility that comes from constructivist methods play an important role in mathematical achievement. Rachel S. McClam and Rebecca A. Cruz explain that the math wars debate acts as …
Beyond a seat at the table: Imagining educational equity through critical inclusion
Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression—including but not limited to racism, ableism, and colonialism—are reified through exclusionary practices that hoard learning opportunities. In this paper, we contend that learning-access disparities are…
A study of Lau v. Nichols’ legacy: Examining the relationship between language support program availability and student trajectories
Understanding policy reverberations across the educational ecosystem to effectuate change
Considerations for improving racial equity in schools: Applying a cultural historical framework
Educational agencies with inequities in special education or exclusionary discipline are required to review local policies, practices, and procedures as potential drivers of disproportionality. Indeed, disparities manifest in both locally and through broad, historical narratives; solutions must thus address both local context and histories of power and privilege. However — despite racial and ethnic disparities defining inequities, school-wide app…
It's Not Easy, But It Needs to Be Done: Educators' Perceptions of Preparedness to Teach Students With Internalizing Mental Health Needs
This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distress, withdrawal, excessive worry). We used a construct-modeling approach to develop the survey instrument and establish evidence of validity, reliability, and fairness, and it included both multiple-choice questions, used for descriptive and regression a…
Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context
Equity-centered preparation builds novice teachers' capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators' development of equity-centered practices. We examined 60 preservice teachers' instruction prior to and following study group …
Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification
Studies related to disproportionate special education identification of students from historically marginalized groups have used increasingly complex analyses to understand the interplay of factors that cause and maintain disparities. However, information regarding the influence of students’ grade level at initial special education placement remains limited. Situated in labeling theory and life course theory, we used discrete-time survival analys…
Understanding Disability: High-Quality Evidence in Research on Special Education Disproportionality
This chapter examines how studies focused on the same topic—disproportionality in special education—can generate vastly different conclusions about its sources and causes. By analyzing existing disagreements in the field, we explore essential questions about what constitutes high-quality and relevant evidence when seeking to understand how, when, for whom, and why disproportionality occurs. Using a holistic review of the empirical literature on d…
Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis
A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the…
Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure
Teacher Study Groups: An Integrative Literature Synthesis
Until recently, existing research on teacher professional development (PD) has largely relied on teacher perceptions and self-reports to evaluate effectiveness. Though more current research has used a diverse array of designs and methodologies to examine impact on teacher knowledge, practice, and student learning, uncertainty regarding the effectiveness of various PD models remains, particularly for these nonperceptive variables. There has been a…
Applying Q methodology to teacher evaluation research
Journal of Sociology and Social Welfare Vol. 47 No. 1
Welfare participation has been a longstanding issue of public debate for 50 years but remains largely understudied in welfare literature.The purpose of this research is to challenge the flawed assumptions of welfare participation by examining the varying spatial inequalities that influence U.S. welfare participation rates among eligible poor.This comparative analysis uses spatial inequality theory to examine welfareto-work participation rates in …
The Effect of School Funding on Opportunity Gaps for Students With Disabilities: Policy and Context in a Diverse Urban District
School finance reform has recently centered on providing schools with more equitable access to resources to reduce opportunity gaps for students. Although special education is often a prominent part of larger equity conversations, special education funding is commonly excluded from school funding reform initiatives. Given the costly nature of special education programs, it is imperative that scholars and policy makers understand the effects of fu…
Crime and punishment: An examination of school context and student characteristics that predict out-of-school suspension
Making connections
The Shape of the World: Explorations in Human Geography. Vol. 1. Geographical Worlds
The Different Sides of the 'Sixties
Science Parks: A Concept in Science, Society, and 'Space' (A Realist Tale)
In this paper we report on one aspect of 'methodology' as developed in a recent research project. The project was an investigation of the implications of science parks as they are currently being developed in the United Kingdom. And the issue which is reported here is that of conceptualisation-how to conceptualise the central object of study: the science park. A comparison is made between the 'popular' definition and one which was arrived at duri…
Flexible Sexism
Soja's Postmodern Geographies and Harvey's The Condition of Postmodernity are two of the major recent works within geography addressing the debate around modernity and postmodernity. Moreover both of them, while examining the relation between 'space and society', are broad in scope and carry the debate beyond the confines of the geography discipline. In this paper they are examined from a feminist perspective. The arguments range across a number …
The Political Place of Locality Studies
In this paper the reasons for studying local areas are examined, and in particular the context of the recent Changing Urban and Regional System Initiative in the United Kingdom. The focus is especially on the sociopolitical context of those studies. The argument is that the reasons for studying localities were in this case both historically and geographically specific. Some confusions around locality studies are also examined, in particular their…
Making connections
Crime and punishment: An examination of school context and student characteristics that predict out-of-school suspension
Science Parks: A Concept in Science, Society, and 'Space' (A Realist Tale)
In this paper we report on one aspect of 'methodology' as developed in a recent research project. The project was an investigation of the implications of science parks as they are currently being developed in the United Kingdom. And the issue which is reported here is that of conceptualisation-how to conceptualise the central object of study: the science park. A comparison is made between the 'popular' definition and one which was arrived at duri…
Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context
Equity-centered preparation builds novice teachers' capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators' development of equity-centered practices. We examined 60 preservice teachers' instruction prior to and following study group …
It's Not Easy, But It Needs to Be Done: Educators' Perceptions of Preparedness to Teach Students With Internalizing Mental Health Needs
This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distress, withdrawal, excessive worry). We used a construct-modeling approach to develop the survey instrument and establish evidence of validity, reliability, and fairness, and it included both multiple-choice questions, used for descriptive and regression a…
The Effect of School Funding on Opportunity Gaps for Students With Disabilities: Policy and Context in a Diverse Urban District
School finance reform has recently centered on providing schools with more equitable access to resources to reduce opportunity gaps for students. Although special education is often a prominent part of larger equity conversations, special education funding is commonly excluded from school funding reform initiatives. Given the costly nature of special education programs, it is imperative that scholars and policy makers understand the effects of fu…
Understanding policy reverberations across the educational ecosystem to effectuate change
Policy Responses to Urban and Regional Economic Change in Britain: Discussion
Politics and Method. Contrasting Studies in Industrial Geography
1. Introduction: The debate Doreen Massey and Richard Meegan 2. Recession and restructuring in the North-West region, 1974-82: the implications of recent events Peter Lloyd and John Shutt 3.An approach to the analysis of redundancies in the UK (post- 1976): some methodological problems and policy implications Alan Townsend and Francis Peck 4.Ideology and methods in industrial location research Stephen Fothergill and Graham Gudgin 5.Profits and jo…
Flexible Sexism
Soja's Postmodern Geographies and Harvey's The Condition of Postmodernity are two of the major recent works within geography addressing the debate around modernity and postmodernity. Moreover both of them, while examining the relation between 'space and society', are broad in scope and carry the debate beyond the confines of the geography discipline. In this paper they are examined from a feminist perspective. The arguments range across a number …
The Political Place of Locality Studies
In this paper the reasons for studying local areas are examined, and in particular the context of the recent Changing Urban and Regional System Initiative in the United Kingdom. The focus is especially on the sociopolitical context of those studies. The argument is that the reasons for studying localities were in this case both historically and geographically specific. Some confusions around locality studies are also examined, in particular their…
Science Parks: A Concept in Science, Society, and 'Space' (A Realist Tale)
In this paper we report on one aspect of 'methodology' as developed in a recent research project. The project was an investigation of the implications of science parks as they are currently being developed in the United Kingdom. And the issue which is reported here is that of conceptualisation-how to conceptualise the central object of study: the science park. A comparison is made between the 'popular' definition and one which was arrived at duri…
The Different Sides of the 'Sixties
The Shape of the World: Explorations in Human Geography. Vol. 1. Geographical Worlds
Making connections
Crime and punishment: An examination of school context and student characteristics that predict out-of-school suspension
Teacher Study Groups: An Integrative Literature Synthesis
Until recently, existing research on teacher professional development (PD) has largely relied on teacher perceptions and self-reports to evaluate effectiveness. Though more current research has used a diverse array of designs and methodologies to examine impact on teacher knowledge, practice, and student learning, uncertainty regarding the effectiveness of various PD models remains, particularly for these nonperceptive variables. There has been a…
Applying Q methodology to teacher evaluation research
Journal of Sociology and Social Welfare Vol. 47 No. 1
Welfare participation has been a longstanding issue of public debate for 50 years but remains largely understudied in welfare literature.The purpose of this research is to challenge the flawed assumptions of welfare participation by examining the varying spatial inequalities that influence U.S. welfare participation rates among eligible poor.This comparative analysis uses spatial inequality theory to examine welfareto-work participation rates in …
The Effect of School Funding on Opportunity Gaps for Students With Disabilities: Policy and Context in a Diverse Urban District
School finance reform has recently centered on providing schools with more equitable access to resources to reduce opportunity gaps for students. Although special education is often a prominent part of larger equity conversations, special education funding is commonly excluded from school funding reform initiatives. Given the costly nature of special education programs, it is imperative that scholars and policy makers understand the effects of fu…
Understanding Disability: High-Quality Evidence in Research on Special Education Disproportionality
This chapter examines how studies focused on the same topic—disproportionality in special education—can generate vastly different conclusions about its sources and causes. By analyzing existing disagreements in the field, we explore essential questions about what constitutes high-quality and relevant evidence when seeking to understand how, when, for whom, and why disproportionality occurs. Using a holistic review of the empirical literature on d…
Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis
A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the…
Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure
Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification
Studies related to disproportionate special education identification of students from historically marginalized groups have used increasingly complex analyses to understand the interplay of factors that cause and maintain disparities. However, information regarding the influence of students’ grade level at initial special education placement remains limited. Situated in labeling theory and life course theory, we used discrete-time survival analys…
It's Not Easy, But It Needs to Be Done: Educators' Perceptions of Preparedness to Teach Students With Internalizing Mental Health Needs
This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distress, withdrawal, excessive worry). We used a construct-modeling approach to develop the survey instrument and establish evidence of validity, reliability, and fairness, and it included both multiple-choice questions, used for descriptive and regression a…
Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context
Equity-centered preparation builds novice teachers' capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators' development of equity-centered practices. We examined 60 preservice teachers' instruction prior to and following study group …
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
Research on disproportionate representation in special education has potential to influence policy in ways that rectify educational inequities. In this study, we investigated how disproportionality researchers have operationalized dis-ability, identified key themes and theories used in disproportionality research, and evaluated the coherence between this research and related policy. We found that studies using medical/rehabilitative frameworks to…
Beyond the math wars: Focus on teachers to improve instruction
The field of mathematics education has engaged in perennial debate about whether transmission-oriented or constructivist approaches to teaching will best help students learn. Yet, both fluency, learned through step-by-step procedural instruction, and the mathematical flexibility that comes from constructivist methods play an important role in mathematical achievement. Rachel S. McClam and Rebecca A. Cruz explain that the math wars debate acts as …
Beyond a seat at the table: Imagining educational equity through critical inclusion
Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression—including but not limited to racism, ableism, and colonialism—are reified through exclusionary practices that hoard learning opportunities. In this paper, we contend that learning-access disparities are…
A study of Lau v. Nichols’ legacy: Examining the relationship between language support program availability and student trajectories
Understanding policy reverberations across the educational ecosystem to effectuate change
Considerations for improving racial equity in schools: Applying a cultural historical framework
Educational agencies with inequities in special education or exclusionary discipline are required to review local policies, practices, and procedures as potential drivers of disproportionality. Indeed, disparities manifest in both locally and through broad, historical narratives; solutions must thus address both local context and histories of power and privilege. However — despite racial and ethnic disparities defining inequities, school-wide app…
Sociology (19 works) · Psychology (16 works) · Pedagogy (15 works) · Political science (13 works) · Mathematics education (12 works) · Education Discipline and Inequality (11 works) · Epistemology (7 works) · Geography (7 works) · Social science (7 works) · Teacher Education and Leadership Studies (7 works)