Decoteau J Irby
Datos Biográficos
| ID | 399890 |
|---|---|
| NOMBRE | Decoteau J Irby |
| NOMBRES | Decoteau J |
| APELLIDO | Irby |
| FIRMA | IRBY D J |
| AFILIACIONES | University of Illinois Chicago |
| VERIFICADO | No |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 56 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 5 |
The New Discipline Machinery
Background/Context: In thousands of classrooms throughout the United States and internationally, behavior management apps have become an integral part of schools’ discipline machineries. Such apps are designed to help teachers enforce rules, especially when it comes to rewards and punishments within school token economies. To understand how these apps are beginning to shape and reshape schooling, research is needed that sheds light on the values …
The Paradox of Organizational Double Jeopardy
PK–12 District Leadership for Equity
Purpose: This study sought to understand PK–12 district-level equity directors’ efforts to improve experiences of students of color and outcomes in US districts. Research Methods: We interviewed 13 practicing equity directors and analyzed artifacts such as meeting minutes, equity policies, equity mission statements, job descriptions, and organizational charts. Findings: Directors experienced structural and psychological vulnerabilities depending …
The 1994 Gun-Free Schools Act
The prevalence of harsh discipline policies and practices in schools negatively affects students’ abilities to academically and socially thrive (Brown, 2007; P. Noguera, 1995; Skiba et al., 2011)
Black Participatory Research
Black Participatory Research explores research partnerships that disrupt inequality, create change, and empower racially marginalized communities. Through presenting a series of co-reflections from pr
Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education
Social and emotional learning (SEL) has been well researched and validated as an important component of youth education (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et. al., 1997). However, much of the literature implies a very monolithic approach to SEL interventions (Watts, Griffith, & Abdul-Adil, 1999). The current study examines a predominately African-American urban alternative school’s unique approach to reaching student…
Positionality and Racialization in a PAR Project
This paper shares findings from a critical reflection on a collaborative participatory research initiative called “The Improving Schools Project." The first author’s reflections explored the interaction of race, space, and positionality within the context of a cross-racial participatory research project. She considered how the racial identity of organizations and individuals nested within organizations impacted patterns of engagement and particip…
Urban Is Floating Face Down in the Mainstream
Throughout this article, I argue that within the mainstream field of urban education, “the urban” is floating face down, lifeless, and devoid of significant meaning. “City” and “urban” function as taken-for-granted variables that stand in the rightful place of rich explanations, based in theory and evidence, of the city and its intersection with cultural transformations, pedagogies, movements, and knowledge(s) that comprise educational processes.…
Net-Deepening of School Discipline
Schooling Teachers, Schooling Ourselves
Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE research by examining the curricular and pedagogical wants and needs of in-service teachers who are int…
Multicultural girlhood
Fresh Faces, New Places
Grounded in critical and culturally relevant theory, hip-hop-based education (HHBE) research documents the use of hip-hop in educational settings. Despite the richness of the emerging field, overreliance on teacher-researcher perspectives leaves much to be desired. Little is known of the extent and ways HHBE is used by nonresearching K-12 teachers. The field of HHBE would be well served to begin exploring the practices of K-12 teachers in various…
When stakeholders rebel
Urban Is Floating Face Down in the Mainstream
Throughout this article, I argue that within the mainstream field of urban education, “the urban” is floating face down, lifeless, and devoid of significant meaning. “City” and “urban” function as taken-for-granted variables that stand in the rightful place of rich explanations, based in theory and evidence, of the city and its intersection with cultural transformations, pedagogies, movements, and knowledge(s) that comprise educational processes.…
Net-Deepening of School Discipline
Multicultural girlhood
The Paradox of Organizational Double Jeopardy
PK–12 District Leadership for Equity
Purpose: This study sought to understand PK–12 district-level equity directors’ efforts to improve experiences of students of color and outcomes in US districts. Research Methods: We interviewed 13 practicing equity directors and analyzed artifacts such as meeting minutes, equity policies, equity mission statements, job descriptions, and organizational charts. Findings: Directors experienced structural and psychological vulnerabilities depending …
Fresh Faces, New Places
Grounded in critical and culturally relevant theory, hip-hop-based education (HHBE) research documents the use of hip-hop in educational settings. Despite the richness of the emerging field, overreliance on teacher-researcher perspectives leaves much to be desired. Little is known of the extent and ways HHBE is used by nonresearching K-12 teachers. The field of HHBE would be well served to begin exploring the practices of K-12 teachers in various…
Schooling Teachers, Schooling Ourselves
Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE research by examining the curricular and pedagogical wants and needs of in-service teachers who are int…
Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education
Social and emotional learning (SEL) has been well researched and validated as an important component of youth education (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et. al., 1997). However, much of the literature implies a very monolithic approach to SEL interventions (Watts, Griffith, & Abdul-Adil, 1999). The current study examines a predominately African-American urban alternative school’s unique approach to reaching student…
When stakeholders rebel
Fresh Faces, New Places
Grounded in critical and culturally relevant theory, hip-hop-based education (HHBE) research documents the use of hip-hop in educational settings. Despite the richness of the emerging field, overreliance on teacher-researcher perspectives leaves much to be desired. Little is known of the extent and ways HHBE is used by nonresearching K-12 teachers. The field of HHBE would be well served to begin exploring the practices of K-12 teachers in various…
Multicultural girlhood
Net-Deepening of School Discipline
Schooling Teachers, Schooling Ourselves
Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE research by examining the curricular and pedagogical wants and needs of in-service teachers who are int…
Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education
Social and emotional learning (SEL) has been well researched and validated as an important component of youth education (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et. al., 1997). However, much of the literature implies a very monolithic approach to SEL interventions (Watts, Griffith, & Abdul-Adil, 1999). The current study examines a predominately African-American urban alternative school’s unique approach to reaching student…
Positionality and Racialization in a PAR Project
This paper shares findings from a critical reflection on a collaborative participatory research initiative called “The Improving Schools Project." The first author’s reflections explored the interaction of race, space, and positionality within the context of a cross-racial participatory research project. She considered how the racial identity of organizations and individuals nested within organizations impacted patterns of engagement and particip…
Urban Is Floating Face Down in the Mainstream
Throughout this article, I argue that within the mainstream field of urban education, “the urban” is floating face down, lifeless, and devoid of significant meaning. “City” and “urban” function as taken-for-granted variables that stand in the rightful place of rich explanations, based in theory and evidence, of the city and its intersection with cultural transformations, pedagogies, movements, and knowledge(s) that comprise educational processes.…
Black Participatory Research
Black Participatory Research explores research partnerships that disrupt inequality, create change, and empower racially marginalized communities. Through presenting a series of co-reflections from pr
The 1994 Gun-Free Schools Act
The prevalence of harsh discipline policies and practices in schools negatively affects students’ abilities to academically and socially thrive (Brown, 2007; P. Noguera, 1995; Skiba et al., 2011)
PK–12 District Leadership for Equity
Purpose: This study sought to understand PK–12 district-level equity directors’ efforts to improve experiences of students of color and outcomes in US districts. Research Methods: We interviewed 13 practicing equity directors and analyzed artifacts such as meeting minutes, equity policies, equity mission statements, job descriptions, and organizational charts. Findings: Directors experienced structural and psychological vulnerabilities depending …
The Paradox of Organizational Double Jeopardy
The New Discipline Machinery
Background/Context: In thousands of classrooms throughout the United States and internationally, behavior management apps have become an integral part of schools’ discipline machineries. Such apps are designed to help teachers enforce rules, especially when it comes to rewards and punishments within school token economies. To understand how these apps are beginning to shape and reshape schooling, research is needed that sheds light on the values …
Sociology (12 obras) · Political science (9 obras) · Psychology (9 obras) · Pedagogy (8 obras) · Critical Race Theory in Education (6 obras) · Public relations (6 obras) · Social science (6 obras) · Law (4 obras) · Bullying, Victimization, and Aggression (3 obras) · Education Discipline and Inequality (3 obras)