Allison Roda
Dados Biográficos
| ID | 4469020 |
|---|---|
| NOME | Allison Roda |
| PRENOMES | Allison |
| SOBRENOME | Roda |
| ASSINATURA | RODA A |
| AFILIAÇÕES | Molloy College, Rockville Centre, NY, USA |
| ORCID | 0000-0002-3685-7052 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 121 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Unpacking the Evolving Understandings That STEM Teachers Have of Educating Students in “High Needs Districts”
Teacher preparation programs are criticized for not fully preparing educators to teach in culturally responsive ways. In a federally funded Noyce program designed to train Science, Technology, Engineering, and Math (STEM) educators for teaching in “high needs districts,” we conducted a longitudinal case study that examined teachers’ evolving understandings of educating students using culturally relevant pedagogy. We found that teachers’ ideas abo…
Adolescent Math Anxiety
Math anxiety represents a substantial barrier to many students’ math learning. In this paper, we apply interdisciplinary perspectives to data on over 13,200 ninth graders and their math teachers from the High School Longitudinal Study. Results suggest that being perceived as dis/abled relates to heightened math anxiety regardless of adolescents’ gender, or race and ethnicity. Our intersectional approach reveals that adolescents’ expressions of ma…
Advantaged Families’ Opportunity Hoarding in U.S. K–12 Education
A growing body of educational research uses opportunity hoarding as a construct to understand advantaged families’ engagement in K–12 U.S. schooling. Our systematic review of the literature reveals that advantaged parents hoard educational resources and opportunities in three key areas: (1) the creation and maintenance of white space; (2) school choice/selection; and (3) organizational routines. While much can be learned from the extant research,…
Choosing, Then Leaving Danish Public Schools
Purpose: In Copenhagen, Denmark, a city with many public and private school options, the public schools (folkeskole) span grades 0–9, with children looping with the same students and teachers. This model can develop cohesive classrooms that have the potential to support school integration in diverse but gentrifying areas. Yet, school choice policies make it easier for parents to leave early. While researchers have documented why privileged parent…
Walking the Line Between Saviorism and Social Activism
This qualitative meta-analysis reanalyzed interview data from five studies to examine how 163 racially diverse gentrifier parents in Washington, D.C., and New York City experienced a tension between their desire to serve the school community and common good and to be served by educational institutions and impart their own values and priorities. As they navigate their community and school choice processes, our analysis shows how “socially consciou…
The Conflation of Dual Language Bilingual Education With Gifted Programs in New York City Schools
As neighborhoods across New York City gentrify, Dual Language Bilingual Education (DLBE) has become a big draw for gentrifier families. Our research contributes to growing literature on DLBE gentrification by examining how a racially diverse group of parents in two communities perceived DLBE as a school choice option. We found that schools with DLBE programs screened potential students via academic screening tests or school choice processes to de…
Meritocracy and Advantaged Parents’ Perceptions of the Fairness of School Choice Policies
The widespread expansion of school choice policies has bolstered the consumer-education paradigm where parents compete for what they perceive to be a limited number of high quality schools. In this comparative case study, we examine advantaged White parents’ perceptions of meritocracy in the context of a competitive elementary and high school choice system in New York City. We find that parents’ critique the choice policies and the unfair burdens…
Parents’ Views of a Gifted and Talented Phase Out Proposal
Happiness-Oriented Parents
Purpose: Research on privileged parents, defined here as those with the economic, social, and educational resources to navigate school choice processes to their advantage, often depicts such parents as anxious about maintaining social mobility, leading them to “opportunity hoard” desirable or academically competitive schools in ways that exclude other families. In contrast, we identify a subset of privileged parents in urban settings that we term…
Holding the Line”
This case study investigated how three New York City schools responded to gentrification’s effects as student demographics shifted. I used the conceptual framework of urban school leaders as cultural workers to examine the tensions, successes, and challenges inherent in the school gentrification and integration process. I found that each school leader defied the school gentrification narrative by “holding the line” in terms of preserving diversit…
Opportunity Hoarding in School Choice Contexts
Multiple studies have shown the potential for school choice policies to benefit middle-class families, often to the detriment of lower income students in the same district. Yet, there is limited research examining the role of policies in promoting inequality by encouraging exclusionary behaviors. In this article, we utilize the concept of opportunity hoarding to analyze the specific policy provisions built into New York City’s elementary and high…
School Choice and the Politics of Parenthood
A substantial body of research has shown how white, middle-class parents in urban school districts use school choice as a tool to pursue educational advantages for their children. The purpose of this qualitative research was to examine the debate over neighborhood schools and school choice among a diverse group of parents in a gentrifying, yet highly diverse New York City neighborhood that I call “Prospect Point.” My central focus was studying a …
Introduction to the Peabody Journal of Education 93(4)
School choice’s effects on neighborhood schools and school diversity is one of the most hotly debated topics in education reform today. This issue of the Peabody Journal of Education tackles the te
More [Time] is better or less is more?’ Neoliberal influences on teaching and learning time
This article examines the neoliberal influences on ‘Port City Schools’ (PCS) unique district-wide extended learning time (ELT) initiative. Despite the recent popularity of ELT in urban schools, there have been few qualitative studies that question how stakeholders make sense of ELT on the ground. This research fills that gap in the literature by exploring ELT programming across PCS’s choice and neighborhood K-8 schools. The interview and observat…
School Choice Policies and Racial Segregation
A growing body of school choice research has shown that when school choice policies are not designed to racially or socioeconomically integrate schools, that is, are “colorblind” policies, they generally manage to do the opposite, leading to greater stratification and separation of students by race and ethnicity across schools and programs. Since white, advantaged parents are more likely to get their children into the highest-status schools regar…
School Choice Policies and Racial Segregation
A growing body of school choice research has shown that when school choice policies are not designed to racially or socioeconomically integrate schools, that is, are “colorblind” policies, they generally manage to do the opposite, leading to greater stratification and separation of students by race and ethnicity across schools and programs. Since white, advantaged parents are more likely to get their children into the highest-status schools regar…
School Choice and the Politics of Parenthood
A substantial body of research has shown how white, middle-class parents in urban school districts use school choice as a tool to pursue educational advantages for their children. The purpose of this qualitative research was to examine the debate over neighborhood schools and school choice among a diverse group of parents in a gentrifying, yet highly diverse New York City neighborhood that I call “Prospect Point.” My central focus was studying a …
Holding the Line”
This case study investigated how three New York City schools responded to gentrification’s effects as student demographics shifted. I used the conceptual framework of urban school leaders as cultural workers to examine the tensions, successes, and challenges inherent in the school gentrification and integration process. I found that each school leader defied the school gentrification narrative by “holding the line” in terms of preserving diversit…
Happiness-Oriented Parents
Purpose: Research on privileged parents, defined here as those with the economic, social, and educational resources to navigate school choice processes to their advantage, often depicts such parents as anxious about maintaining social mobility, leading them to “opportunity hoard” desirable or academically competitive schools in ways that exclude other families. In contrast, we identify a subset of privileged parents in urban settings that we term…
Parents’ Views of a Gifted and Talented Phase Out Proposal
Introduction to the Peabody Journal of Education 93(4)
School choice’s effects on neighborhood schools and school diversity is one of the most hotly debated topics in education reform today. This issue of the Peabody Journal of Education tackles the te
More [Time] is better or less is more?’ Neoliberal influences on teaching and learning time
This article examines the neoliberal influences on ‘Port City Schools’ (PCS) unique district-wide extended learning time (ELT) initiative. Despite the recent popularity of ELT in urban schools, there have been few qualitative studies that question how stakeholders make sense of ELT on the ground. This research fills that gap in the literature by exploring ELT programming across PCS’s choice and neighborhood K-8 schools. The interview and observat…
School Choice Policies and Racial Segregation
A growing body of school choice research has shown that when school choice policies are not designed to racially or socioeconomically integrate schools, that is, are “colorblind” policies, they generally manage to do the opposite, leading to greater stratification and separation of students by race and ethnicity across schools and programs. Since white, advantaged parents are more likely to get their children into the highest-status schools regar…
More [Time] is better or less is more?’ Neoliberal influences on teaching and learning time
This article examines the neoliberal influences on ‘Port City Schools’ (PCS) unique district-wide extended learning time (ELT) initiative. Despite the recent popularity of ELT in urban schools, there have been few qualitative studies that question how stakeholders make sense of ELT on the ground. This research fills that gap in the literature by exploring ELT programming across PCS’s choice and neighborhood K-8 schools. The interview and observat…
School Choice and the Politics of Parenthood
A substantial body of research has shown how white, middle-class parents in urban school districts use school choice as a tool to pursue educational advantages for their children. The purpose of this qualitative research was to examine the debate over neighborhood schools and school choice among a diverse group of parents in a gentrifying, yet highly diverse New York City neighborhood that I call “Prospect Point.” My central focus was studying a …
Introduction to the Peabody Journal of Education 93(4)
School choice’s effects on neighborhood schools and school diversity is one of the most hotly debated topics in education reform today. This issue of the Peabody Journal of Education tackles the te
Opportunity Hoarding in School Choice Contexts
Multiple studies have shown the potential for school choice policies to benefit middle-class families, often to the detriment of lower income students in the same district. Yet, there is limited research examining the role of policies in promoting inequality by encouraging exclusionary behaviors. In this article, we utilize the concept of opportunity hoarding to analyze the specific policy provisions built into New York City’s elementary and high…
Happiness-Oriented Parents
Purpose: Research on privileged parents, defined here as those with the economic, social, and educational resources to navigate school choice processes to their advantage, often depicts such parents as anxious about maintaining social mobility, leading them to “opportunity hoard” desirable or academically competitive schools in ways that exclude other families. In contrast, we identify a subset of privileged parents in urban settings that we term…
Holding the Line”
This case study investigated how three New York City schools responded to gentrification’s effects as student demographics shifted. I used the conceptual framework of urban school leaders as cultural workers to examine the tensions, successes, and challenges inherent in the school gentrification and integration process. I found that each school leader defied the school gentrification narrative by “holding the line” in terms of preserving diversit…
Meritocracy and Advantaged Parents’ Perceptions of the Fairness of School Choice Policies
The widespread expansion of school choice policies has bolstered the consumer-education paradigm where parents compete for what they perceive to be a limited number of high quality schools. In this comparative case study, we examine advantaged White parents’ perceptions of meritocracy in the context of a competitive elementary and high school choice system in New York City. We find that parents’ critique the choice policies and the unfair burdens…
Parents’ Views of a Gifted and Talented Phase Out Proposal
The Conflation of Dual Language Bilingual Education With Gifted Programs in New York City Schools
As neighborhoods across New York City gentrify, Dual Language Bilingual Education (DLBE) has become a big draw for gentrifier families. Our research contributes to growing literature on DLBE gentrification by examining how a racially diverse group of parents in two communities perceived DLBE as a school choice option. We found that schools with DLBE programs screened potential students via academic screening tests or school choice processes to de…
Unpacking the Evolving Understandings That STEM Teachers Have of Educating Students in “High Needs Districts”
Teacher preparation programs are criticized for not fully preparing educators to teach in culturally responsive ways. In a federally funded Noyce program designed to train Science, Technology, Engineering, and Math (STEM) educators for teaching in “high needs districts,” we conducted a longitudinal case study that examined teachers’ evolving understandings of educating students using culturally relevant pedagogy. We found that teachers’ ideas abo…
Adolescent Math Anxiety
Math anxiety represents a substantial barrier to many students’ math learning. In this paper, we apply interdisciplinary perspectives to data on over 13,200 ninth graders and their math teachers from the High School Longitudinal Study. Results suggest that being perceived as dis/abled relates to heightened math anxiety regardless of adolescents’ gender, or race and ethnicity. Our intersectional approach reveals that adolescents’ expressions of ma…
Advantaged Families’ Opportunity Hoarding in U.S. K–12 Education
A growing body of educational research uses opportunity hoarding as a construct to understand advantaged families’ engagement in K–12 U.S. schooling. Our systematic review of the literature reveals that advantaged parents hoard educational resources and opportunities in three key areas: (1) the creation and maintenance of white space; (2) school choice/selection; and (3) organizational routines. While much can be learned from the extant research,…
Choosing, Then Leaving Danish Public Schools
Purpose: In Copenhagen, Denmark, a city with many public and private school options, the public schools (folkeskole) span grades 0–9, with children looping with the same students and teachers. This model can develop cohesive classrooms that have the potential to support school integration in diverse but gentrifying areas. Yet, school choice policies make it easier for parents to leave early. While researchers have documented why privileged parent…
Walking the Line Between Saviorism and Social Activism
This qualitative meta-analysis reanalyzed interview data from five studies to examine how 163 racially diverse gentrifier parents in Washington, D.C., and New York City experienced a tension between their desire to serve the school community and common good and to be served by educational institutions and impart their own values and priorities. As they navigate their community and school choice processes, our analysis shows how “socially consciou…
School Choice and Performance (11 obras) · Psychology (10 obras) · Sociology (10 obras) · Parental Involvement in Education (9 obras) · Political science (9 obras) · School choice (8 obras) · Law (5 obras) · Pedagogy (5 obras) · Social Psychology (5 obras) · Critical Race Theory in Education (4 obras)