Wendy Cavendish
Dados Biográficos
| ID | 4487233 |
|---|---|
| NOME | Wendy Cavendish |
| PRENOMES | Wendy |
| SOBRENOME | Cavendish |
| ASSINATURA | CAVENDISH W |
| AFILIAÇÕES | University of Miami |
| ORCID | 0000-0003-2229-2246 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 14 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care
High school graduation rates for U.S. youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Imp…
Supports for College Access of Underrepresented Students
Lifting as You Climb
This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings identified five central themes that contributed to the development of social capital for participants: program expectations and experiences, sustaining relationships, near-peer network support, connecting through symbiotic roles, and keeping the legacy going…
She’s My Partner in Crime”
The shortage of special education teachers is a growing threat to the quality of education received by students with disabilities in the United States. The shortage is exacerbated by high rates of teacher turnover especially among beginning special educators (BSEs) assigned to teach in self-contained classrooms. To promote retention, greater focus is being given to the formal and informal induction experiences of BSEs. This study explored the inf…
Urban Teachers’ Perspectives of Strengths and Needs
Intersectionality in Education
"I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It"
Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interview…
High School Teachers’ Sense-Making of Response to Intervention
Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this quali…
Is a bridge even possible over troubled waters? The field of special education negates the overrepresentation of minority students
In this article we challenge recent research within the field of special education reports an underrepresentation of all minorities in disability categories. First, we contrast these findings with selections from a large body of diverse and innovative work by scholars of overrepresentation, while recognizing the dearth of use of findings in these studies. Second, we illustrate a field of special education that has been epistemologically divided f…
Sit in my seat’
In the USA, students with learning disabilities (LD), after students with speech and language impairments, are the second highest incidence disability category of children and youth receiving the majority of their education in inclusive classrooms. However, very few studies exist that share perspectives of school experiences by students with LD in inclusive classrooms. This qualitative study focuses upon the importance of student voice through in…
Student perceptions of school efforts to facilitate student involvement, school commitment, self-determination, and high school graduation
Interpersonal Relationships and the Development of Behavior Problems in Adolescents in Urban Schools
Is a bridge even possible over troubled waters? The field of special education negates the overrepresentation of minority students
In this article we challenge recent research within the field of special education reports an underrepresentation of all minorities in disability categories. First, we contrast these findings with selections from a large body of diverse and innovative work by scholars of overrepresentation, while recognizing the dearth of use of findings in these studies. Second, we illustrate a field of special education that has been epistemologically divided f…
Interpersonal Relationships and the Development of Behavior Problems in Adolescents in Urban Schools
Urban Teachers’ Perspectives of Strengths and Needs
High School Teachers’ Sense-Making of Response to Intervention
Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this quali…
Student perceptions of school efforts to facilitate student involvement, school commitment, self-determination, and high school graduation
Interpersonal Relationships and the Development of Behavior Problems in Adolescents in Urban Schools
Student perceptions of school efforts to facilitate student involvement, school commitment, self-determination, and high school graduation
Sit in my seat’
In the USA, students with learning disabilities (LD), after students with speech and language impairments, are the second highest incidence disability category of children and youth receiving the majority of their education in inclusive classrooms. However, very few studies exist that share perspectives of school experiences by students with LD in inclusive classrooms. This qualitative study focuses upon the importance of student voice through in…
Is a bridge even possible over troubled waters? The field of special education negates the overrepresentation of minority students
In this article we challenge recent research within the field of special education reports an underrepresentation of all minorities in disability categories. First, we contrast these findings with selections from a large body of diverse and innovative work by scholars of overrepresentation, while recognizing the dearth of use of findings in these studies. Second, we illustrate a field of special education that has been epistemologically divided f…
"I'm Bright Enough to Do It, Even Though Sometimes I Feel I Can't Do It"
Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interview…
High School Teachers’ Sense-Making of Response to Intervention
Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this quali…
She’s My Partner in Crime”
The shortage of special education teachers is a growing threat to the quality of education received by students with disabilities in the United States. The shortage is exacerbated by high rates of teacher turnover especially among beginning special educators (BSEs) assigned to teach in self-contained classrooms. To promote retention, greater focus is being given to the formal and informal induction experiences of BSEs. This study explored the inf…
Urban Teachers’ Perspectives of Strengths and Needs
Intersectionality in Education
Lifting as You Climb
This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings identified five central themes that contributed to the development of social capital for participants: program expectations and experiences, sustaining relationships, near-peer network support, connecting through symbiotic roles, and keeping the legacy going…
Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care
High school graduation rates for U.S. youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Imp…
Supports for College Access of Underrepresented Students
Psychology (10 obras) · Pedagogy (8 obras) · Sociology (6 obras) · Disability Education and Employment (5 obras) · Mathematics education (5 obras) · Medical education (5 obras) · Medicine (5 obras) · Parental Involvement in Education (4 obras) · Political science (4 obras) · Qualitative research (4 obras)