Rachel Lambert
Biographic Data
| ID | 4509461 |
|---|---|
| NAME | Rachel Lambert |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Lambert |
| SIGNATURE | LAMBERT R |
| AFFILIATIONS | University of California, Santa Barbara |
| ORCID | 0000-0002-2503-4237 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers rehumanizing mathematics for students with disabilities; the role of empathy
Rehumanizing mathematics with and for students with disabilities is a critically important, and often overlooked, aspect of mathematics education. This paper describes a professional development project that paired Universal Design for Learning with Design Thinking for mathematics and special educators. We situated disability in a political framework, as a shift from a medical model to a political/relational model. Across data sources, the educat…
Ethnic Racial Identity Development in a Dual Immersion School
This study explores the ethnic-racial identity (ERI) development of early adolescent Latinas in a Spanish-English dual immersion school setting. Employing a critical ethnographic approach grounded in Chicana feminist epistemology, this research utilizes Umaña-Taylor and Fine’s (2004) Model of Ethnic Identity Development among Adolescents as a theoretical framework. Data was collected through classroom observations, interviews and survey data. The…
“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices
Using design research methodology, we explored changes in experienced educators’ beliefs, knowledge, and practices related to Universal Design for Learning (UDL) following a professional development course for in-service teachers and teacher leaders on UDL and design thinking. Data included analysis of focus groups 9 months after the summer professional development course. Findings indicated shifts in educators’ beliefs about UDL, moving from con…
A Critical Review of Educator and Disability Research in Mathematics Education
Disabled students have historically been dehumanized in education, generally, and in research and practice related to school mathematics (K–12), particularly. Typically, they are only offered access to low-rigor school mathematics emphasizing rote procedures and narrow skills, often segregated physically and socially from their nondisabled peers. Educators are crucial to the humanization of disabled students via anti-ableist and antiracist work t…
Tom Ormay (1934–2022)
“Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020
While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs who often benefit from strong interpersonal connections, modeling, and the use of physical manipu…
Documenting increased participation of a student with autism in the standards for mathematical practice
The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics engagement of Oscar, a fifth-grade student with autism, over the duration of 1 school year. Using fie…
When I am being rushed it slows down my brain’
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourse…
I Have a Solution to Share
Monitoring Local Food Security and Coping Strategies
Save the Children Fund (UK) established a local food security monitoring project in the Mopti region of Mali, which was operational between 1987 and 1993. This article describes some of the lessons learnt from this experience of monitoring food security and coping strategies. It illustrates how coping strategies can be an important element in tracking vulnerability in the Sahel, but that interpretation is complex and there are limitations to thei…
Monitoring Local Food Security and Coping Strategies
Save the Children Fund (UK) established a local food security monitoring project in the Mopti region of Mali, which was operational between 1987 and 1993. This article describes some of the lessons learnt from this experience of monitoring food security and coping strategies. It illustrates how coping strategies can be an important element in tracking vulnerability in the Sahel, but that interpretation is complex and there are limitations to thei…
Monitoring Local Food Security and Coping Strategies
Save the Children Fund (UK) established a local food security monitoring project in the Mopti region of Mali, which was operational between 1987 and 1993. This article describes some of the lessons learnt from this experience of monitoring food security and coping strategies. It illustrates how coping strategies can be an important element in tracking vulnerability in the Sahel, but that interpretation is complex and there are limitations to thei…
I Have a Solution to Share
When I am being rushed it slows down my brain’
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourse…
“Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020
While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs who often benefit from strong interpersonal connections, modeling, and the use of physical manipu…
Documenting increased participation of a student with autism in the standards for mathematical practice
The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics engagement of Oscar, a fifth-grade student with autism, over the duration of 1 school year. Using fie…
A Critical Review of Educator and Disability Research in Mathematics Education
Disabled students have historically been dehumanized in education, generally, and in research and practice related to school mathematics (K–12), particularly. Typically, they are only offered access to low-rigor school mathematics emphasizing rote procedures and narrow skills, often segregated physically and socially from their nondisabled peers. Educators are crucial to the humanization of disabled students via anti-ableist and antiracist work t…
Tom Ormay (1934–2022)
“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices
Using design research methodology, we explored changes in experienced educators’ beliefs, knowledge, and practices related to Universal Design for Learning (UDL) following a professional development course for in-service teachers and teacher leaders on UDL and design thinking. Data included analysis of focus groups 9 months after the summer professional development course. Findings indicated shifts in educators’ beliefs about UDL, moving from con…
Ethnic Racial Identity Development in a Dual Immersion School
This study explores the ethnic-racial identity (ERI) development of early adolescent Latinas in a Spanish-English dual immersion school setting. Employing a critical ethnographic approach grounded in Chicana feminist epistemology, this research utilizes Umaña-Taylor and Fine’s (2004) Model of Ethnic Identity Development among Adolescents as a theoretical framework. Data was collected through classroom observations, interviews and survey data. The…
Teachers rehumanizing mathematics for students with disabilities; the role of empathy
Rehumanizing mathematics with and for students with disabilities is a critically important, and often overlooked, aspect of mathematics education. This paper describes a professional development project that paired Universal Design for Learning with Design Thinking for mathematics and special educators. We situated disability in a political framework, as a shift from a medical model to a political/relational model. Across data sources, the educat…
Psychology (8 works) · Mathematics education (6 works) · Pedagogy (6 works) · Collaborative Teaching and Inclusion (4 works) · Social Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Disability Education and Employment (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Developmental psychology (2 works)