Rachel Garver
Biographic Data
| ID | 5180445 |
|---|---|
| NAME | Rachel Garver |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Garver |
| SIGNATURE | GARVER R |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0001-7504-8103 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Mapping Multilingual Futures
Educator Agency for Multilingual Learner Integration
“From Two Different Perspectives” to Simultaneous Renewal
University-district partnerships are promising models for leadership preparation programs, however many partnerships fall short of their potential. In this two-year qualitative, action research study, we examine how a university-district partnership led to the simultaneous renewal of the district and university as it sought to develop transformational school leaders. Analysis of semi-structured interviews with program participants, university sta…
“It’s the teachers’ fault”
Efforts to measure teacher effectiveness have intensified across the globe over the last two decades. In the United States, educational reforms that attempt to further educational equity have concentrated on aspects of schooling, such as teacher quality, that are more easily manipulated and monitored than powerful out-of-school factors, such as economic and racial segregation. Teachers in high-poverty, racially segregated schools are subject to s…
For Some and for All
Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision—the day-to-day distribution of resources—in segregated schools? This ethnogra…
Evaluative relationships
Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erod…
Evaluative relationships
Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erod…
For Some and for All
Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision—the day-to-day distribution of resources—in segregated schools? This ethnogra…
Educator Agency for Multilingual Learner Integration
Evaluative relationships
Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erod…
“It’s the teachers’ fault”
Efforts to measure teacher effectiveness have intensified across the globe over the last two decades. In the United States, educational reforms that attempt to further educational equity have concentrated on aspects of schooling, such as teacher quality, that are more easily manipulated and monitored than powerful out-of-school factors, such as economic and racial segregation. Teachers in high-poverty, racially segregated schools are subject to s…
For Some and for All
Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision—the day-to-day distribution of resources—in segregated schools? This ethnogra…
“From Two Different Perspectives” to Simultaneous Renewal
University-district partnerships are promising models for leadership preparation programs, however many partnerships fall short of their potential. In this two-year qualitative, action research study, we examine how a university-district partnership led to the simultaneous renewal of the district and university as it sought to develop transformational school leaders. Analysis of semi-structured interviews with program participants, university sta…
Mapping Multilingual Futures
Educator Agency for Multilingual Learner Integration
Pedagogy (5 works) · Political science (5 works) · Psychology (5 works) · Sociology (5 works) · Public relations (4 works) · Educational Assessment and Improvement (3 works) · Mathematics education (3 works) · Teacher Education and Leadership Studies (3 works) · Accountability (2 works) · Economics (2 works)