Sidra Sheikh
Biographic Data
| ID | 5985247 |
|---|---|
| NAME | Sidra Sheikh |
| GIVEN NAMES | Sidra |
| FAMILY NAME | Sheikh |
| SIGNATURE | SHEIKH S |
| AFFILIATIONS | Center for Program Design and Evaluation, The Dartmouth Institute for Health Policy and Clinical Practice, Lebanon, NH, USA |
| ORCID | 0000-0001-6688-9226 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Care, Success, and Accountability
Teacher expectations are key predictors of student outcomes, yet how they are produced and negotiated in practice remains understudied. Drawing on ethnographic research in two progressive high schools serving low-income students of color, we show expectations function less as individually held stable beliefs than as institutionally situated judgments that are continuously produced and revised through interaction and interpretation. We identify th…
‘We can’t lose you’
The COVID-19 pandemic and subsequent school closures forced educators to seek new means of engaging students, especially in schools serving low-income communities hit hard by the pandemic. This exploratory virtual ethnography, part of a larger study on the culture of progressive (or student-centered) schools, follows one innovative urban high school as it shifted from in-person to remote schooling. It documents how the school attempted to use Ins…
No prominent works on this page.
‘We can’t lose you’
The COVID-19 pandemic and subsequent school closures forced educators to seek new means of engaging students, especially in schools serving low-income communities hit hard by the pandemic. This exploratory virtual ethnography, part of a larger study on the culture of progressive (or student-centered) schools, follows one innovative urban high school as it shifted from in-person to remote schooling. It documents how the school attempted to use Ins…
Care, Success, and Accountability
Teacher expectations are key predictors of student outcomes, yet how they are produced and negotiated in practice remains understudied. Drawing on ethnographic research in two progressive high schools serving low-income students of color, we show expectations function less as individually held stable beliefs than as institutionally situated judgments that are continuously produced and revised through interaction and interpretation. We identify th…
Child Development and Digital Technology (1 work) · Computer Science (1 work) · Critical Race Theory in Education (1 work) · Diverse Education Studies and Reforms (1 work) · Early Childhood Education and Development (1 work) · Ethnography (1 work) · Function (biology (1 work) · Impact of Technology on Adolescents (1 work) · Period (music (1 work) · Process (computing (1 work)