Melissa E Mendoza
Biographic Data
| ID | 6178491 |
|---|---|
| NAME | Melissa E Mendoza |
| GIVEN NAMES | Melissa E |
| FAMILY NAME | Mendoza |
| SIGNATURE | MENDOZA M E |
| AFFILIATIONS | Texas Christian University |
| ORCID | 0000-0002-1416-7106 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Communities of practice as a pathway to enhance discipline-specific feedback
School leaders are often tasked with supporting teachers in situations where leaders lack meaningful content or disciplinary expertise, making instructional leadership challenging. The purpose of this article is to demonstrate how collaborative work, anchored in communities of practice (CoP), distributed leadership, and sensemaking theory, can contribute to leadership capacity for content- and discipline-specific feedback. Two exemplars — one in …
Now you see me, now you don't
Information is Power
The network of support for inclusive transition education implementation in México
Defining Disability in Policy and in Practice in México
In the interest of providing inclusive education for students with disabilities within higher education and vocational formation, it is imperative that we examine how disability is understood by the actors involved. This research examines the definition of disability as it moves from an inclusive policy in México into practice at the macro, meso, and micro levels of implementation. Two key policy documents, one from the United Nations and one fro…
Lessons from United States school district policies and approaches to special education during the Covid-19 pandemic
The COVID-19 pandemic resulted in many school districts in countries around the world transitioning rapidly to partial or complete remote learning. These disruptions affected all children’s education, but students with disabilities (SWDs) were particularly at-risk because of the challenges of providing accessible support and services through remote teaching programmes. We examine the experience of SWDs in 24 United States school districts of inst…
Defining Disability in Policy and in Practice in México
In the interest of providing inclusive education for students with disabilities within higher education and vocational formation, it is imperative that we examine how disability is understood by the actors involved. This research examines the definition of disability as it moves from an inclusive policy in México into practice at the macro, meso, and micro levels of implementation. Two key policy documents, one from the United Nations and one fro…
Lessons from United States school district policies and approaches to special education during the Covid-19 pandemic
The COVID-19 pandemic resulted in many school districts in countries around the world transitioning rapidly to partial or complete remote learning. These disruptions affected all children’s education, but students with disabilities (SWDs) were particularly at-risk because of the challenges of providing accessible support and services through remote teaching programmes. We examine the experience of SWDs in 24 United States school districts of inst…
Defining Disability in Policy and in Practice in México
In the interest of providing inclusive education for students with disabilities within higher education and vocational formation, it is imperative that we examine how disability is understood by the actors involved. This research examines the definition of disability as it moves from an inclusive policy in México into practice at the macro, meso, and micro levels of implementation. Two key policy documents, one from the United Nations and one fro…
Now you see me, now you don't
Information is Power
The network of support for inclusive transition education implementation in México
Communities of practice as a pathway to enhance discipline-specific feedback
School leaders are often tasked with supporting teachers in situations where leaders lack meaningful content or disciplinary expertise, making instructional leadership challenging. The purpose of this article is to demonstrate how collaborative work, anchored in communities of practice (CoP), distributed leadership, and sensemaking theory, can contribute to leadership capacity for content- and discipline-specific feedback. Two exemplars — one in …
Psychology (3 works) · Business (2 works) · Disability Education and Employment (2 works) · Economic growth (2 works) · Family and Disability Support Research (2 works) · Inclusion (mineral (2 works) · Inclusive Education and Diversity (2 works) · Multilingual Education and Policy (2 works) · Parental Involvement in Education (2 works) · Political science (2 works)