Erica D McCray
Biographic Data
| ID | 6555465 |
|---|---|
| NAME | Erica D McCray |
| GIVEN NAMES | Erica D |
| FAMILY NAME | McCray |
| SIGNATURE | MCCRAY E D |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0001-8140-678X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
From the inside out
Relationships between Organizational Factors and Teachers’ Knowledge and Use of Culturally Relevant Education
Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students’ educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that reproduce and uphold white-normed practice (Leonardo & Manning, 2017). The organizational contexts and conditions s…
The varied experience of undergraduate students learning chemistry in virtual reality laboratories
Writing (for) our lives
In this collaborative sense-making of mentorship and interconnected guidance for education research, two Black women academics in special education offer lessons learned from their sustained dialogues with each other, other Black women, and with Black and endarkened feminists’ texts. The authors reflect on how traditional approaches to academic mentorship were, at times, incompatible with their onto-epistemic and methodological needs as researche…
Listening to Their Voices
This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want …
Writing (for) our lives
In this collaborative sense-making of mentorship and interconnected guidance for education research, two Black women academics in special education offer lessons learned from their sustained dialogues with each other, other Black women, and with Black and endarkened feminists’ texts. The authors reflect on how traditional approaches to academic mentorship were, at times, incompatible with their onto-epistemic and methodological needs as researche…
Listening to Their Voices
This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want …
Listening to Their Voices
This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want …
Writing (for) our lives
In this collaborative sense-making of mentorship and interconnected guidance for education research, two Black women academics in special education offer lessons learned from their sustained dialogues with each other, other Black women, and with Black and endarkened feminists’ texts. The authors reflect on how traditional approaches to academic mentorship were, at times, incompatible with their onto-epistemic and methodological needs as researche…
The varied experience of undergraduate students learning chemistry in virtual reality laboratories
Relationships between Organizational Factors and Teachers’ Knowledge and Use of Culturally Relevant Education
Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students’ educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that reproduce and uphold white-normed practice (Leonardo & Manning, 2017). The organizational contexts and conditions s…
From the inside out
Psychology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Political science (2 works) · Qualitative research (2 works) · Social science (2 works) · Ableism (1 work) · Active listening (1 work)