Madeline Good
Biographic Data
| ID | 6556241 |
|---|---|
| NAME | Madeline Good |
| GIVEN NAMES | Madeline |
| FAMILY NAME | Good |
| SIGNATURE | GOOD M |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0002-5225-3355 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Educational equity in contentious times
“Who are these for? Is this for the teacher?”
Understandings of teacher expertise in the US have transformed over the past 40 years, arguably being “narrowed” and “numericized” due to high-stakes accountability and neoliberal education reform movements. While this trend has been thoroughly studied under the No Child Left Behind Act (NCLB) and Race to the Top regimes, less consideration has been given since the Every Study Succeeds Act (ESSA) replaced NCLB in 2015, which notably pivoted away …
Promoting District-Level Culturally Responsive Practices
Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situa…
Language and power dynamics
Although school segregation has been illegal for nearly seven decades, it persists in a public education context increasingly impacted by market-based ideologies. Indeed, many present-day school integration policies are having to negotiate school choice while simultaneously trying to serve the public good. Through a critical policy analysis (CPA) of three policies in school districts with distinct histories of integration efforts, we examine thes…
No prominent works on this page.
Language and power dynamics
Although school segregation has been illegal for nearly seven decades, it persists in a public education context increasingly impacted by market-based ideologies. Indeed, many present-day school integration policies are having to negotiate school choice while simultaneously trying to serve the public good. Through a critical policy analysis (CPA) of three policies in school districts with distinct histories of integration efforts, we examine thes…
“Who are these for? Is this for the teacher?”
Understandings of teacher expertise in the US have transformed over the past 40 years, arguably being “narrowed” and “numericized” due to high-stakes accountability and neoliberal education reform movements. While this trend has been thoroughly studied under the No Child Left Behind Act (NCLB) and Race to the Top regimes, less consideration has been given since the Every Study Succeeds Act (ESSA) replaced NCLB in 2015, which notably pivoted away …
Promoting District-Level Culturally Responsive Practices
Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situa…
Educational equity in contentious times
Political science (4 works) · Sociology (4 works) · Law (3 works) · Politics (3 works) · Public relations (3 works) · Teacher Education and Leadership Studies (3 works) · Accountability (2 works) · Educational Assessment and Improvement (2 works) · Gender Studies (2 works) · Pedagogy (2 works)