Alyssa Scott
Biographic Data
| ID | 8834802 |
|---|---|
| NAME | Alyssa Scott |
| GIVEN NAMES | Alyssa |
| FAMILY NAME | Scott |
| SIGNATURE | SCOTT A |
| AFFILIATIONS | Child Trends |
| ORCID | 0000-0003-3962-0242 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“We Are The Heartbeat of The School”
Educator-to-educator relationships are critical for a range of educator, student, and school-wide outcomes. To foster and sustain healthy educator-to-educator relationships, a comprehensive framework is needed to understand what informs those relationships and how they function. Through thematic analysis of focus group and interview data from 72 educators in the United States, this qualitative study generated a multi-layered framework that highli…
Taking a critical participatory action approach to education measurement development
This study examines how critical participatory action research (cPAR) can advance education measurement development by positioning Black and Latino students and their teachers as co-researchers. As part of the Adapted Measure of Math Engagement (AM-ME) Project, a three-year partnership with a school district in the Midwestern region of the U.S., students, teachers, and academic researchers collaboratively defined math engagement, co-created surve…
Strength-based strategies and assets that Black and Latina/o middle and high school students use to navigate contextual barriers of math engagement
Background Racial disparities in math remain a critical issue in the United States. For example, the U.S. educational system often fails to recognize or uplift the funds of knowledge and other cultural assets that Black and Latina/o students possess, which has implications for their engagement in math. The goal of this study is to understand, from the perspectives of Black and Latina/o students, what are the salient barriers for math engagement. …
No prominent works on this page.
Strength-based strategies and assets that Black and Latina/o middle and high school students use to navigate contextual barriers of math engagement
Background Racial disparities in math remain a critical issue in the United States. For example, the U.S. educational system often fails to recognize or uplift the funds of knowledge and other cultural assets that Black and Latina/o students possess, which has implications for their engagement in math. The goal of this study is to understand, from the perspectives of Black and Latina/o students, what are the salient barriers for math engagement. …
“We Are The Heartbeat of The School”
Educator-to-educator relationships are critical for a range of educator, student, and school-wide outcomes. To foster and sustain healthy educator-to-educator relationships, a comprehensive framework is needed to understand what informs those relationships and how they function. Through thematic analysis of focus group and interview data from 72 educators in the United States, this qualitative study generated a multi-layered framework that highli…
Taking a critical participatory action approach to education measurement development
This study examines how critical participatory action research (cPAR) can advance education measurement development by positioning Black and Latino students and their teachers as co-researchers. As part of the Adapted Measure of Math Engagement (AM-ME) Project, a three-year partnership with a school district in the Midwestern region of the U.S., students, teachers, and academic researchers collaboratively defined math engagement, co-created surve…
Early Childhood Education and Development (3 works) · Qualitative research (2 works) · Teacher Education and Leadership Studies (2 works) · Action (physics) (1 work) · Action research (1 work) · Agency (philosophy) (1 work) · Bridge (graph theory) (1 work) · Citizen journalism (1 work) · Conceptual framework (1 work) · Education Methods and Practices (1 work)