Sarah L Alvarado
Dados Biográficos
| ID | 4136996 |
|---|---|
| NOME | Sarah L Alvarado |
| PRENOMES | Sarah L |
| SOBRENOME | Alvarado |
| ASSINATURA | ALVARADO S L |
| AFILIAÇÕES | Film Independent |
| ORCID | 0000-0002-4222-2993 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 24 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 4 |
The Aftermath of Disproportionality Citations
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our fi…
Two dual language preschool teachers’ critical consciousness of their roles as language policy makers
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the …
Unpacking the Logic of Compliance in Special Education
The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights-based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate…
Equity/Social Justice, Instrumentalism/Neoliberalism
This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’…
Unpacking the Logic of Compliance in Special Education
The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights-based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate…
Equity/Social Justice, Instrumentalism/Neoliberalism
This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’…
The Aftermath of Disproportionality Citations
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our fi…
Two dual language preschool teachers’ critical consciousness of their roles as language policy makers
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the …
Equity/Social Justice, Instrumentalism/Neoliberalism
This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’…
Two dual language preschool teachers’ critical consciousness of their roles as language policy makers
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the …
Unpacking the Logic of Compliance in Special Education
The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights-based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate…
The Aftermath of Disproportionality Citations
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our fi…
Sociology (4 obras) · Pedagogy (3 obras) · Psychology (3 obras) · Disability Education and Employment (2 obras) · Education Discipline and Inequality (2 obras) · Gender Studies (2 obras) · Law (2 obras) · Multilingual Education and Policy (2 obras) · Political science (2 obras) · Second Language Learning and Teaching (2 obras)