Monika Williams Shealey
Dados Biográficos
| ID | 6006811 |
|---|---|
| NOME | Monika Williams Shealey |
| PRENOMES | Monika Williams |
| SOBRENOME | Shealey |
| ASSINATURA | SHEALEY M W |
| AFILIAÇÕES | Florida International University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 14 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2006 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 3 |
A Matter of Perspectives
Recognizing the pressing problem of low teacher retention in urban schools, this qualitative study explores how two post-baccalaureate teacher education programs at the same university prepare candidates to persist in the profession. Through data analysis, it became clear that graduates of the Urban Teacher Residency program approached their students with an asset-based perspective, whereas graduates of the Master’s of Science in Teaching program…
Voices of African‐American doctoral students in special education
There is a growing body of literature in examining the experiences of graduate students and faculty of color in education. This paper will provide a review of recent and relevant research on the experiences of graduate students and faculty of color, particularly those attending predominately white institutions (PWIs). Additionally, findings from a recent study of African‐American doctoral students in special education will be discussed. Finally, …
What Does “Highly Qualified” Mean for Urban Special Educators
In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act…
Students With Disabilities
Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation
The overrepresentation of students of color in special education continues to be a prevalent, disturbing, and heavily debated problem in this country. What remains is the reality that a large number of African American students continue to be referred and placed in special education programs. On the heels of 2 reports commissioned by the National Research Council (1982, 2002) specifically addressing the issue of disproportionate representation, i…
The Promises and Perils of “Scientifically Based” Research for Urban Schools
In this age of high-stakes testing and calls for more stringent measures of accountability, urban schools face a great deal of scrutiny. In fact, the direct benefactors of school reform remain the students most at risk for not reaping the benefits of reform rhetoric. Current legislation that propels the notion of “scientifically based research” to the forefront of debate on what constitutes a high-quality education fails to contextualize the teac…
The Promises and Perils of “Scientifically Based” Research for Urban Schools
In this age of high-stakes testing and calls for more stringent measures of accountability, urban schools face a great deal of scrutiny. In fact, the direct benefactors of school reform remain the students most at risk for not reaping the benefits of reform rhetoric. Current legislation that propels the notion of “scientifically based research” to the forefront of debate on what constitutes a high-quality education fails to contextualize the teac…
A Matter of Perspectives
Recognizing the pressing problem of low teacher retention in urban schools, this qualitative study explores how two post-baccalaureate teacher education programs at the same university prepare candidates to persist in the profession. Through data analysis, it became clear that graduates of the Urban Teacher Residency program approached their students with an asset-based perspective, whereas graduates of the Master’s of Science in Teaching program…
Voices of African‐American doctoral students in special education
There is a growing body of literature in examining the experiences of graduate students and faculty of color in education. This paper will provide a review of recent and relevant research on the experiences of graduate students and faculty of color, particularly those attending predominately white institutions (PWIs). Additionally, findings from a recent study of African‐American doctoral students in special education will be discussed. Finally, …
Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation
The overrepresentation of students of color in special education continues to be a prevalent, disturbing, and heavily debated problem in this country. What remains is the reality that a large number of African American students continue to be referred and placed in special education programs. On the heels of 2 reports commissioned by the National Research Council (1982, 2002) specifically addressing the issue of disproportionate representation, i…
What Does “Highly Qualified” Mean for Urban Special Educators
In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act…
Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation
The overrepresentation of students of color in special education continues to be a prevalent, disturbing, and heavily debated problem in this country. What remains is the reality that a large number of African American students continue to be referred and placed in special education programs. On the heels of 2 reports commissioned by the National Research Council (1982, 2002) specifically addressing the issue of disproportionate representation, i…
The Promises and Perils of “Scientifically Based” Research for Urban Schools
In this age of high-stakes testing and calls for more stringent measures of accountability, urban schools face a great deal of scrutiny. In fact, the direct benefactors of school reform remain the students most at risk for not reaping the benefits of reform rhetoric. Current legislation that propels the notion of “scientifically based research” to the forefront of debate on what constitutes a high-quality education fails to contextualize the teac…
Voices of African‐American doctoral students in special education
There is a growing body of literature in examining the experiences of graduate students and faculty of color in education. This paper will provide a review of recent and relevant research on the experiences of graduate students and faculty of color, particularly those attending predominately white institutions (PWIs). Additionally, findings from a recent study of African‐American doctoral students in special education will be discussed. Finally, …
What Does “Highly Qualified” Mean for Urban Special Educators
In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act…
Students With Disabilities
A Matter of Perspectives
Recognizing the pressing problem of low teacher retention in urban schools, this qualitative study explores how two post-baccalaureate teacher education programs at the same university prepare candidates to persist in the profession. Through data analysis, it became clear that graduates of the Urban Teacher Residency program approached their students with an asset-based perspective, whereas graduates of the Master’s of Science in Teaching program…
Pedagogy (6 obras) · Sociology (5 obras) · Political science (4 obras) · Psychology (4 obras) · Disability Education and Employment (3 obras) · Education Discipline and Inequality (3 obras) · Public relations (3 obras) · Social science (3 obras) · Teacher Education and Leadership Studies (3 obras) · Accountability (2 obras)