Melissa J Cuba
Dados Biográficos
| ID | 6750709 |
|---|---|
| NOME | Melissa J Cuba |
| PRENOMES | Melissa J |
| SOBRENOME | Cuba |
| ASSINATURA | CUBA M J |
| AFILIAÇÕES | University of Maine |
| ORCID | 0000-0003-1011-1268 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Disproportionate Representation of Multilingual Learners With Intellectual and Developmental Disabilities
Despite longstanding research highlighting the disproportionate representation of multilingual learners in special education, disparities specific to intellectual and developmental disabilities (IDD)—including autism spectrum disorder (ASD), intellectual disability (ID), and developmental delay (DD)—remain underexamined. This systematic review critically analyzed the extent and nature of these disparities through an intersectional and dis/ability…
Elementary Teachers’ Self-Reported Knowledge of the Science of Reading
This study sought to understand general and special education elementary teachers’ self-reported knowledge of the science of reading (SOR). As part of a larger study on reading instructional practices, this article focuses on teachers’ responses to the SOR-only questions ( N = 300). Results suggested that teachers had either self-reported lower- or higher-levels of SOR knowledge. Teachers reported four primary themes to explain their ratings: bac…
Contextualizing Multilingual Learner Disproportionality in Special Education
Background/Context: One of the most complex and systemic challenges U.S. public schools face is the disproportionate identification of multilingual learners in special education. Currently, students with multidimensional identities are often trapped in ambiguous and contradictory education policies and practices that contribute to both under- and over-representation in special education. Given the legacy of racial discrimination in the United Sta…
Supporting undocumented students
Despite the 1982 Supreme Court decision Plyler v. Doe, little guidance has been provided on how to support undocumented students. Although education scholars have explored undocumented students’ experiences, little research examines the effects of professional development on pre-service school professionals’ understanding regarding policies and factors impacting undocumented students and their families. Since school professionals can be allies, a…
Teachers’ Efforts to Support Undocumented Students Within Ambiguous Policy Contexts
In this research article, authors Hillary Parkhouse, Virginia Massaro, Melissa Cuba, and Carolyn Waters examine teachers’ perceptions of their responsibilities to support undocumented students and the barriers they encounter in fulfilling them. Since the 1982 Plyler v. Doe decision guaranteed public K–12 education to undocumented students, there has been little policy guidance on how schools can support these students, particularly within the inc…
Beyond the label
Latinos labeled "English learners" by the school system face social and systemic barriers that limit their access to postsecondary opportunities. Using a multilevel model of intersectionality, this collaborative case study contextualizes influences that impacted the educational trajectories of two Latino students who came to the United States from El Salvador as young teenagers. Despite their many similarities, the data reveal salient differences…
Beyond the label
Latinos labeled "English learners" by the school system face social and systemic barriers that limit their access to postsecondary opportunities. Using a multilevel model of intersectionality, this collaborative case study contextualizes influences that impacted the educational trajectories of two Latino students who came to the United States from El Salvador as young teenagers. Despite their many similarities, the data reveal salient differences…
Beyond the label
Latinos labeled "English learners" by the school system face social and systemic barriers that limit their access to postsecondary opportunities. Using a multilevel model of intersectionality, this collaborative case study contextualizes influences that impacted the educational trajectories of two Latino students who came to the United States from El Salvador as young teenagers. Despite their many similarities, the data reveal salient differences…
Teachers’ Efforts to Support Undocumented Students Within Ambiguous Policy Contexts
In this research article, authors Hillary Parkhouse, Virginia Massaro, Melissa Cuba, and Carolyn Waters examine teachers’ perceptions of their responsibilities to support undocumented students and the barriers they encounter in fulfilling them. Since the 1982 Plyler v. Doe decision guaranteed public K–12 education to undocumented students, there has been little policy guidance on how schools can support these students, particularly within the inc…
Supporting undocumented students
Despite the 1982 Supreme Court decision Plyler v. Doe, little guidance has been provided on how to support undocumented students. Although education scholars have explored undocumented students’ experiences, little research examines the effects of professional development on pre-service school professionals’ understanding regarding policies and factors impacting undocumented students and their families. Since school professionals can be allies, a…
Contextualizing Multilingual Learner Disproportionality in Special Education
Background/Context: One of the most complex and systemic challenges U.S. public schools face is the disproportionate identification of multilingual learners in special education. Currently, students with multidimensional identities are often trapped in ambiguous and contradictory education policies and practices that contribute to both under- and over-representation in special education. Given the legacy of racial discrimination in the United Sta…
Elementary Teachers’ Self-Reported Knowledge of the Science of Reading
This study sought to understand general and special education elementary teachers’ self-reported knowledge of the science of reading (SOR). As part of a larger study on reading instructional practices, this article focuses on teachers’ responses to the SOR-only questions ( N = 300). Results suggested that teachers had either self-reported lower- or higher-levels of SOR knowledge. Teachers reported four primary themes to explain their ratings: bac…
Disproportionate Representation of Multilingual Learners With Intellectual and Developmental Disabilities
Despite longstanding research highlighting the disproportionate representation of multilingual learners in special education, disparities specific to intellectual and developmental disabilities (IDD)—including autism spectrum disorder (ASD), intellectual disability (ID), and developmental delay (DD)—remain underexamined. This systematic review critically analyzed the extent and nature of these disparities through an intersectional and dis/ability…
Pedagogy (5 obras) · Psychology (5 obras) · Education Discipline and Inequality (4 obras) · Political science (4 obras) · Sociology (4 obras) · Education and experiences of immigrants and refugees (2 obras) · Mathematics education (2 obras) · Migration, Health and Trauma (2 obras) · Multilingual Education and Policy (2 obras) · Social Psychology (2 obras)