Abstract: Organizational justice refers to the perceptions of the members of an organization with regards to the fair and just nature of organizational processes. School students are susceptible to unfair and unjust experiences due to the hierarchical and mechanistic nature of school organizations. In order to create nurturing school climates, it is necessary for schools to encourage just and fair organizational justice systems. This study attempted to develop and validate a scale which measured empathic organizational justice. The study was conducted among a random sample of 172 school students from Indian schools. The instrument consisted of three subscales representing equality, respect and positivity. It was further tested and validated for convergent, discriminant and concurrent validity. The instrument might present as a useful tool to measure the levels of empathic organizational justice systems in Indian schools so that interventions can be designed... PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Abstract: Home literacy environment (HLE) refers to the physical, interpersonal, and emotional / motivational factors in the home that have been found to be important for children’s literacy development. In this paper, the emergence of HLE research, its conceptualizations, and the effects of HLE factors, will be reviewed with an emphasis on the relations between HLE and children’s early literacy skills. Challenges faced by HLE researchers are also considered, and three aspects of issues are identified: privacy sensitivity, measure validity, and intervention fidelity. Apart from what is already known, this paper will also provide a summary of possible goals for future research. PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Abstract: This study examined the elements of (critical) multicultural awareness and (critical) multilingual awareness identified in the pedagogical responsiveness of six literacy teacher educators, the features of a research-practice partnership (RPP) that influenced this awareness, and the ways in which this awareness shaped educators’ pedagogical responsiveness in literacy. Findings showed that educators reflected certain elements of (C)MA and (C)MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs). Educators’ perceptions influencing awareness were assumptions based on otherness and teaching experience. Elements influencing awareness were positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators’ cultural and linguistic responsiveness as they developed the ability to capitalize on difference and identify and use social currency. Implications... PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Abstract: This qualitative case study considers the politics of the coalitions that emerged to address fair and affordable housing in the Atlanta metropolitan area between 2017 and 2020 and the connections or barriers they identified to educational opportunity. It applies regional, civic capacity, and social construction of policy frameworks to explore in which arenas the two issue areas of housing and education have been linked by policymakers, and by selected civic entities, non-profit organizations, and philanthropies. The case draws on demographic data, interviews, and documents in the analysis of the barriers to, and possibilities for, coordination of housing and education policy instruments to promote educational opportunity in the region. The author found that the majority of efforts to bridge the two policy areas were developed and led by non-profit actors, and mostly took the form of place-based interventions rather than mobility programs. Implications of these findings... PubDate: Fri, 25 Jun 2021 00:00:00 +000
Abstract: In this mixed methods study, we use quantitative and narrative survey data from 47 parents/guardians of trans youth to understand their experiences navigating schools. In our analytic process, we recognized that how students identified mattered to parents/guardians’ stories. We use trans theories and concepts of materiality, embodiment, and subjection to understand our initial thematic analysis. Our findings indicate the need to attend to students’ material bodies, how their embodied experiences differ based on how they are read and which “rules” they “break,” and how masculinity and femininity might be regulated differently. We aim to contribute to the growing literature in PK-12 education that calls for research to differentiate the experiences of trans students by unpacking the T. PubDate: Fri, 1 Jan 2021 00:00:00 +0000
Abstract: This article explores insurgent knowledge created by student organizers who are collectively challenging institutional complicity with U.S. imperialism, racial capitalism, settler-colonialism, and disability injustice through social movements on U.S. college campuses. Taking Syracuse University as a case study of anti-imperialist student organizing from 1968-1970, I analyze student protest materials—primarily political education leaflets and literature opposing the Vietnam War and anti-Black racism—from the university archives. Following a lineage of anti-imperialist student organizing from the second half of the twentieth century to the present-day student movement for justice in Palestine, I highlight traces of disability within histories of student protest that have largely been framed as extraneous to disability issues and histories on U.S. campuses. My argument is twofold: 1. Student movements opposing Israeli apartheid, U.S. imperialism, and settler-colonialism are also... PubDate: Fri, 1 Jan 2021 00:00:00 +0000
Abstract: Black male teachers are scarce, and Black males who teach special education are so rare as to be metaphorical unicorns. As a result, both empirical and theoretical research that examines the trajectories of Black male teachers has almost completely avoided addressing Black men who teach special education. This thematic literature review examines the historical landscape of Black teachers in general, the difficulties they face, and the limited empirical research on Black male special education teachers. Policy and research implications are explored, reflecting the dire need for Black male special education teachers in the United States and programs to improve their participation and retention. PubDate: Fri, 1 Jan 2021 00:00:00 +0000
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