Social Justice Research for K-12 Educators
Many well-intentioned school reform efforts center on the need for “research-based” policies and practices, yet few classroom teachers and education leaders receive exposure to current research findings and studies on a regular basis. This project aims to close the research-to-practice gap specifically in the interest of promoting educational equity.
Fall 2023 Issue
This paper analyzes how a small group of educators in a large, diverse urban school district doubled the racial discipline gap in their schools and it makes recommendations for how leaders can successfully address and mitigate such disparities.
Incorporating culturally relevant education in K-12 classrooms presents many schools with both systemic and curricular challenges, but teachers and leaders have found practical responses that can lead you in the right direction.
Latinx children face multiple challenges in school, including social isolation and stereotypes from both community members and educators. Through interviewing these students and emphasizing the value of student voice, researchers uncovered four key needs that could be used to improve educator practice and student experiences in your school.
Black students aged 5 to 21 are more likely to be identified with emotional and behavioral disorders (EBDs) than students in any other racial group, and research has shown these students are both overrepresented and horrifically underserved. In this study, researchers describe a successful multi-tiered approach to treating students with EBDs that could change how your school serves these children.
Ensuring that mathematical instruction is both comprehensive and equitable requires careful planning and reflection. This review of literature highlights some of the most critical cooperative practices that teachers can enact and some of the most important questions they need to ask when working to improve mathematical outcomes and understanding.
Using interviews from a small rural school, this study documents how concerns for personal and community discomfort impaired accommodations for a transgender child in elementary school. Examination of that discomfort reveals important patterns and mistakes educators can recognize and address when seeking to better support transgender students.
The impact of social-emotional learning (SEL) on academic success is well-documented, but its usefulness for English Learners (ELs) is not widely discussed. This study shows how the reclassification process for ELs can both positively and negatively affect SEL skills, which may have implications for both educators and policymakers.
Despite increasing demand for computing jobs, only one of every five PhDs in Computer Science (CS) are earned by women, and this underrepresentation is echoed in high school Advance Placement (AP) courses. This paper focuses on how schools can remedy that disparity and create more equitable classrooms for girls.