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Hamdan, Suha; Coloma, Roland Sintos – Educational Foundations, 2022
There is a tremendous need to enhance the cultural competency of teachers working in PK-12 schools. Research indicates that culturally competent teachers who utilize transformative and justice-oriented curriculum and pedagogy provide classroom spaces that are more welcoming and engaging, and that showcase diversity, inclusion, and democracy in…
Descriptors: Teacher Evaluation, Cultural Awareness, Teacher Competencies, Preschool Education
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Reagan, Timothy – Educational Foundations, 2022
While there are many difficulties faced by world language educators, both teachers and students of certain languages--languages commonly identified with countries and cultures deemed to be hostile to the United States--often find themselves in uniquely paradoxical situations. This article begins with a brief anecdotal description of the personal…
Descriptors: Second Language Learning, Second Language Instruction, Uncommonly Taught Languages, Indo European Languages
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Shannon-Baker, Peggy; Porfilio, Brad J.; Plough, Bobbie – Educational Foundations, 2020
The purpose of this study is to examine the school selection process of parents whose children attended an urban school district in Northern California. Like numerous urban school districts across the United States, the district highlighted in this study also encountered students exiting its schools for the past decade. The findings shared in this…
Descriptors: Parent Attitudes, Declining Enrollment, Urban Schools, School Districts
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Porfilio, Brad J.; Strom, Katie; Lupinacci, John – Educational Foundations, 2019
Through a case study of two doctoral programs situated in the United States, this essay highlights how doctoral programs designed to prepare leaders in K-16 institutions and other contexts can be "framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice" (CPED, 2016; Buss,…
Descriptors: Social Justice, Doctoral Programs, Neoliberalism, Equal Education
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Hartlep, Nicholas D.; Xiong, Brian V. – Educational Foundations, 2018
In this community-based participatory research article the authors bring attention to the Hmong Archives, a community asset in Saint Paul, Minnesota. The authors describe the Hmong Archives and how it has been used by K-12 teachers and college professors in a culturally sustaining manner. The authors argue that by focusing on the Hmong population,…
Descriptors: Hmong People, Archives, Social Studies, Culturally Relevant Education
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Young, Victoria M. – Educational Foundations, 2018
Drawing from the existing body of data and research on the community education concept, effective schools, and standards-based reforms, this essay examines educational achievement in the United States corresponding to and resulting from reform movements and political actions. The 1965 Elementary and Secondary Education Act (ESEA) is reviewed in…
Descriptors: Educational Change, Elementary Secondary Education, Educational Legislation, Federal Legislation
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Deas, Kendall – Educational Foundations, 2018
This article examines the Common Core State Standards Initiative and provides a policy analysis of issues concerning its implementation as a policy initiative to achieve education reform in the U.S. Aside from highlighting developments concerning this policy initiative, it examines the origins of this movement toward adopting common core state…
Descriptors: Common Core State Standards, Educational Change, Educational Policy, Politics of Education
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Geer, Wil – Educational Foundations, 2018
The Common Core State Standards (CCSS) represent an historic shift in K-12 curricular policy. Yet,few have explicitly traced the lineage of the CCSS and linked them to the decades-old standards-based reform movement. This essay situates the CCSS within the larger historical context of standards-based reform. It concludes with a discussion of…
Descriptors: Educational History, Common Core State Standards, Educational Change, Educational Legislation
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Hartlep, Nicholas D.; Porfilio, Bradley J.; Otto, Stacy; O'Brien, Kathleen – Educational Foundations, 2015
Social Foundations of Education (SFE) courses play a critical role in preparing professional, effective PK-12 teachers, yet, for reasons argued in this article and elsewhere, such courses remain under attack. In this article, by arguing what SFE "stands for" as opposed to what it "stands against," the authors intend to…
Descriptors: Foundations of Education, Teacher Education Programs, Preschool Education, Elementary Secondary Education
Milner, H. Richard – Educational Foundations, 2012
In this article, the author focuses on a case study of an African-American teacher's perceptions about teaching and instructional practices in an urban middle school, Bridge Middle School. He provides a counter to some negative conceptions of Black teachers in general through a focus on this teacher: the way she thinks about her roles and…
Descriptors: African American Teachers, Instructional Effectiveness, Teaching Methods, Teacher Attitudes
Gooden, Mark A. – Educational Foundations, 2012
Much of the history and study of leadership in general has omitted "other" perspectives in the literature. The same is true in educational leadership in general, and the principalship in particular. The discourse of the history of African Americans and their struggle to achieve equity in education has been enhanced by the work of noted scholars.…
Descriptors: African Americans, Urban Schools, Equal Education, Instructional Leadership
Okpalaoka, Chinwe L.; Dillard, Cynthia B. – Educational Foundations, 2012
This article focuses on the sense of what an "African" (American) identity could mean when viewed through the processes of migrations and fluid identities of contemporary African immigrant children as they interact with their African (Americans) peers in schools. The purpose of this article is to use data from a study of West African…
Descriptors: Ethnicity, Slavery, Educational Experience, Immigrants
Gold, Moniqueka E.; Richards, Heraldo – Educational Foundations, 2012
Over the years, the benefits of categorically identifying and labeling students with disabilities have been debated on many grounds, particularly when it comes to labeling African-American children who many argue are over-labeled or disproportionately represented in selected categories such as learning disabilities. In this article, the authors…
Descriptors: Mental Retardation, Emotional Disturbances, Learning Disabilities, Behavior Disorders
Sinanan, Allison N. – Educational Foundations, 2011
School personnel, particularly educators and school psychologists, are a first line of defense in protecting children from abuse. Teachers play an important role in the detection and reporting of child abuse. The relationship established between teachers and their students can facilitate the identification of child abuse. By virtue of their work,…
Descriptors: Financial Problems, Substance Abuse, Family Violence, Child Abuse
Miller, Peter M.; Engel, Max T. – Educational Foundations, 2011
Within the broad discussion of social justice in education, multiple conceptualizations of the term have been posited. Although there is no uniform notion of social justice, most would concur that, "Social justice, broadly defined, refers to a condition whereby all people are afforded fair opportunities to enjoy the benefits of society" (Miller,…
Descriptors: Social Justice, Democracy, Church Role, Public Schools
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