GATEways 2019 (volume 30, issue 1)

Page 41

GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators

Kettler, T., Russell, J., & Puryear, J. S. (2015). Inequitable access to gifted education: Variance in funding and staffing based on locale and contextual school variables. Journal for the Education of the Gifted, 38(2), 99-117. doi:10.1177/0162353215578277 Kitchen, R., Ridder, S., & Bolz, J. (2016). The legacy continues: "The test" and denying access to a challenging mathematics education for historically marginalized students. Journal of Mathematics Education at Teachers College, 7(1), 17-26. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 312. Landsman, J. (2004). Confronting the racism of low expectations. Educational Leadership, 62(3), 2832. Losen, D. J. (2013). Discipline policies, successful schools, racial justice, and the law. Family Court Review, 51(3), 388-400. doi:10.1111/fcre.12035 Lysaker, J. T. (2012). Should teachers have a voice in state-wide curricula decisions? POINT. In A. J. Eakle (Ed.), Debating issues in American education: Curriculum and instruction (pp. 10-17), a volume in C. Russo and A. Osborne Jr. (Eds.), Debating issues in American education: A SAGE reference set. Thousand Oaks, CA: Sage. Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Erlbaum. Martin, D. B. (2013). Race, racial projects, and mathematics education. Journal for Research in Mathematics Education, 44(1), 316 - 333. Maxwell, L. A. (2014). U.S. school enrollment hits majority-minority milestone. Retrieved from http://www.edweek.org/ew/articles/2014/08/20/01d emographics.h34.html. May, L. A. (2011). Animating talk and texts: Culturally relevant teacher read-alouds of informational texts. Journal of Literacy Research, 43(1), 3-38. McGuinn, P. (2016). From No Child Left Behind to the Every Student Succeeds Act: Federalism and the education legacy of the Obama Administration. Publius: The Journal of Federalism, 46(3), 392. McKown, C. (2013). Social equity theory and racialethnic achievement gaps. Child Development, 84(4), 1120-1136. doi:10.1111/cdev.12033 National Assessment of Educational Progress, U. S. D. o. E., The Nation‘s Report Card, Math. (2017). National Assessment of Educational Progress (NAEP) at grade 12. Retrieved June 6 2018 from https://nationsreportcard.gov.

VOLUME 30, ISSUE 1

Noguera, P. (2003). City schools and the American dream. New York, NY: Teachers College Press. Noltemeyer, A., Ward, R. M., & McLoughlin, C. (2015). Relationship between school suspension and student outcomes: A meta-analysis. School Psychology Review, 44(2), 224-240. Norman, O., Ault, C., Bentz, B., & Meskimen, L. (2001). The Black-White “achievement gap” as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice. Journal of Research in Science Teaching, 38, 1101-1114. Office for Civil Rights, U. D. o. E. (2014). Civil rights data collection: Data snapshot (School Discipline) March 21, 2014 Retreived from: http://www2.ed.gov/about/offices/list/ocr/docs/crdc -discipline-snapshot.pdf. Ostrander, R. R. (2015). School funding: Inequality in district funding and the disparate impact on urban and migrant school children. Brigham Young University Education & Law Journal(1), 271-295. Rector-Aranda, A. (2016). School norms and reforms, critical race theory, and the fairytale of equitable education. Critical Questions in Education, 7(1), 116. Reyes, R., & Villarreal, E. (2016). Wanting the unwanted again: Safeguarding against normalizing dehumanization and discardability of marginalized, 'unruly' English-learning Latinos in our schools. The Urban Review, 48(4), 543-559. doi:10.1007/s11256-016-0367-8 Simmons-Reed, E., & Cartledge, G. (2014). School discipline disproportionality: Culturally competent interventions for African American males. Interdisciplinary Journal of Teaching and Learning, 4(2), 95-109. Sleeter, C., & Stillman, J. (2013). Standardizing knowledge in a multicultural society. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (pp. 253-268). New York, NY: Routledge. (Reprinted from: Curriculum Inquiry, 35, (2005), 27-46). Spencer, J. (2009). Identity at the crossroads: Understanding the practices and forces that shape African American success and struggle in mathematics. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of black children (pp. 200–230). New York: Routledge. Stotsky, S. (2016). Testing Limits. Academic Questions, 29(3), 285-298. doi:10.1007/s12129-016-9578-4 Toldson, I. A., & Johns, D. J. (2016). Erasing Deficits. Teachers College Record, 118(6), 1-7. Valenzuela, A. (2013). Subtractive schooling, caring relations, and social capital in the schooling of U.S.-Mexican youth. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (4th ed., pp. 289–300). New York, NY: Routledge

PAGE 38


Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.