Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Elizabeth M. Uzzell"'
Publikováno v:
AERA Open, Vol 8 (2022)
The Congressional Research Service (CRS) is the nonpartisan research and analytical arm of the U.S. Congress and is physically and structurally located within the Library of Congress. Despite the role of CRS as a critical information provider and tec
Externí odkaz:
https://doaj.org/article/953ef0e4e5d4448483cb3b6bd49e06c7
Autor:
Michelle Falter, Aaron A. Arenas, Gordon W. Maples, Chelsea T. Smith, Lisa J. Lamb, Michael G. Anderson, Elizabeth M. Uzzell, Laura E. Jacobs, Xavier L. Cason, Tiara A.N. Griffis, Megan Polzin, Nada Z. Wafa
Publikováno v:
Forum: Qualitative Social Research, Vol 23, Iss 1 (2022)
As the COVID-19 pandemic swept through the world, it forced many people to adapt to an online-based routine, including qualitative researchers looking for alternative ways to collect meaningful data. While focus groups are traditionally conducted in-
Externí odkaz:
https://doaj.org/article/c3e8e5ccfdcd45b2bd8cb86f9c7b0fe6
Publikováno v:
Education Policy Analysis Archives. 31
As resegregation occurs across the country, some school districts are pursuing voluntary integration. This qualitative case study uses critical policy analysis to explore the political and social contexts surrounding the early stages of developing a
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 124:87-110
Background/Context: Public school enrollment in the United States is becoming increasingly racially and linguistically diverse; however, school segregation continues to intensify across the nation. Within this context, two-way dual language immersion
Publikováno v:
Educational Policy. :089590482211309
The Every Student Succeeds Act (ESSA) reverses a trend toward centralization of education policy and instead provides greater authority to the states. This study explores states’ interpretation and early implementation of ESSA’s equity-related pr
Publikováno v:
Education Policy Analysis Archives. 29:48
Despite increasingly diverse public school enrollment, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language. Two-way immersion (TWI) programs