Zobrazeno 1 - 10
of 34
pro vyhledávání: '"Wendy Cavendish"'
Publikováno v:
Disability Studies Quarterly, Vol 40, Iss 2 (2020)
Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school st
Externí odkaz:
https://doaj.org/article/349d2473417e4c3cb583f78794f8574a
Publikováno v:
The New Educator. 17:197-218
The shortage of special education teachers is a growing threat to the quality of education received by students with disabilities in the United States. The shortage is exacerbated by high rates of ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fc5275ecc7a62d30da5d2a7cb93b7c79
https://doi.org/10.1080/1547688x.2021.1904070
https://doi.org/10.1080/1547688x.2021.1904070
Publikováno v:
Action in Teacher Education. 43:54-66
Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparati...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::69e7b9f56f6616dda5d498930f3d30cc
https://doi.org/10.1080/01626620.2020.1776175
https://doi.org/10.1080/01626620.2020.1776175
Publikováno v:
The Urban Review. 53:318-333
This study examines urban high school teachers’ perceptions (N = 50) of their strengths and needs in supporting diverse students in their classrooms. Qualitative analysis of responses revealed the emergence of four thematic categories: enactment of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d61565634489ad8aa76b1299ca340ff5
https://doi.org/10.1007/s11256-020-00569-9
https://doi.org/10.1007/s11256-020-00569-9
Autor:
Wendy Cavendish
Publikováno v:
Proceedings of the 2022 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3bc22dfb9e8eb2c8145c23e03acec6fe
https://doi.org/10.3102/1885525
https://doi.org/10.3102/1885525
Autor:
Wendy Cavendish, Lydia Ocasio-Stoutenburg, Chelsea T. Morris, Lindsey A. Chapman, Kristin Watson Kibler
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 64:19-27
Special education teachers’ practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine spec...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7e50a26d9128f532299e73514c5e4726
https://doi.org/10.1080/1045988x.2019.1628000
https://doi.org/10.1080/1045988x.2019.1628000
Publikováno v:
Exceptionality. 28:349-361
High school students perspectives related to school facilitation of involvement of students in the transition process were examined. Qualitative interviews with 40 high school students with Learnin...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17480dfe894a20fd71504d80ca4b231a
https://doi.org/10.1080/09362835.2019.1625777
https://doi.org/10.1080/09362835.2019.1625777
Autor:
Wendy Cavendish, Benikia Kressler
Publikováno v:
Education and Urban Society. 52:433-458
Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. Howe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da382eb797cb4359038932a0d317631d
https://doi.org/10.1177/0013124519848032
https://doi.org/10.1177/0013124519848032
Publikováno v:
Race Ethnicity and Education. 22:723-745
In this article we challenge recent research within the field of special education reports an underrepresentation of all minorities in disability categories. First, we contrast these findin...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f025c6aab05fffa882a23fd6237f5149
https://doi.org/10.1080/13613324.2019.1599343
https://doi.org/10.1080/13613324.2019.1599343
Publikováno v:
Education and Urban Society. :001312452211067
This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings identified five central themes that contributed to the dev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::19a055415dcbca883edccf8df876baae
https://doi.org/10.1177/00131245221106716
https://doi.org/10.1177/00131245221106716