Relevant bibliographies by topics / White educators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'White educators'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "White educators"

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Massey, Michael, and Kynai Johnson. "Social Work Educators as White Allies?" Advances in Social Work 21, no. 2/3 (2021): 522–44. http://dx.doi.org/10.18060/24468.

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White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors—a White man and Black woman, both social work educators—to examine how recent literature characterizes the “White ally” educator and explore concepts designed to prepare White faculty for purposive action to dismantle White Supremacy. Integrative review is a methodology used to summarize empirical/theoretical litera
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Hess, Mary E. "White Religious Educators Resisting White Fragility: Lessons From Mystics." Religious Education 112, no. 1 (2016): 46–57. http://dx.doi.org/10.1080/00344087.2016.1253124.

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Porter, Gerald. "White Educators’ Tolerance of African Americans." Review of Education, Pedagogy, and Cultural Studies 16, no. 3-4 (1994): 411–25. http://dx.doi.org/10.1080/1071441940160311.

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Fulani, Lenora B. "Black educators must change “white” education." Journal of African American Studies 7, no. 2 (2003): 69–75. http://dx.doi.org/10.1007/s12111-003-1010-9.

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McGarry, Karen. "A WHITE PALETTE GATHERING." Art/Research International: A Transdisciplinary Journal 6, no. 1 (2021): 103–31. http://dx.doi.org/10.18432/ari29555.

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Storytelling, a tenet of Critical Race Theory, offers a distinct approach for researchers engaging in narrative inquiry. This article models a fiction as research approach for creating a literature synthesis as a pedagogical strategy for teacher educators and pre-service teachers. The white palette refers to a painting palette, a blank slate or canvas, often considered neutral ground. Whiteness, however, is not neutral and this one-act conversation centers on examining whiteness as it impacts my role as a white teacher educator. The production, players, and script developed out of salient lite
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Fuller, Edward, Liz Hollingworth, and Brian P. An. "Exploring intersectionality and the employment of school leaders." Journal of Educational Administration 57, no. 2 (2019): 134–51. http://dx.doi.org/10.1108/jea-07-2018-0133.

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Purpose There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years. Design/methodology/approach This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas. Findings The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing per
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Quaye, Stephen John. "White Educators Facilitating Discussions About Racial Realities." Equity & Excellence in Education 45, no. 1 (2012): 100–119. http://dx.doi.org/10.1080/10665684.2012.643684.

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Goldstein, Tara. "‘I'm Not White’: Anti-Racist Teacher Education for White Early Childhood Educators." Contemporary Issues in Early Childhood 2, no. 1 (2001): 3–13. http://dx.doi.org/10.2304/ciec.2001.2.1.6.

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Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.
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Pennington, Julie L., and Cynthia H. Brock. "Constructing critical autoethnographic self-studies with white educators." International Journal of Qualitative Studies in Education 25, no. 3 (2012): 225–50. http://dx.doi.org/10.1080/09518398.2010.529843.

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Manglitz, Elaine, Juanita Johnson-Bailey, and Ronald M. Cervero. "Struggles of Hope: How White Adult Educators Challenge Racism." Teachers College Record 107, no. 6 (2005): 1245–74. http://dx.doi.org/10.1111/j.1467-9620.2005.00512.x.

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Dissertations / Theses on the topic "White educators"

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Mazzei, Lisa A. "White wash : the absent presence of race among white educators /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250102949.

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McKenzie, Kathryn Bell. "White teachers' perceptions about their students of color and themselves as White educators." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3038188.

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Goodman, Stephanie. "Talking about whiteness: The Stories of Novice white Female Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/903.

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In the United States, the largest group of educators, historically and presently, are white middle-class women, yet there is a rising population of racially diverse students creating a persistent dissonance and disconnect between the culture of the white teacher and their students. In this study, I sought to discover how the racial identity development of novice white female educators evolved, given their common participation in the Teach for America program. Using the conceptual frameworks of critical race theory, critical feminist theory, and the body of scholarship in critical whiteness stu
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Digiovanni, Lee Woodham. "Becoming multicultural teachers an exploration of transformation in white female elementary educators /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=43&fid=archive/Fall2005/ldigiova/digiovanni%5Flee%5Fw%5F200501%5Fedd.pdf&PHPSESSID=01b3e0dd9878c48bbcdb0c857c46cd75.

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Thesis (Ed.D.)--Georgia Southern University, 2005.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 123-135).
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Lawrence, David E. "Exploring Equity through the Perspective of White Equity-Trained Suburban Educators and Minoritized Parents." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch162514670003941.

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Price, Esther Cynthia. "Racial integration in formerly white schools : a pilot study of educators' perceptions and experiences." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10883.

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Bibliography: leaves 65-71.<br>The present research investigates some of the experiences historically whites only schools in a selected region of the Western Cape have undergone during the process of racial integration. An underlying objective was to investigate reported behaviour problems and other related problems in the school. This research was a qualitative pilot study of selected historically white state and private schools in Circuit 1 of the Wynberg School Area in Cape Town. Semi-structured interviews were conducted with school principals of the schools which met the criteria for inclu
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Saunders, Julia Edwina. "White slavery : Romantic writers and industrial workers, 1790-1840." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:655d1502-34a7-4bf7-b0e6-fa8a85a31b43.

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In this thesis, I argue the case for putting the industrial revolution back into literary accounts of the Romantic period. Writers of fiction played an important part in disseminating knowledge about the changes to technology and society, as well as helping to form the image of the newest social class: that of the industrial workers. Literature aspired to educate and integrate this class, as well as to influence the parallel process of educating the upper classes about the advent of the new manufacturing order. I have taken as the governing metaphor for industrialization that of 'white slavery
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Catherwood, Lauren Elizabeth. "Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64365.

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Changing the existing framework for how schools operate and the "deficit frame of reference" for students of color begins with teacher awareness of differing social and cultural norms and values that privilege some and oppress others (Villegas and Lucas, 2002). These normalized cultural values are exacerbated by the fact that they are generally "invisible" to the white teacher majority. Quaye (2012) and Zuniga et al. (2002) use the term "consciousness-raising" to describe the process of developing an awareness of these norms and values. Using a Critical Race Theory lens, this study aimed to ca
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Jay, Michelle Hardy Noblit George W. "Race in education, anti-racist activism and the role of white colleagues listening to the voices of African American educators /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,421.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change)." Discipline: Education; Department/School: Education.
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Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.

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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects.<br>The study exposes arguments us
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Books on the topic "White educators"

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The white crocodile's tale: My memoirs. Areca Books, 2014.

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Hot fudge sundae in a white paper cup: A spirited black woman in a white world. University of Michigan Press, 2014.

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Dominelli, Lena. Anti-racist social work: A challenge for white practitioners and educators. Macmillan Education, 1988.

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Anti-racist social work: A challenge for white practitioners and educators. 2nd ed. Macmillan Education, 1997.

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Kuklick, Bruce. Black philosopher, white academy: The career of William Fontaine. University of Pennsylvania Press, 2008.

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Smith, Pattie M. South Georgia: Black and white : race relations 50+ years. P.M. Smith, 2004.

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Carter, White, and United States. Office of Juvenile Justice and Delinquency Prevention, eds. Curriculum for training educators of youth in confinement: By Carol Cramer Brooks and Carter White. U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2000.

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Tatum, Beverly Daniel. Outside the circle?: The relational implications for white women working against racism. The Stone Center, Wellesley College, 1996.

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Guest of honor: Booker T. Washington, Theodore Roosevelt, and the White House dinner that shocked a nation. Atria Books, 2012.

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Rebels in white gloves: Coming of age with Hillary's class, Wellesley '69. Times Books, 1999.

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Book chapters on the topic "White educators"

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Davis, Karina. "(Un)masking Cultural Identities: Challenges for White Early Childhood Educators." In "Race" and Early Childhood Education. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623750_7.

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Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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"White Educators as Allies: Moving from Awareness to Action." In Off White. Routledge, 2012. http://dx.doi.org/10.4324/9780203621479-35.

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"Minority Women Teachers of ESL: Negotiating White English." In Non-native Educators in English Language Teaching. Routledge, 2013. http://dx.doi.org/10.4324/9781315045368-16.

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Case, Sarah H. "Clubwomen, Educators, and a Congresswoman." In Leaders of Their Race. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041235.003.0003.

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This chapter analyzes the work of alumnae of the Lucy Cobb Institute of Athens, Georgia, a private secondary school for southern white elite young women. Despite the school’s heavy emphasis on female modesty and propriety, a significant number of alumnae took a direct part in shaping the society, culture, and politics of the New South, through their work as educators, clubwomen, journalists, and in other public ways. Many sought worked to maintain racial hierarchy and elite control, but others viewed themselves as fashioning a more just New South, most notably Congresswoman Carolyn O’Day, close friend of Eleanor Roosevelt, and Mildred Rutherford Mell, niece of school president Mildred Lewis Rutherford and scholar of southern “poor whites.”
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"What Is White Privolege?" In We Must Say No to the Status Quo: Educators as Allies in the Battle for Social Justice. Corwin, 2017. http://dx.doi.org/10.4135/9781506345994.n5.

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Davis-Maye, Denise, Annice Yarber-Allen, and Tamara Bertrand Jones. "Feeling Silly and White." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch022.

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The following chapter provides an overview of the Summer Institute on the Welfare of Women in Belize (SIWWB) and highlights the results of a mixed-methodological evaluation of the project funded by United States Department of Education Fulbright Hays Group Projects Abroad program. The objectives were for 12 higher education and K-12 educators to study Belizean women's historical and contemporary issues; study the cultural heritage and contributions of ethnic groups; study the legacy of participation of women of African ancestry; to examine access to economic opportunity and advancement for women of African ancestry; and finally to develop curricula that will prepare students for an increasingly global and interdependent world. The chapter will present a stimulating discussion of the results of the evaluations, challenges experienced in successfully implementing this faculty-led study abroad experience, as well as highlight best practices and provide recommendations for best practices for future projects.
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Ellis, Reginald K. "Creating an Intellectual Partnership While Easing the White Man’s Burden." In Between Washington and Du Bois. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813056609.003.0004.

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This chapter examines the faculty that Shepard was able to recruit to NCC during the height of the Jim Crow period. It also focuses on Shepard’s desire to elevate the race by hiring qualified faculty of all races who had the ability to train their students to be critical thinkers, while also using their skills in a pragmatic manner. In this chapter I argue that Shepard understood the role of a highly qualified faculty, not only in their capacity as educators but also as researchers. For example, it was with Shepard’s blessings that Dr. John Hope Franklin was able to begin the first draft of his landmark work, From Slavery to Freedom, while he served on the faculty at North Carolina College for Negroes. I also argue that Shepard’s faculty and invited speakers were appointed or invited not only to provide “book knowledge” but also to offer training for his students in becoming moral social activists for the race.
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"The Elephant in the Room: Approaches of White Educators to Issues of Race and Racism." In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004365209_005.

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Günçavdı, Gizem. "What Do Teachers Need to Become a Peace Educator?" In Advances in Early Childhood and K-12 Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2827-3.ch008.

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In the recent era, the borders among countries have become more accessible. This fact makes cultural differences an important issue to be taken into consideration. It is a well-known fact that all of these differences can easily be seen in many communities. Thus, building and keeping peace are very important for any type of communities. In order to manage that, individuals should learn how to be peacemakers. This process is called peace education. This fact brings the importance of the factor of “teacher” to the forefront. Considering these, the qualities of teachers who are peace educators have become an important issue to be discussed. Thus, the aim of this chapter will be identifying what kind of characteristics a teacher should have during peace education process. The “White Pigeon Model” is presented for a peace educator's characteristics. This model includes knowledge, skills, and personal characteristics of a peace educator. They are discussed in detail.
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Conference papers on the topic "White educators"

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Roudbari, Shawhin, Ana Colón Quiñones, and Ann Marie Dang. "Forming Anti-Racist and Counter-Hegemonic Spaces." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.20.

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Racism persists in the work we do as architects, architecture students, and architectural educators. In this paper, we combine sociological theories of colorblind racism and white hegemony with an analysis of architectural design processes. We draw from writings, poetry, imagery, and renderings as media that aid in making architecture’s racial discrimination visible. We propose ways of thinking about colorblind racism in design that we hope will aid design practioners, students, and teachers in countering hegemonic racist ideologies that are present in our work. We consider ways that in our pr
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and supp
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Okudan, Gu¨l E., and Raymond Rutkowski. "Solid Modeler Evaluation and Comparison Cycle: A Methodology for Optimum Selection of Modeling Software." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57478.

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This study proposes a methodology that would enable a design educator or a design practitioner to optimally select a solid modeling software (solid modeler) for varying objectives. Tasks accomplished to propose the methodology include: (1) reviewing past literature to compile the criteria used for selecting solid modelers, (2) preliminary comparison of a number of solid modelers on established criteria, (3) running designed experiments for comparing the user performance on predetermined solid modeling functions, and (4) compiling the experience gained as a generic methodology. The application
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Li, Timothy, Nilanjan Raghunath, Katja Hölttä-Otto, Asli Arpak, Suranga Nanayakkara, and Cassandra Telenko. "Teaching Interdisciplinary Design Between Architecture and Engineering: Finding Common Ground While Retaining Disciplinary Expertise." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46873.

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Many educators agree that developing an interdisciplinary design curriculum is critical in creating the next generation of design professionals. However, literature surrounding the pedagogical challenges to undergraduate interdisciplinary design courses is limited. In this paper we study the initial challenges in developing and delivering an interdisciplinary design course. We observe from the perspective of the educators and the students in a newly synthesized co-taught design course that combines both architecture and engineering disciplines. Through exploratory observations and analysis of
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Gillard, Sharlett, Ernest Nolan, and Denice Bailey. "Ten Reasons for IT Educators to Be Early Adopters of IT Innovations." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3004.

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Professionals in the information technology field are bombarded with an incessant stream of innovations in hardware and software as well as practices, methods, and techniques. IT educators are among the first targets in the market and must decide if and when to adopt these innovations in their instruction of students and professional endeavors. The risks are not small: educators must weigh the impact on budgets, time management schedules, instructional strategies, and student recompense. Some educators lag behind in adopting IT innovations and find that they have become pawns in the change pro
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Mpisi, Anthony, and Gregory Alexander. "THE COMPLEXITY OF IDENTITY FORMATION OF BLACK LEARNERS ATTENDING HISTORICALLY WHITE SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end035.

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This purpose of this paper is to examine the complexity of identity formation experienced by black learners attending historically white high schools in the Northern Cape. Black South Africans were considered and treated as both intellectually and racially inferior during the apartheid years. This may have created an identity dilemma for a number of generations of South African blacks. The situation was further exacerbated, when black learners were admitted to historically white schools. The staff component (mostly white) of historically white schools appeared to be inadequately prepared for t
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Nicastro, Flavio, M. Cecília Baranauskas, and Ricardo Torres. "Supporting Educators in the Design of Constructionist Learning Environment Scenarios: a Framework." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.286.

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The adoption of Hands-On/Heads-In activities associated with computational thinking (CT) development has received considerable attention in academic discussions. While the subject of CT is not new, the proposal of environments to support educators in the design and conduction of activities in educational contexts are hardly discussed in the mainstream literature. Hands-on/Heads-In activities are an essential aspect of Constructionism, proposed by Seymour Papert in the 80's and still worked on by his colleagues and followers in different types of practices. In this work, we contribute with the
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Cloney, Dan, and Kellie Picker. "Developing an assessment of oral language and literacy: Measuring growth in the early years." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_2.

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Children develop rapidly in their early years. A crucial component of this development is a child’s ability to learn and use language. Even before they enter formal education, children have learned much about oral language and literacy through meaningful interactions with others, and from their life experiences. Children, however, do not develop at the same pace – some children arrive in early childhood education and care (ECEC) programs more advanced while others require additional support. Recent reviews of the assessment tools available to ECEC educators show a lack of good quality measurem
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DeFanti, Mark. "Introducing a Cross-Course Teaching Innovation to Enhance Group Project Performance." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5399.

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Marketing educators and students recognize the benefits derived from group assignments. Nonetheless, serious problems that occur frequently in student groups are diminished effort by some free-riding team members or disassociation from the group by lone wolf team members. In a highly innovative manner, the American Marketing Association’s integrated marketing plan international competition was concurrently adopted by Principles of Marketing, Marketing Research and Advanced Advertising courses in an attempt to leverage the many benefits of team projects while minimizing their drawbacks.
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Mukhalalati, Banan AbdulRzaq, Sara ElShami, Ahmed Awaisu, et al. "The Design of Preceptor Development Program for Health Cluster in Qatar – “The Practice Educators Academy”." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0140.

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Background: Experiential learning is the backbone of many healthcare professional education programs, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional develop
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Reports on the topic "White educators"

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Luke, Christina, and Viki M. Young. Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/103.

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This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Generation Science Standards (NGSS) Challenge Collaborative.
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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’
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3

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employe
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