Review of Public School Equity: Educational Leadership for Justice

Autores/as

  • Rachel E. Rana North Carolina State University

DOI:

https://doi.org/10.14507/er.v31.3699

Biografía del autor/a

Rachel E. Rana, North Carolina State University

Rachel E. Rana is a third-year PhD student in the Education Evaluation and Policy Analysis (EEPA) program at NCSU. She is also a research associate at the Education Policy Initiative at Carolina housed within the School of Public Policy at UNC Chapel Hill. Her work focuses on the study of school improvement interventions and interrogating policies and practices in consideration of their impacts on students’ learning and development.

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Citas

Biddle, B. J. (1979). Role theory: Expectations, identities, and behaviors. Academic Press.

Blazar, David. (2021). Teachers of color, culturally responsive teaching, and student outcomes: Experimental evidence from the random assignment of teachers to classes. (EdWorkingPaper: 21-501). Annenberg Institute at Brown University. https://edworkingpapers.com/sites/default/files/ai21-501.pdf.

Egalite, A. J. (2024, January 10). What we know about teacher race and student outcomes. Education Next. https://www.educationnext.org/what-we-know-about-teacher-race-and-student-outcomes/.

Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D., & Rosenthal, R. A. (1964). Organizational stress: Studies in role conflict and ambiguity. John Wiley.

National Center for Education Statistics. (2023). Characteristics of public and private school principals. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cls.

National Center for Education Statistics. (2023). Characteristics of public school teachers. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/clr.

National Center for Education Statistics. (2024). English learners in public schools. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgf.

National Center for Education Statistics. (2024). Racial/ethnic enrollment in public schools. U.S. Department of Education, Institute of Education Sciences. from https://nces.ed.gov/programs/coe/indicator/cge.

National Center for Education Statistics. (2024). Students with disabilities. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgg.

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin, & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Brooks/Cole.

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Publicado

2024-10-02

Cómo citar

Rana, R. E. (2024). Review of Public School Equity: Educational Leadership for Justice. Reseñas Educativas, 31. https://doi.org/10.14507/er.v31.3699

Número

Vol. 31 (2024)

Sección

Reseñas de libros

Licencia

Derechos de autor 2024 Rachel Elizabeth Rana

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.

 

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