Browsing by Subject "educational policy"

Now showing 1 - 5 of 5
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    Creating Boundary Infrastructures in Networks of Collaboration for Educational Change
    (2023) Price, Jeremy F.; Waechter-Versaw, Amy; Moreland, Brooke; Knoors, A.J.
    This research utilizes Actor Network Theory (Fenwick & Edwards, 2011; Latour, 1987; Nespor, 2002) to document, analyze, and interrogate an educational change effort to promote educational equity and inclusion with technology across a dispersed and heterogenous network (Kezar et al., 2019; Lieberman & McLaughlin, 1992; Penuel et al., 2016) of teachers and other educators, families, and community members in response to the COVID-19 Pandemic. This research maps a statewide project supporting educators, families, and communities to develop resources and practices rooted in equitable and inclusive education distributed on a publicly-available website. All resources were rooted in the Culturally Relevant Pedagogy (Howard, 2003; Joseph, 2009; Ladson-Billings, 1995) and Universal Design for Learning (Fritzgerald, 2020; Meyer et al., 2013; Rose & Meyer, 2002) frameworks.
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    Framing Christian Privilege in Schools in an Age of Christian Nationalism
    (2023-04-15) Price, Jeremy F.
    In a formative article, Blumenfeld (2006) provided a framework for recognizing and analyzing Christian privilege and normativity in educational spaces. Since then, Christian nationalism has surged in the US impacting all aspects of society, including schools and classrooms (Stewart, 2017, 2018). This research takes Blumenfeld’s work as a starting point and examines the injection of Christianity in schools in a time of rising Christian nationalism.
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    Higher Education Professionals Navigating Anti-Immigration Policy for Undocumented Students
    (Sage, 2019) Martinez Hoy, Zelideh R.; Nguyen, David H. K.; School of Education
    Higher education professionals are critical to undocumented students’ educational success as their access to higher education is heavily dependent on being able to interpret and navigate policies. This study presents an analysis of policies that impact higher education access for undocumented students coupled with a qualitative case study that examines how anti-immigration policy affects the experiences of higher education professionals who worked directly with undocumented students in the state of Indiana. The authors help readers understand the experiences and challenges facing these “pathfinders” as they attempt to navigate the mazes of federal, state, and institutional policy to help their undocumented students.
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    Report on Community Focus Group around the ISTE National Educational Technology Standards for Teachers
    (2017) Price, Jeremy F.
    This document reports on the themes that emerged from the dialogue between the participants of the IUPUI Focus Group on the ISTE Standards for Teachers. The themes were verified by the participants of the Focus Group. Emergent themes that arose from the group included: Access, Resources, and Diverse Dispositions; Intentionality and Community; Relationships and Identity; and Meaning Making and Values. In addition to a description of the themes, suggestions for changes and auxiliary materials are provided.
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    School Corporation Opportunity Score (SCOscore)
    (2023) Price, Jeremy F.; Arora, Akaash; Bulanov, Maxim; Knoors, A.J.
    The School Corporation Opportunity Score (SCOscore) is a measure of potentiality for learners in a school community. It is a composite score that combines multiple factors, particularly structural factors such as race and SES, as well as performance factors such as test scores and graduation pathway completion rates, to provide a more holistic view of school corporations.