Pub Date : 2019-03-01DOI: 10.3102/0091732X19830634
Rachel Garrett, Martyna Citkowicz, R. Williams
While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little information is available to inform stakeholder expectations about how much classroom practice may change through intervention, or whether particular aspects of classroom practice are more amenable to improvement. Moreover, a growing body of rigorous research evaluating programs with a focus on improving classroom practice provides a new opportunity to explore factors associated with changes in classroom practice, such as intervention, study sample, or contextual features. This study examines the question of responsiveness by conducting a meta-analysis of randomized experiments of interventions directed at classroom practice. Our empirical findings indicate that multiple dimensions of classroom practice improve meaningfully through classroom practice-directed intervention, on average, but also find substantial heterogeneity in the effects. Implications for practice and research are discussed.
{"title":"How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies","authors":"Rachel Garrett, Martyna Citkowicz, R. Williams","doi":"10.3102/0091732X19830634","DOIUrl":"https://doi.org/10.3102/0091732X19830634","url":null,"abstract":"While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little information is available to inform stakeholder expectations about how much classroom practice may change through intervention, or whether particular aspects of classroom practice are more amenable to improvement. Moreover, a growing body of rigorous research evaluating programs with a focus on improving classroom practice provides a new opportunity to explore factors associated with changes in classroom practice, such as intervention, study sample, or contextual features. This study examines the question of responsiveness by conducting a meta-analysis of randomized experiments of interventions directed at classroom practice. Our empirical findings indicate that multiple dimensions of classroom practice improve meaningfully through classroom practice-directed intervention, on average, but also find substantial heterogeneity in the effects. Implications for practice and research are discussed.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"43 1","pages":"106 - 137"},"PeriodicalIF":6.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X19830634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42052198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.3102/0091732X18821115
Miranda S. Fitzgerald, Annemarie S. Palincsar
Sensemaking entails being active, self-conscious, motivated, and purposeful in the world. It is an activity that is always situated within the cultural and historical contexts in which we interact with others and with the aid of tools. In this chapter, we contrast everyday sensemaking with academic sensemaking and treat academic sensemaking in a disciplinary-specific manner, exploring how teachers engage students in academic sensemaking within the domains of mathematics, science, history, and literature. Consistent with the focus of this volume, which is designed to feature teacher practice, the goal of our chapter is to explore the practices in which teachers engage when the purpose is to position students as sensemakers and create a classroom culture that provides the resources and contexts to develop skill with academic sensemaking. Our analyses revealed the broad range of practices necessary to characterize the enactment of instruction that is designed to teach and promote sensemaking, as well as the multitude of purposes those practices served. To explicate the domain-specific nature of teacher practice, we analyzed selected studies in which the researchers provided significant detail regarding teachers’ practices. We conclude that sensemaking is a productive lens for investigating and characterizing great teaching.
{"title":"Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review","authors":"Miranda S. Fitzgerald, Annemarie S. Palincsar","doi":"10.3102/0091732X18821115","DOIUrl":"https://doi.org/10.3102/0091732X18821115","url":null,"abstract":"Sensemaking entails being active, self-conscious, motivated, and purposeful in the world. It is an activity that is always situated within the cultural and historical contexts in which we interact with others and with the aid of tools. In this chapter, we contrast everyday sensemaking with academic sensemaking and treat academic sensemaking in a disciplinary-specific manner, exploring how teachers engage students in academic sensemaking within the domains of mathematics, science, history, and literature. Consistent with the focus of this volume, which is designed to feature teacher practice, the goal of our chapter is to explore the practices in which teachers engage when the purpose is to position students as sensemakers and create a classroom culture that provides the resources and contexts to develop skill with academic sensemaking. Our analyses revealed the broad range of practices necessary to characterize the enactment of instruction that is designed to teach and promote sensemaking, as well as the multitude of purposes those practices served. To explicate the domain-specific nature of teacher practice, we analyzed selected studies in which the researchers provided significant detail regarding teachers’ practices. We conclude that sensemaking is a productive lens for investigating and characterizing great teaching.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"43 1","pages":"227 - 248"},"PeriodicalIF":6.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821115","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46512285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.3102/0091732X19840655
Mely Caballero-Anthony, D. Emmerson
Judy Brown has advised corporate financiers and boards of directors on HR issues in corporate acquisitions and management buy-outs for many years. A Fellow of the Institute of Chartered Accountants in England and Wales and a Fellow of the Chartered Institute of Personnel and Development, she combines a financial approach and regulatory awareness with an understanding of HR strategy and best practice.
{"title":"About the Contributors","authors":"Mely Caballero-Anthony, D. Emmerson","doi":"10.3102/0091732X19840655","DOIUrl":"https://doi.org/10.3102/0091732X19840655","url":null,"abstract":"Judy Brown has advised corporate financiers and boards of directors on HR issues in corporate acquisitions and management buy-outs for many years. A Fellow of the Institute of Chartered Accountants in England and Wales and a Fellow of the Chartered Institute of Personnel and Development, she combines a financial approach and regulatory awareness with an understanding of HR strategy and best practice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"43 1","pages":"482 - 488"},"PeriodicalIF":6.4,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X19840655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69381538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.3102/0091732X19839404
M. Hudon
Marek Hudon (mhudon@ulb.ac.be) is a professor at the Solvay Brussels School of Economics and Management (SBS-EM), Université Libre de Bruxelles (ULB), Belgium, and a co-director of the Centre for European Research in Microfinance (CERMi). He holds a PhD in Economic and Management Sciences and an MD in Philosophy. His research focuses on social finance (microfinance and complementary currencies), sustainable development, and business ethics. Marek published articles in academic journals, such as Business Ethics Quarterly, Ecological Economics, Journal of Business Ethics, Organization and World Development. His co-authored article “Surplus Distribution in Microfinance: Differences Among Cooperative, Non-profit and Shareholder Forms of Ownership”, received the 2013 Best Paper Award in Nonprofit and Voluntary Sector Quarterly, awarded by ARNOVA. ORCID number: 0000-0003-1793-6406
{"title":"About the Editors","authors":"M. Hudon","doi":"10.3102/0091732X19839404","DOIUrl":"https://doi.org/10.3102/0091732X19839404","url":null,"abstract":"Marek Hudon (mhudon@ulb.ac.be) is a professor at the Solvay Brussels School of Economics and Management (SBS-EM), Université Libre de Bruxelles (ULB), Belgium, and a co-director of the Centre for European Research in Microfinance (CERMi). He holds a PhD in Economic and Management Sciences and an MD in Philosophy. His research focuses on social finance (microfinance and complementary currencies), sustainable development, and business ethics. Marek published articles in academic journals, such as Business Ethics Quarterly, Ecological Economics, Journal of Business Ethics, Organization and World Development. His co-authored article “Surplus Distribution in Microfinance: Differences Among Cooperative, Non-profit and Shareholder Forms of Ownership”, received the 2013 Best Paper Award in Nonprofit and Voluntary Sector Quarterly, awarded by ARNOVA. ORCID number: 0000-0003-1793-6406","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"43 1","pages":"481 - 481"},"PeriodicalIF":6.4,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X19839404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69381502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18759041
S. Annamma, Beth A. Ferri, D. Connor
In this review, we explore how intersectionality has been engaged with through the lens of disability critical race theory (DisCrit) to produce new knowledge. In this chapter, we (1) trace the intellectual lineage for developing DisCrit, (2) review the body of interdisciplinary scholarship incorporating DisCrit to date, and (3) propose the future trajectories of DisCrit, noting challenges and tensions that have arisen. Providing new opportunities to investigate how patterns of oppression uniquely intersect to target students at the margins of Whiteness and ability, DisCrit has been taken up by scholars to expose and dismantle entrenched inequities in education.
{"title":"Disability Critical Race Theory: Exploring the Intersectional Lineage, Emergence, and Potential Futures of DisCrit in Education","authors":"S. Annamma, Beth A. Ferri, D. Connor","doi":"10.3102/0091732X18759041","DOIUrl":"https://doi.org/10.3102/0091732X18759041","url":null,"abstract":"In this review, we explore how intersectionality has been engaged with through the lens of disability critical race theory (DisCrit) to produce new knowledge. In this chapter, we (1) trace the intellectual lineage for developing DisCrit, (2) review the body of interdisciplinary scholarship incorporating DisCrit to date, and (3) propose the future trajectories of DisCrit, noting challenges and tensions that have arisen. Providing new opportunities to investigate how patterns of oppression uniquely intersect to target students at the margins of Whiteness and ability, DisCrit has been taken up by scholars to expose and dismantle entrenched inequities in education.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"46 - 71"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44008355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18762433
Vonzell Agosto, Ericka Roland
In this review of research, we explore intersectionality in the literature on K–12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support micro-level analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals’ experiences as “leaders” and “leadership” capacity rather than “leading” practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research.
{"title":"Intersectionality and Educational Leadership: A Critical Review","authors":"Vonzell Agosto, Ericka Roland","doi":"10.3102/0091732X18762433","DOIUrl":"https://doi.org/10.3102/0091732X18762433","url":null,"abstract":"In this review of research, we explore intersectionality in the literature on K–12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support micro-level analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals’ experiences as “leaders” and “leadership” capacity rather than “leading” practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"255 - 285"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18762433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48538658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18762114
T. Butler
Drawing on research in education, Black Girlhood studies, and conversations connected to girlhood and cartography, this chapter calls for transdisciplinary analyses of Black girls’ sociocultural and geopolitical locations in education research. In reviewing education research documenting the practices and interrogating the experiences of Black girls, I propose the framework of Black Girl Cartography. In addition to an analysis of education research, I offer a series of theoretical and methodological openings for transformative and liberatory work grounded in Black Girl knowledge and practices.
{"title":"Black Girl Cartography: Black Girlhood and Place-Making in Education Research","authors":"T. Butler","doi":"10.3102/0091732X18762114","DOIUrl":"https://doi.org/10.3102/0091732X18762114","url":null,"abstract":"Drawing on research in education, Black Girlhood studies, and conversations connected to girlhood and cartography, this chapter calls for transdisciplinary analyses of Black girls’ sociocultural and geopolitical locations in education research. In reviewing education research documenting the practices and interrogating the experiences of Black girls, I propose the framework of Black Girl Cartography. In addition to an analysis of education research, I offer a series of theoretical and methodological openings for transformative and liberatory work grounded in Black Girl knowledge and practices.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"28 - 45"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18762114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732x18768228
Vonzell Agosto, Sonya M. Alemán, T. Butler, M. Cannon
Subini Ancy Annamma, PhD, is an assistant professor in the Department of Special Education at the University of Kansas. Her research focuses on increasing access to equitable education for multiply marginalized students, particularly students of color with disabilities. Specifically, she critically examines the social construction of race and ability, how the two are interdependent, how they intersect with other identity markers, and how their mutually constitutive nature impacts education experiences.
{"title":"About the Contributors","authors":"Vonzell Agosto, Sonya M. Alemán, T. Butler, M. Cannon","doi":"10.3102/0091732x18768228","DOIUrl":"https://doi.org/10.3102/0091732x18768228","url":null,"abstract":"Subini Ancy Annamma, PhD, is an assistant professor in the Department of Special Education at the University of Kansas. Her research focuses on increasing access to equitable education for multiply marginalized students, particularly students of color with disabilities. Specifically, she critically examines the social construction of race and ability, how the two are interdependent, how they intersect with other identity markers, and how their mutually constitutive nature impacts education experiences.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"314 - 318"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732x18768228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46421001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18763339
Sonya M. Alemán
This chapter reviews scholarship using intersectional analyses to assess how Latina/o and Chicana/o youth navigate imbricated systems of privilege and oppression in their educational trajectories. Scholars have explored the navigational tactics Latina/o and Chicana/o students use to negotiate their intersectional identities and the institutional practices that amplify or negate experiences of privilege or disenfranchisement. Others have articulated distinct forms of overlapping oppression, such as racist nativism, gendered familism, privilege paradox, and citizenship continuum. Researchers have also developed a methodology for intersectional analysis that combines both quantitative and qualitative elements, as well as a conceptual model that maps out the micro, meso, and macro levels of intersectionality to account for both structure and agency within multifaceted dynamics of power. This chapter notes the reliance on race- and gender-based frameworks, on interviews and focus groups, and on college-age or graduate students for intersectional analysis on Latina/o and Chicana/o students. Together, the chapter reveals the complexity of capturing the multitiered planes of privilege and power that intersect in dynamic ways to disenfranchise and empower Latina/o and Chicana/o students.
{"title":"Mapping Intersectionality and Latina/o and Chicana/o Students Along Educational Frameworks of Power","authors":"Sonya M. Alemán","doi":"10.3102/0091732X18763339","DOIUrl":"https://doi.org/10.3102/0091732X18763339","url":null,"abstract":"This chapter reviews scholarship using intersectional analyses to assess how Latina/o and Chicana/o youth navigate imbricated systems of privilege and oppression in their educational trajectories. Scholars have explored the navigational tactics Latina/o and Chicana/o students use to negotiate their intersectional identities and the institutional practices that amplify or negate experiences of privilege or disenfranchisement. Others have articulated distinct forms of overlapping oppression, such as racist nativism, gendered familism, privilege paradox, and citizenship continuum. Researchers have also developed a methodology for intersectional analysis that combines both quantitative and qualitative elements, as well as a conceptual model that maps out the micro, meso, and macro levels of intersectionality to account for both structure and agency within multifaceted dynamics of power. This chapter notes the reliance on race- and gender-based frameworks, on interviews and focus groups, and on college-age or graduate students for intersectional analysis on Latina/o and Chicana/o students. Together, the chapter reveals the complexity of capturing the multitiered planes of privilege and power that intersect in dynamic ways to disenfranchise and empower Latina/o and Chicana/o students.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"177 - 202"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18763339","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43400928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18762439
D. Hernández-Saca, Laurie Gutmann Kahn, M. Cannon
The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults’ experiences by asking the following question: What are the key findings in education research focusing on youth and young adults with disabilities who are multiply situated in terms of race, gender, social class, sexual orientation, or other social markers? Our conceptual framework included a sociohistorical approach that culled from intersectionality and disability studies in education that centered on the intersectional lived experiences of youth within K–16 educational contexts. In our research, we found 10 qualifying studies that illuminated how youth create meaning along the lines of their disabilities and their intersections, and we summarized these within the following three themes: (a) navigate intersectional disability discourses, (b) present their dis/ability oppression as intersectional, and (c) engage in their identity meaning making as a form of intersectional discourse. We conclude by situating these findings within the larger body of intersectionality disability studies in education research and provide future implications. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p. 434)
{"title":"Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences","authors":"D. Hernández-Saca, Laurie Gutmann Kahn, M. Cannon","doi":"10.3102/0091732X18762439","DOIUrl":"https://doi.org/10.3102/0091732X18762439","url":null,"abstract":"The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults’ experiences by asking the following question: What are the key findings in education research focusing on youth and young adults with disabilities who are multiply situated in terms of race, gender, social class, sexual orientation, or other social markers? Our conceptual framework included a sociohistorical approach that culled from intersectionality and disability studies in education that centered on the intersectional lived experiences of youth within K–16 educational contexts. In our research, we found 10 qualifying studies that illuminated how youth create meaning along the lines of their disabilities and their intersections, and we summarized these within the following three themes: (a) navigate intersectional disability discourses, (b) present their dis/ability oppression as intersectional, and (c) engage in their identity meaning making as a form of intersectional discourse. We conclude by situating these findings within the larger body of intersectionality disability studies in education research and provide future implications. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p. 434)","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"286 - 311"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18762439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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