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Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner-Scholar Preparation
被引：3
|作者：
Knight, David S.
[1
,2
]
DeMatthews, David E.
[3
]
机构：
[1] Univ Texas El Paso, Ctr Educ Res & Studies, El Paso, TX 79968 USA
[2] Univ Texas El Paso, Dept Educ Leadership & Fdn, El Paso, TX 79968 USA
[3] Univ Texas Austin, Dept Educ Leadership & Policy, Austin, TX 78712 USA
来源：
基金：
美国国家科学基金会;
关键词：
doctoral programs;
leadership pedagogies;
leadership program design;
principal preparation;
research methods;
social justice;
university programs;
SCHOOL-FINANCE REFORM;
LEADERSHIP;
DISPROPORTIONALITY;
CONSEQUENCES;
LANGUAGE;
POVERTY;
PROGRAM;
D O I：
10.1177/1942775118783710
中图分类号：
G40 [教育学];
学科分类号：
040101 ;
120403 ;
摘要：
Educational data offer a powerful tool for supporting equity. In this article, the authors call for a shift toward greater use of data in educator preparation programs. The authors motivate their proposal by highlighting findings from the Department of Education report released January 2018, which found that the Texas Education Agency systematically denied students special education services. The article outlines three basic metrics that stakeholders can use to identify potential noncompliance with the Individuals With Disabilities Education Act. The authors describe other ways data can be used to promote equity and close with recommendations for educator preparation policy and practice.
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页码：109 / 119
页数：11
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