Proffitt, W. A. (2020). From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools. Urban Education. https://doi.org/10.1177/0042085920972164 In this article, I propose a critical, alternative framing of Black boys, asserting that Black boys are vulnerable resources rather than problems. Black boys are… Continue Reading From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools
Urban Education (UE)
“Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”: An Exploration Into Black Boys’ Thinking About Emotions
Harris, J., Kruger, A. C., & Scott, E. (2020). “Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”: An Exploration Into Black Boys’ Thinking About Emotions. Urban Education. https://doi.org/10.1177/0042085920933327 Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined.… Continue Reading “Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”: An Exploration Into Black Boys’ Thinking About Emotions
Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study
Osei-Twumasi, O., & Pinetta, B. J. (2019). Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study. Urban Education. https://doi.org/10.1177/0042085919893744 Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring… Continue Reading Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study