Literaturnachweis - Detailanzeige
| Autor/inn/en | Skiba, Russell J.; Artiles, Alfredo J.; Kozleski, Elizabeth B.; Losen, Daniel J.; Harry, Elizabeth G. |
|---|---|
| Titel | Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015) |
| Quelle | In: Educational Researcher, 45 (2016) 3, S.221-225 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| DOI | 10.3102/0013189X16644606 |
| Schlagwörter | Stellungnahme; Reader Response; Equal Education; Special Education; Minority Group Students; Racial Composition; Sampling; Research Methodology; Experimenter Characteristics; Educational Policy; Policy Analysis; Socioeconomic Status; Enrollment Rate; National Surveys; Statistical Analysis; Criticism; Longitudinal Studies; Children; Early Childhood Longitudinal Survey Leserbrief; Special needs education; Sonderpädagogik; Sonderschulwesen; Research method; Forschungsmethode; Politics of education; Bildungspolitik; Politikfeldanalyse; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Kritik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder |
| Abstract | In this technical comment, we argue that Morgan et al.'s claim that there is no minority overrepresentation in special education is in error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) their failure to consider the complexities of special education disproportionality. [For Morgan et al.'s "Minorities Are Disproportionately Underrepresented in Special Education" (2015), see EJ1068118.] (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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