The most durable and robust problem facing educational research since the mid-twentieth century is the persistence of educational inequality. Under new economic, technological and cultural conditions, many diverse populations and communities face emergent and long-standing patterns of educational exclusion and marginalization. The authors examine what constitutes evidence in education research within and across a broad range of educational issues, and how evidence can be, and is used, to shape regional, national, and international educational policies on equity and inclusion. The chapters in this volume scrutinize different forms of evidence and focus on how they constitute different ways of naming and defining, explaining and framing equality and inequality in educational policy and practice.
Judith L. Green is Professor Emerita at the University of California, Santa Barbara. She holds a PhD from University of California, Berkeley. Dr. Green served as editor of the Handbook of Complementary Methods in Education Research (Green, Camilli, & Elmore, 2006) and of the Review of Research in Education (2006, 2008, and 2010). Her research examines how, through discourse, teachers and their students in linguistically and culturally diverse classrooms, socially construct disciplinary knowledge from preschool through higher education. She also writes on issues of epistemology related to collecting, archiving, searching, and analyzing video records within ethnographic archives. She is a fellow of the American Anthropology Association and the American Educational Research Association. She has been awarded the Lifetime Achievement Award from Division G (Social Context of Education) of the American Educational Research Association and the John J. Gumperz Lifetime Achievement Award from the Language and Social Processes Special Interest Group (AERA).
Introduction: What Counts as Evidence and Equity? - Allan Luke, Judith Green, and Gregory J. Kelly The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends - Alexander W. Wiseman Naming and Classifying: Theory, Evidence, and Equity in Education - Samuel R. Lucas and Lauren Beresford Education Rights and Classroom-Based Litigation: Shifting the Boundaries of Evidence - Kevin Welner Beyond Academic Outcomes - James G. Ladwig Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners - Will J. Jordan New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes - Mark Warschauer and Tina Matuchniak Evidence of the Impact of School Reform on Systems Governance and Educational Bureaucracies in the United States - Gail L. Sunderman What Counts as Evidence of Educational Achievement? The Role of Constructs in the Pursuit of Equity in Assessment - Dylan Wiliam The Teacher Workforce and Problems of Educational Equity - Judith Warren Little and Lora Bartlett The Changing Social Spaces of Learning: Mapping New Mobilities - Kevin M. Leander, Nathan C. Phillips, Katherine Headrick Taylor
