Publications by Equity Alliance Scholars & Affiliates

Alfredo J. Artiles, Ph.D.  

Ryan C. Harris Professor of Special Education

Dean of Graduate Education 

Arizona State University

  • Artiles, A. J. (2003). Special education’s changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 73, 164-202
  • Artiles, A. J. (2011). Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability. Educational Researcher, 40, 431- 445.
  • Artiles, A. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. DuBois Review, 10, 329-347.
  • Artiles, A. J. (2015). Beyond responsiveness to identity badges: Future research on culture in disability and implications for RTI. Educational Review, 67(1), 1-22.
  • Artiles, A. J., Kozleski, E., Trent, S., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76, 279-299.

 

Aydin Bal, Ph.D.  

Assistant Professor 

University of Wisconsin-Madison

Rehabilitation Psychology and Special Education  

  • Bal, A., Kozleski, E. B., Schrader, E. M., Rodriguez, E. M., & Pelton, S. (2014). Systemic transformation in school: Using Learning Lab to design culturally responsive schoolwide positive behavioral supports. Remedial and Special Education, 35(6), 327–339. 
  • Bal, A., & Perzigian, A. (2013). Evidence-based interventions for immigrant students experiencing behavioral and academic problems: A systematic review of the literature. Education and Treatment of Children, 36, 5-28. 
  • Bal, A., Sullivan, A., & Harper, J. (2014). A situated analysis of special education disproportionality for systemic change in an urban school district. Remedial and Special Education, 35(1), 3-14. 
  • Bal, A., & Trainor, A. A. (2015). Culturally responsive research rubric for experimental intervention studies: The development of a rubric for paradigm expansion. Review of Educational Research
  • Lo Bianco, J., & Bal, A. (Eds.) (2016). Learning from difference: Comparative accounts of multicultural education. London, UK: Springer.

 

Taucia Gonzalez, Ph.D.  

Assistant Professor 

University of Wisconsin-Madison

Rehabilitation Psychology and Special Education  

  • Gonzalez, T., & Mulligan, E. (2013) Creating classrooms for all learners.  In E. B. Kozleski & K. King Thorius (Eds.), Ability, equity, and culture: Sustaining inclusive education reform (pp. 107-133). New York: Teachers College Press.
  • Gonzalez, T., Tefera, A., & Artiles, A. J. (2014). The intersections of language differences and learning disabilities: Narratives in action (pp. 145-157). In M. Bigelow, & J. Ennser-Kananen, The handbook of educational linguistics. New York: Routledge
  • Gonzalez, T. & Artiles, A. J. (2016). Reframing venerable standpoints about language and learning differences: The need for research on the literate lives of Latina/o language minority students. Journal of Multilingual Education Research.
  • Tefera, A. A., Gonzalez, T., & Artiles, A. J. (in press).  Challenges to policy as a tool for educational equity: The case of language and ability difference intersections. In Salas, S., & Portes, P.R. (Eds.), Latinization of K-12 communities: National perspectives on regional change. New York: SUNY Press. 
  • Waitoller, F. W., Kozleski, E. B., & Gonzalez, T. (January 2016). Professional inquiry for inclusive education: Learning amidst institutional and professional boundaries. School Effectiveness and School Improvement, 1(27).

 

David I. Hernandez-Saca, Ph.D.

Assistant Professor 

The University of Northern Iowa

Department of Special Education 

  • Artiles, A. J., Thorius, K. A. K., Bal, A., Waitoller, F., Neal, R., & Hernandez-Saca, D. (2011). Beyond culture as group traits: Future learning disabilities ontology, epistemology, and research knowledge use. Learning Disabilities Quarterly, 34, 167-179.

  • Hernandez-Saca, D. I. (2012). Dispositional ideologies: How a pause transformed my practice. Leadscape Blog, Equity Alliance at ASU, Tempe: Arizona State University. Retrieved From: http://www.niusileadscape.org/bl/?p=1047

  • Huber, J. J., Artiles, A. J., & Hernandez-Saca, D. I. (2012). Special Education and Students of Color. In J. A. Banks (Ed.), Encyclopedia of Diversity in Education (pp. 2067-2071). Thousand Oaks, CA: SAGE. Retrieved from http://www.sage-ereference.com/view/diversityineducation/n649.xml

  • Kozleski, E. B., Mulligan, E., & Hernandez-Saca, D. I. (2011). Language (Policy) Matters! Equity Alliance at ASU: Arizona State University. Retrieved From: http://www.niusileadscape.org/lc/Record/1349

  • Sullivan, A. L., Artiles, A. J., & Hernandez-Saca, D. I. (2014). Addressing special education inequity through systemic change: Contributions of ecologically based organizational consultation. Journal of Educational and Psychological Consultation, 25, 1-18.

 

Kathleen King-Thorius, Ph.D.  

Assistant Professor 

Indiana University 

  • Artiles, A. J., Thorius, K. A. K., Bal, A., Waitoller, F., Neal, R., & Hernandez-Saca, D. (2011). Beyond culture as group traits: Future learning disabilities ontology, epistemology, and research knowledge use. Learning Disabilities Quarterly34, 167-179.

  • Kozleski, E. B., & Thorius, K. A. K., (Eds.) (2013). Ability, equity, and culture: Sustaining inclusive urban education reform. New York, NY: Teachers College Press.

  • Thorius, K. A. K., & Sullivan, A. L. (2012/2013). Interrogating instruction and intervention in RTI research with students identified as English Language Learners. Reading & Writing Quarterly: Overcoming Learning Difficulties, 29, 1, 64-88.

  • Thorius, K. A. K., & Maxcy, B. D. (2014). Critical practice analysis of special education policy: An RTI example. Remedial & Special Education, 36, 116-124.

  • Thorius, K. A. K., Maxcy, B. D., Macey, E., & Cox, A. (2014). A critical practice analysis of response to intervention appropriation in an urban school. Remedial and Special Education, 35, 287–299. 

  • Waitoller, F. R., & Thorius, K. A. K. (2015). Playing hopscotch in inclusive education reform: Examining promises and limitations of policy and practice in the U.S. Support for Learning, 30(1), 23-41.

 

Rebecca A. Neal, Ph.D.  

Assistant Professor 

  • Artiles, A. J., King Thorius, K., Bal, A., Neal, R A., Waitoller, F., & Hernandez Saca, D. (2011). Beyond culture as group traits: Future learning disabilities ontology, epistemology, and inquiry on research knowledge use. Learning Disability Quarterly, 34(3), 167-179.

  • Artiles, A.J., Waitoller, F., Neal, R.A. (2011). Grappling with the intersection of language and ability differences: Equity issues for Chicano/Latino students in special education. Part IV, 10 In R.R. Valencia, Chicano School Failure and Success (3rd ed.): Past, present, and future. New York, NY: Routledge (pp.213-234). NOTE. Chicano School Failure and Success (3rd ed.) was the recipient of a 2012 Critics Choice Book Award by the American Educational Studies Association.

  • Battey, Neal, Leyva, Adams-Wiggins (2016, in press). The Interconnectedness of Relational and Content Dimensions of Quality Instruction: Supportive Teacher - student Relationships in Urban Elementary Mathematics Classrooms. Journal of Mathematical Behavior.

  • Neal, R. A. & Battey, D. (2014). Opening classroom spaces for the mathematical success of African American and Latino/a Students. TODOS Research Monograph, 3, 50-64.

  • Turner, C., Wood, J.L., Montoya, Y., Wood, I., Neal, R.A., Escontrias, G., Coe, A. (2012). Advancing the next generation of higher education scholars: An examination of one doctoral classroom. International Journal of Teaching and Learning in Higher Education, 24(1), 251-262. 

 

Adai A. Tefera, Ph.D. 

Assistant Professor

Department of Foundations of Education

School of Education

Virginia Commonwealth University

  • Fischman, G. E. & Tefera, A. A. (2014). If the research is not used, does it exist? Teachers College Record. http://www.tcrecord.org ID Number: 17570

  • Fischman, G.E. & Tefera, A. A. (2014). Qualitative research in an age of educationalese. Educational Policy Analysis Archives, 22(7). 

  • Tefera, A. A., Gonzalez, T., & Artiles, A.J. (in press). Challenges to policy as a tool for educational equity: The case of language and ability difference intersections. In Salas, S., & Portes, P.R. (Eds.), Latinization of K-12 communities: National perspectives on regional change. New York: SUNY Press. 

  • Tefera, A. A. & Voulgarides, C. K. (expected 2016). Is education policy alleviating or perpetuating the racialization of disabilities?: An analysis of “Big P” and “little p” policies. In Nichols, S. & Castro-Villarreal, F., Accountability practices and special education services: Impact and implications. National Society for the Study of Education Yearbook Special Volume. 

  • Voulgarides, C. K., Tefera, A. A., & Artiles, A. J. (accepted). Reframing the racialization of disabilities in policy and practice. Theory Into Practice.

 

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Federico Waitoller, Ph.D. 

Assistant Professor 

University of Illinois at Chicago

  • Waitoller, F. R. (2014). Becoming culturally responsive special educators amidst school/university partnerships: Teaching and learning in boundary-zone activity. Mind, Culture, and Activity, 21(1), 53-73.
  • Waitoller, F. R., Artiles, A. J. (2013). A decade of professional development research in inclusive education: A critical review and notes for a research program.  Review of Educational Research, 83(3), 319-356. 
  • Waitoller, F. R., & King Thorius, K.  (2015). Playing hopscotch in inclusive education reform: Examining promises and limitations of policy and practice in the U.S. Support for Learning, 30(1), 23-41.
  • Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 25-45.
  • Waitoller, F. R., & Kozleski, E. B. (2015). No stone left unturned: The emergence of New Capitalism in inclusive education reform. Education and Policy Analysis Archives, 23(18).