Special Issue "Shrinking Opportunity and Achievement Gaps"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 April 2018).

Special Issue Editors

Dr. Robert G. Smith
Website
Guest Editor
Education Leadership Program, College of Education and Human Development, George Mason University, 4400 University Drive, MS 4C2, Fairfax, VA 22030, USA
Interests: opportunity gaps; achievement gaps; superintendent decision-making; teaching for meaning; governance
Dr. Regina Biggs
Website
Guest Editor
George Mason University, Fairfax Campus, 4400 University Drive MS 4C2, Fairfax, VA 22030, USA
Interests: legal and ethical literacy; equity; opportunity gaps; achievement gaps; social justice; discrimination; reflective leadership
Dr. S. David Brazer
Website
Guest Editor
Stanford Graduate School of Education, Stanford University, Stanford, CA 94305-3096, USA
Interests: achievement and motivation; administration/management; credentialing/preparation; decision making; educational equity; learning communities; organizational change; organizations; principal training; qualitative research methods; school leadership

Special Issue Information

Dear Colleagues,

This Special Issue, “Shrinking Opportunity and Achievement Gaps”, addresses the unhappy reality that educational proficiency and attainment can be predicted on the basis of factors that should be superfluous, such as race, ethnicity, social class and dominant language. The resulting disparities in achievement appear to be driven, in large part, by opportunity gaps that exist in the general society outside of school. Schools, however, strive to fashion instructional and organizational interventions capable of mediating the effects of these opportunity gaps, as well as correct factors in school culture, curriculum, and instruction contributing to gaps in both opportunity and achievement.

We welcome for inclusion in this Special Issue articles that: (1) provide a theoretical basis for narrowing gaps; (2) present studies (qualitative, quantitative, or mixed) that demonstrate effective gap shrinking interventions, and/or (3) describe practices that narrowed gaps successfully.

Dr. Robert G. Smith
Dr. Regina Biggs
Dr. S. David Brazer
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • opportunity gaps
  • achievement gaps
  • equity
  • racism
  • discrimination
  • cultural competence
  • diversity
  • professional development
  • instructional coherence
  • brief interventions

Published Papers (1 paper)

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Research

Open AccessArticle
Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence
Educ. Sci. 2018, 8(1), 3; https://doi.org/10.3390/educsci8010003 - 30 Dec 2017
Cited by 3
Abstract
Early childhood education (ECE) intervention programs nowadays are the core of the educational disadvantage policy in the Netherlands. They offer institutional compensatory activities to young children who lack educational stimulation in the home environment. Target groups mainly comprise children from deprived socioeconomic backgrounds [...] Read more.
Early childhood education (ECE) intervention programs nowadays are the core of the educational disadvantage policy in the Netherlands. They offer institutional compensatory activities to young children who lack educational stimulation in the home environment. Target groups mainly comprise children from deprived socioeconomic backgrounds and of immigrant origin. ECE is confronted with several bottlenecks, including the definition of the target groups, the quality of ECE staff, and the ECE programs. Most important is the controversy surrounding the empirical evidence of effects of ECE provisions. This article presents a description of state-of-the-art Dutch ECE, with special attention to recent Dutch studies on the effectiveness of ECE programs. Full article
(This article belongs to the Special Issue Shrinking Opportunity and Achievement Gaps)
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