Research Article
What Is the Bottleneck: A Critical Examination of the Processes in Place to Work Toward Student Equity and “Achievement” at Two High Schools
Kyle William Resch*
Issue:
Volume 13, Issue 2, June 2025
Pages:
34-48
Received:
24 June 2025
Accepted:
5 July 2025
Published:
24 July 2025
Abstract: Educators are responsible for ensuring the academic “achievement” of all students. In Wisconsin, this “achievement” is primarily measured through standardized academic assessments. These assessments tend to favor White, middle-class students without disabilities. They emphasize narrow academic skills over broader indicators of “achievement,” such as real-world problem-solving abilities, community building, critical thinking, and social engagement. Over-reliance on these assessments often drives school decisions, potentially leading to inequitable learning opportunities for certain student groups. This study investigated whether the systems in place at two high schools identified for demonstrating high levels of student “achievement” implemented practices that supported their goals of developing equitable access to learning opportunities for all students. Implications include: engaging in conversations about institutional racism, encouraging teacher empowerment; working with families; focusing on racial equity via professional development, equity audits, and the use of a racial equity process in decision-making; and restructuring the state report card. The findings contribute to the literature supporting high school restructuring designed to meet the needs of all learners.
Abstract: Educators are responsible for ensuring the academic “achievement” of all students. In Wisconsin, this “achievement” is primarily measured through standardized academic assessments. These assessments tend to favor White, middle-class students without disabilities. They emphasize narrow academic skills over broader indicators of “achievement,” such a...
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Research Article
The Impact of Augmented Reality Technology on Acquiring Temporal Concepts for Second-grade MIDDLE School Students in Mathematics
Ammar Awad Saleh*
Issue:
Volume 13, Issue 2, June 2025
Pages:
49-62
Received:
8 June 2025
Accepted:
23 June 2025
Published:
4 August 2025
DOI:
10.11648/j.ijsedu.20251302.12
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Abstract: The aim of the research is to identify: (The Effect of Augmented Reality Technology on the Acquisition of Temporal Concepts among Second-Year Intermediate Female Students in Mathematics). To achieve the research objective, the researcher developed a null hypothesis. The researcher used an experimental design that included two groups: an experimental group and a control group. The research sample included 66 second-year intermediate female students, with the experimental group comprising 32 students, while the control group comprised 34 students. The researcher worked to achieve balance between the two groups in terms of variables such as chronological age (measured in months), intelligence level, parental achievement, previous year's mathematics grades, and last year's overall average, in addition to the selection of temporal concepts. The researcher then applied the post-test of temporal concepts. When the data were statistically processed using a t-test for two independent samples, the results showed a statistically significant difference between the average scores of the post-test of temporal concepts for students in the experimental group, who studied using the augmented reality strategy, and students in the control group, who used the traditional method in their studies.
Abstract: The aim of the research is to identify: (The Effect of Augmented Reality Technology on the Acquisition of Temporal Concepts among Second-Year Intermediate Female Students in Mathematics). To achieve the research objective, the researcher developed a null hypothesis. The researcher used an experimental design that included two groups: an experimenta...
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