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A Single Voice in the Crowd: A Case Study of One Studentís Determination to Challenge Top Down School Reform

by Barbara L. Pazey, Heather Cole & Daniel D. Spikes - 2017

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Cite This Article as: Teachers College Record Volume 119 Number 9, 2017, p. 1-37
https://www.tcrecord.org ID Number: 22038, Date Accessed: 6/5/2020 12:18:25 PM
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About the Author
  • Barbara Pazey
    University of North Texas
    E-mail Author
    BARBARA PAZEY, Ph.D., is an Associate Professor, Educational Leadership, in the Department of Teacher Education and Administration at the University of North Texas. She holds degrees in Music/Music Education and Educational Administration/Special Education Administration. Her research interests focus on administrator and teacher leadership preparation, ethical leadership, special education law and disability policy, and educational policy and reform. She embraces a research agenda that seeks to empower student voice, recognize and foster the growth of studentsí 21st century skills, particularly for marginalized student populations.
  • Heather Cole
    Queens University
    E-mail Author
    HEATHER COLE, Ph.D., is an Associate Dean of Students at Queens University, Faculty of Law, in Kingston, Ontario. She earned her Ph.D. from the Department of Special Education, cross-listed with the Department of Educational Administration/Education Policy at The University of Texas at Austin. She holds graduate degrees in Law, Public Administration, and Education. She has worked in the public sector as a policy advisor and as a public interest and education attorney. Her research interests include educational policy and law, leadership, social justice, and the marginalization of students, particularly those with disabilities
  • Daniel Spikes
    Iowa State University
    E-mail Author
    DANIEL SPIKES is an Assistant Professor of Educational Leadership, Organizations, and Policy at Iowa State University. His research interests focus on racial disparities in education and the practices of school districts, schools, and school leaders that serve to perpetuate and/or ameliorate these disparities. Specifically, his research focuses on the following: school leadership, in general, with a specific focus on social justice and antiracist leadership; preservice and in-service training of educators on cultural proficiency and/or antiracism; urban education; social justice; and school tracking policies.
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