Gallant, D. J., & Moore, J. L. (2008). Assessing ethnicity: Equity for first-grade male students on a curriculum-embedded performance assessment. Urban Education,43(2), 172-188. The purpose of the study was to determine the extent to which indicators on the language and literacy and mathematical thinking domains of a curriculum-embedded performance assessment… Continue Reading Assessing Ethnicity: Equity for First-Grade Male Students on a Curriculum-Embedded Performance Assessment
James L. Moore
Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders
Scott, M. E., Butler, B. R., Lewis, C. W., & Moore, J. L. (2012). Assessing the odds: Disproportional discipline practices and implications for educational stakeholders. The Journal of Negro Education, 81(1), 11-24. One frequently held assumption found within the school discipline literature suggests that students of color- particularly African American,… Continue Reading Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders
Key Theories and Frameworks for Improving the Recruitment and Retention of African American Students in Gifted Education
Ford, D. Y., Moore, J. L., & Scott, M. T. (2011). Key theories and frameworks for improving the recruitment and retention of african american students in gifted education.The Journal of Negro Education, 80(3), 239-253. An issue of much concern, and under much scrutiny and debate, is the persistent and extensive… Continue Reading Key Theories and Frameworks for Improving the Recruitment and Retention of African American Students in Gifted Education