Dr. Rachel Garver Publishes Articles

Dr. Rachel Garver, Assistant Professor in Educational Leadership, recently published three articles in academic journals. The first, “How Harmful Is Segregation? English Learners’ Conditions For Learning In Segregated Classrooms,” compares the educational experiences of Bangla-speaking and Spanish-speaking English Learners (ELs) served by officially identical bilingual instructional models within one public middle school. Published in Leadership and Policy in Schools, Dr. Tanya Maloney, Assistant Professor in Teaching and Learning, was the co-author.

The second article, entitled “Segregation and Integration in the Education of English Learners: Leadership and Policy,” was published in the same journal, with co-author Megan Hopkins. The authors establish why school leaders must be attentive to how the organization of educational programs for English Learners impacts the degree to which they are segregated or integrated.

Dr. Garver’s third article, “Pre-service School Leaders’ Sensemaking of Supervising for Equity,” another piece co-authored by Dr. Tanya Maloney, was published by Journal of Education Human Resources. Given increasing diversity in the United States and enduring educational inequities, leadership preparation programs are increasingly called upon to prepare pre-service leaders (PSLs) for social justice. In this qualitative study, the authors draw on sensemaking theory to examine how 83 PSLs enrolled in a supervisory preparation course grappled with the call to embrace leadership for equity.

In 2020, Dr. Garver received a $50,000 research grant from the Spencer Foundation for her reserach, “What Are the Police Doing Here? The Role of School Resource Officers.”